《小学英语阅读教学模式与策略的研究》开题报告会名师优质课获奖市赛课一等奖课件.ppt

单击此处编辑母版标题样式,*,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,本幻灯片资料仅供参考，不能作为科学依据，如有不当之处，请参考专业资料。,广东省中小学教学研究“十一五”规划子课题,小学英语阅读教学模式与策略研究,开题汇报会,9月28日,东莞师范学校从属小学陈凤葵,第1页,小学英语阅读教学模式与策略研究,背景意义,研究方法,目标内容,研究步骤,预期结果,第2页,一、课题提出背景,阅读是语言学习关键，不论是母语还是外语学习。,一个人英语阅读能力高低，往往决定了他吸收有用信息数量和质量。所以，从小培养学生英语阅读能力含有重大意义。,国家教育部颁布英语课程标准指出：“语言技能包含听、说、读、写四个方面技能以及这四种技能综合利用能力。听和读是了解技能，说和写是表示技能；这四种技能在语言学习和交际中相辅相成、相互促进。学生应经过大量专题和综合性语言实践活动，形成综合语言利用能力，为真实语言交际打基础。”,可见，,阅读是语言学习一个主要技能，,阅读在英语学习中起着不可替换主要作用。,第3页,从语言心理学角度来看，听、说、读、写、译是相互联络而又彼此独立心理过程。,在现阶段小学英语教学中，阅读教学存在误区。,小学英语阅读教学已成为教学研究一个热点,。（,国内外相关研究）,本课题开展“小学英语阅读教学模式与策略研究”，正是基于这么背景提出，我们依据本身能力和特点，以PEP小学英语教材为基点，以“以读促学”、“以读导写”、“以写促读”，进行小学英语阅读教学模式与策略研究。,一、课题提出背景,第4页,二、,研究目标与主要内容,总体目标：,探索、建构一套能充分发挥学生潜能,促进学生发展,深受学生喜欢阅读教学模式。巩固和扩大小学生英语词汇量，增强语感，提升学生英语阅读速度和了解准确度,逐步形成他们英语阅读习惯和能力。帮助学生善于、乐于了解异国文化，拓展实践空间，不停提升学生学习英语兴趣，促进英语综合能力提升。,1、教师：,建构实施小学英语阅读课基本框架模式，使教师掌握,有效阅读教学方法。,2、学生：,让学生在阅读学习过程中掌握正确阅读技能，从而促,进学生英语综合能力提升。第5页,二、,研究目标与主要内容,研究内容：,（1）小学英语阅读课教学模式研究。,（2）,小学生英语阅读技能与策略研究。,第6页,三、,课题研究步骤,本课题研究可分为三个阶段：,（1）准备阶段（.1-.3）,（2）实施阶段（.3-.4）,（3）总结阶段（.4-.6）,第7页,四、,课题研究方法,研究方法,1、观察法：,在教学过程中对学生外在行为进行有计划、有目标观察，从而直接感知和统计学生对所学阅读材料兴趣、了解程度、掌握情况等。,2、试验法：,依据试验目标，对小学英语阅读课教学模式分年级进行不一样设计、探索，并将不一样课堂教学现象做统计、分析，寻求最正确教学模式。,3、案例分析法：,对比较经典阅读教学材料进行分析，或对课堂案例进行微格研究，直观地表达研究情况。,第8页,五、,课题研究预期结果,研究汇报,论文集,优异案例与分析集,（教学设计+录像课例+教学反思或评析）,第9页,我们初步研究：小学英语阅读教学策略,在教学中，我们感到应依据不一样年纪段学生采取不一样教学策略：,1、师生互动型策略,这种策略有助与激发学生阅读兴趣，活跃课堂气氛，师生共同主动参加，关系融洽。它比较适合与低、中年级使用。它特点是：,教师导入，学生感知 学生精读，教师讲解 巩固操演，内化语言,2、主动参加型策略,它基点是“学生是学习主体”，特点是：,自读了解 交流讨论 小结巩固 拓展利用,这种教学策略比较适合与中高年级，普通选择阅读材料语言难度不大，靠近PEP教材中所学内容，并尽可能贴近学生实际生活或者符合小学生年纪特点。,3、自主开放型策略,此策略是我们课堂阅读教学拓展延伸，此方法普通在高年级使用。能够有两种安排：一是腾出,课堂,教学5-8分钟时间用以自读，教师提供一些与课文相关课外读物，让学生依据自己兴趣兴趣选择材料自由地阅读；二是勉励学生,课外,广泛阅读。阅读内容应该切合学生实际水平、兴趣兴趣，是课堂所学延伸。,第10页,小学低年级英语阅读教学模式,经过实践，我们对低年级英语阅读教学有了初步定位：,以听、说为根本,，在教师帮助下学生能从总体上了解阅读内容；教学流程主要采取,“分总”,方式，从听到说，循序渐进。,我们初步研究：小学英语阅读教学模式,第11页,小学中年级英语阅读教学模式,对于内容难度较高文章，我们以,听/读说为根本，,即,“总分”,方式进行教学，更加好使学生掌握听、说、读技能。,我们初步研究：小学英语阅读教学模式,第12页,我们初步研究：小学英语阅读教学模式,小学高年级英语阅读教学模式：,阅读教学在高年级有各种教学模式，这里要介绍是我们在教学中采取比较多一个，它含有一定普遍性和可操作性。其基本教学程序以下：,总,-,分总,，也即是,听/读,-,说,-,写,教学模式。,（五六年级课例）,第13页,我们课题所研究阅读教学模式与策略，不是意在用固定教学模式来捆绑广大教师教学思绪，而是想抛砖引玉，对阅读教学难点作出探究，以求一些可操作简单“模式”与策略产生辐射作用，能成为大家教学理论与实践中介。,它作为对话和短文阅读课基本教学模式有很强实操性。它能指导广大教师很好地把握小学英语阅读课教学教学目标，帮助教师很好地把握教学中合理、有序教学步骤，从而确保英语新教材正确、有效实施。,实际上，广大一线教师也是在教学实践中不停地丰富、充实它。我们相信，教师一旦掌握了符合教学纲领与学生特点，科学、实用教学模式就基本把握了教学整体，就会对优化课堂教学、实现课堂教学高效率提供基本保障。,以上内容是我们本课题研究一个探索开端，必定存在很多不成熟地方，恳请各位教授、老师们多提宝贵意见与提议，不妥之处多多批评指正。,抛砖引玉：,第14页,Thank 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iQeN,第16页,