“互教互学”在英语课堂教学中的应用(附有案例).doc

“互教互学”在英语课堂教学中的应用(附有案例)

广西南宁市南宁外国语学校 林万春

内容摘要：笔者根据教育学原理，并结合外语学校学生的特点，较为成功地将“互教互学”应用于英语课堂教学，取得了良好的教学效果。
关键词：英语教学；外语学校；互教互学
托夫勒说过：“未来的文盲不再是那些不识字的人，而是那些没有学会学习的人。”因此，在英语课堂教学中，应充分发挥教师的主导作用和学生的主体作用，努力改变传统的“满堂灌”式的教学方法，实行“互教互学”教学方式。为此，教师要努力营造一种生动活泼的民主气氛，鼓励学生积极参与课堂教学，教师必须始终记住自己与学生的地位是平等的，与学生的活动是交互的，允许学生展开讨论或争论，可以独立地发表意见，引导学生得出正确的结论，让学生感到是作为教师的合作者学习的，以此提高学生自信心、责任感与主动性。
“互教互学”教学法是一种以教师为主导，学生为主体，师生互动，以沟通和交流为主的教学模式。它强调了教师对学生思维动向的主导，以及创设一个能使学生发挥主动性和合作性的环境。这种教学方法要求“教”与“学”两个主体在行动、语言、情感、思维上互动，产生共鸣，相互促进，教学相长，从而构建激情、趣味、求异、互动的教学模式。
根据外语学校学生综合素质的特点，给“互教互学”教学方式提供了广阔的空间。所以，我认为“互教互学”教学方式可以扬长避短，发挥优势，给师生、生生搭建一个共同的平台。为了搞好双边“互教互学”教学，就要求我们教师在备课时把教材上静态的知识转化为课堂上动态的教学信息，并且在教学过程中要想方设法地创造出一个可以实现“互教互学”的环境和气氛，通过创设情境、巧设疑问、共同讨论等教学方式，有效地开展“互教互学”方式教学。
笔者现以高一Book 3 Unit 3阅读课为例，来探讨“互教互学”方法在外国语学校英语课堂教学中的具体应用。
【学习过程】
I．学习导入 ( Lead-in )
Duty Report
II．互教互学，合作探究（Help each other and co-study）
1.Pre-reading （Scan the text and then answer the questions according to the text.）
① Where does Henry Adams come from?
② Why did Henry wander in London streets?
③ Why did the two brothers make a bet?
④ How did Henry feel when he got a letter from the brothers?
2. Post-reading (Carefully read the text again and fill in the form according to the text and see what an experience Henry has.）
About a month ago
Henry was  sailing out of the bay;
Towards nightfall
Henry found himself carried out to sea by a strong wind;
The next morning
Henry was  spotted  by a ship;
Later
Henry earned his passage   by working on the ship as an unpaid hand, which accounts for his appearance in London.
Now
Henry was lost in London and wandering in the street.
Just at that time
Roderick called him and asked him to step in;
To Henry’s surprise
Roderick gave Henry a letter with ___ one million pound note ___ in it.
3. Discussing and showing.
What kind of person do you think Henry is?
Why do you think so?
III.【课堂检测】( Test: Fill in the following blank by oneself and check together.)
The play 1 a short story written by Mark Twain, who was 2 in Hannibal, Missouri, and is best known for his 3 , such as The 4 of Tom Sawyer and The Adventures of Huckleberry Finn. The story happened in the summer of 1903, and Henry Adams, an American 5___ , had some bad luck. He was 6____ and rescued at sea 7____ by a British ship and landed in London, where he found himself without money, friends or a job. All this could 8_ __ his appearance. He was lost and alone in London. He didn’t know what to do. Walking down the street, he heard someone calling him, and then he went in and was led to two rich brothers who made a bet and gave him a(n) 9__ __ with 10____ money in it. He was asked not to open the letter until two o’clock in the afternoon. As a matter of fact, there was a one-million-pound bank note in it.
IV.【自主小结】(Summary)
1. 各小组长小结本节课组员的表现，给出具体分数；
2. 英语课代表小结本节课学习的内容，并评出本节课最佳优秀小组和个人；
3. 教师肯定学生的课堂表现，提出下节课的具体要求。
V.【学习延伸】(Continuing study)
1. 作业：整理课文的语言点和知识点，并做第二张导学案。
2. 课后探索：这个故事接下来会发生什么？
VI.【教学反思】 (Reflection)学生进行学习反思，同时教师总结反思，
通过以上案例教学，将学生所学的理论知识运用于实践，并采取“互教互学”的课堂组织形式，提高了学生学习趣味性、参与性，增强了学生自我评价意识，在课堂教学上充分体现了学生的主体地位，使学生既巩固了所学的理论，体会到学习的重要性与必要性，又训练了学生将知识转化为实际运用的能力，培养了学生良好的思维习惯和探索创新精神。“互教互学”教学法优化了英语课堂教学过程，充分发挥了“师”与“生”两个主体的相互作用，实现最佳的英语教学效果。