寻找想象作文的金钥匙 27页

寻找想象作文的金钥匙让写作文采飞扬嘉沪校本研修高级研修班英语课例研究小组2007年6月 一、选题及缘由想象作文《英语（新标准）》初中二年级下册“MyPerfectHoliday” 二、第一次研究课的设计与实践教师的设计：1.话题导入与语言“热身”部分：①教师讲述自己亲身经历的一次假期旅游；②学生讲述现实生活里的一次旅游经历。2.想象作文与现场指导部分：③教师想象中的假期之旅；④学生想象中的假期之旅；⑤教师点评学生的想象作文。 (一)话题导入与语言“热身”观察与发现：师生互动不充分语言“热身”并不“热”分析与诊断：1.教师示范讲述不到位，信息量不够。（图片展示、问题引出）教学片段1T:Iamveryexcitedbecausethesummerholidayiscoming.AndIcangotraveling.Lastsummer,Iwenttoaveryinterestingplace.(Showingsomepictures)Doyouknowwhereitis? 2.教师提问的方式过于单一，学生语言发挥的空间受到限制。教学片段2T:Right.ItisWuyiMountain.Haveyoubeenthere?Ss:No.…T:Wherehaveyoubeen?S1:Hangzhou.S2:Shanghai.S3:Nanbeihu.…T:WouldyouliketogototheMars?Ss:Yes.Ss:No.… 3．教师对课堂上有意义的生成关注不够，对于学生表达的内驱力和成就感激发不足。建议与改进：1）充实武夷山之行的内容2）尝试新的提问策略3）充分利用课堂生成 (二)想象作文与现场指导观察与发现：想象没有打开，作文拼凑为主分析与诊断：1.教师的想象示范作用没有到位。教学片段3T:Haveyoubeentothemoon?Ifpossible,Iwouldgotothemoon.IwoulddancewithChang’e.Iwouldgotherebyspacecraft. 2.教师想象的月球之旅出现的时机不恰当3.教师提供的想象作文的构思“支架”开放度不够HolidayWherewouldyougo?Whowouldyougowith?Whatwouldyoutake?Whatwouldyoudo?Whenwouldyougo?Weatheryouhopefor?Whywouldyougothere?Howcouldyougo? 4.教师的现场指导与总结的要领没有匹配。教学片段4（学生习作）IwouldgotoXiaWeiYi.Iwouldgobyplane.AndIwouldgotherewithmyclassmates.Wewouldgotheretoswimmingandeatsomenicefoods.（教师修改）IwouldgotoHawaii.Iwouldgotherebyplane.AndIwouldgotherewithmyclassmates.Wewouldgotheretoswimandeatsomenicefood.T:NowI’llsummarizesomekeypointsaboutwritingagoodarticle:Avoidmakingmistakes,suchasspellingandgrammarmistakes.Servethetheme,getalltherequirement.Useconjunctionsproperly.Embellishthearticles. 建议与改进：1.充实月球之旅的信息含量，表现出想象水平2.改变作文构思支架的问题，表现出开放度3.在对学生的作文评改中体现作文的要领 三、第二次研究课本次研究课主要是针对第一次研究课上师生想象不充分和学生想象作文质量不高的问题进行教学再设计后的实践改进。观察与发现：1.教师的武夷山之行和月球之旅表现精彩。 教学片段5T:I’mveryexcitedbecausetheSummerholidayiscoming,andIcangotravelingagain.LastSummer,IwenttoWuyiMountainwithmybestfriend.Wegottherebybus.Weclimbedthemountainandtookaraftonariver.Mybestfriendfellofftheraftanddownintotheriver,butshewassavedintime.Wewentintoacaveandmanybatsflewdownandattackedus.Ifoughtwiththemwithmycap,andIwasthewinner!MytraveltoWuyimountainwasveryinteresting!教学片段6T:IfIhadHarryPotter’smagicstick,IwouldgotothemoonbyUFO.IwouldplaywiththerabbitanddancewiththehandsomegentlemanWuGang.AndIwouldmakefriendswiththelovelygirlChang’eandlearnhowtomakemooncakes 2.执教教师注意变换提问的方式或贴近学生实际生活来修正问题，从而激发了学生的想象力而出现精彩的生成：教学片段7T:IfyoucouldgoanywherewiththehelpofHarryPotter’smagicstick,Whowouldyougowith?Withyourwifeorhusband?Ss:No.T:Withyourgirlfriendorboyfriend?S1:Yes,Iwouldgototheouterspacewithmygirlfriend.Andwewouldgetmarriedthereandliveahappylife. 3.想象作文构思的支架给学生提供了想象的空间PlacePartnerLuggageActivitiesTransportation…Holiday… 4.学生的想象质量有明显提高教学片段8S1:IwouldgotothebrainofEinsteintoresearchwhyhewassoclever.Andfindoutthewaytobecomeapersonlikehim.S2:IwouldgototheCaribbeanwithmyfriends.Maybetherearemanylostgoldswaitingforus.Wewouldlookforlostgoldsandtakethemback.S3:IwouldgotoEgypttoseethepyramidwithSuperman.Wewouldgetintothepyramidtoseethemummy. 但是，从学生整体作文的质量而言，英语语言实践运用的能力提高和改进的不明显。学生的想象在自由驰骋，但落实到用语言来表达的实践环节仍表现出乏力。分析与诊断：1.教师在示范叙述的过程中“节外生枝”，容易让学生在想象作文中也游离中心话题。 教学片段9T:Itookasedan.CanyouguesshowmuchIshouldpay?S1:500.T:That’stoomuch.S2:100.T:Morethanthat.S3:200.T:Quiteright!…(学生习作)IwouldgotoSun.becauseSunisveryhotandbig.IthinkhavemanypeopleinSun.IwouldmakeManyfriendswithliveinSunpeople.IwouldgotoSunwithmyfriendbyUFO.WhentheEarthdie.IwouldSunwithmyfriendsandparents.Ithinkitverycool. 2.教师在想象作文的现场指导过程中，注意到了把作文的要领用到指导修改的环节之中，但是基本上还是停留在句子语法纠错的层次。教学片段10(学生习作)IwouldgotoEgypt.IwilltakemysmallpetBoboandFofobecausetheycanmakefoodforme.BoboandFofowouldhelpmefightingthemummies.Iwouldgohome.IleftBoboandFofo.Ihatethem.(教师修改)IwouldgotoEgypt.IwouldtakemysmallpetsBoboandFofo,becausetheycanmakefoodforme.BoboandFofowouldhelpmefightwiththemummies.Iwouldgohome.IwouldleaveBoboandFofo.Ihatethem. 建议与改进：想象作文课的教学最终主要是学生在想象力的发挥和英语语言的实践运用两方面都能表现出突出的进步。教师在注重精彩示范的同时，要加大指导的力度，不仅要使学生的想象作文语言正确，还要追求前后意思连贯和符合逻辑，使写作文采飞扬。 四、第三次研究课本次是进一步的改进课，主要是执教教师加大想象作文的现场指导力度，在“润色”和“添彩”方面表现出到位的示范和引领作用。教学设计：在想象作文实践和现场指导部分，教师设计了以下环节：①小组合作口头练习想象作文，并让每个小组的代表向全班其他同学口头汇报；②学生独立笔头想象作文，选择两个代表上粉笔板前板书作文；③让原座上的学生按照教师的逐项提示对板书同学的作文进行修改；④教师结合想象作文的要领对板书作文进行精加工；⑤教师让学生进一步修改自己的作文。 观察与发现：学生在英语语言实践的全过程中表现出了积极的参与性和较强的自我表现意识。学生想象作文出现精彩，教师现场指导想象作文的水平也有明显提高。教学片段11（学生习作1）Iwouldgotothemoon.Iwouldgotherebyspaceshuttle,andIwouldgotherewithmyparentsandfriends.Iwouldbringcameraandmooncakes.Iwouldeatmooncakeswithmyparents,friendsandWuGang.ThenIwouldplaywiththerabbitunderthetree.NextIwouldclimbthetreetoseeawonderfulviewfromthetopofthetree.Finally,Iwouldgobackwithmyparents,friendsandtherabbit. （教师修改）APerfectHolidayIwouldgotothemoontorelaxmyself.Iwouldgotherewithmyparentsandfriendsbyspaceshuttle.Iwouldtakeacamerawithmetotakephotos.IwouldtakemooncakessothatIcouldeatwhenhungry,withmyparents,friendsandWuGang.ThenIwouldplaywiththerabbitunderthetree.NextIwouldclimbthetreetoseeawonderfulviewfromthetopofthetree.Finally,Iwouldgobackwithmyparents,friendsandtherabbit.Doyouthinkitisaperfectholiday? (学生习作2)TheSummerholidayiscoming,Ifeelveryexcited.IwouldgotoBeijingwithmyparentsbyplane.Iwouldvisitsomeinterestingplaces,suchasthePalaceMuseum,theGreatWallandsoon.Wewouldtakelotsofphotos.Wethinkwecanhaveagoodtimethere.Andthememoryofthispleasanttripwilllastlong,IfIreallygotoBeijing. （教师修改）MySummerHolidaysTheSummerholidaysiscoming,soIfeelveryexcited.Tocelebratemyholidays,IwouldgotoBeijingwithmyparentsbyplane.Iwouldvisitsomeinterestingplaces,suchasthePalaceMuseum,theGreatWallandsoon.Whenvisitingtheinterestingplaces,Wewouldtakelotsofphotos.Wethinkwewouldhaveagoodtimethereandloveourcountrymuchbetter.Andthememoryofthispleasanttripwilllastlong,IfIreallygotoBeijing. 分析与总结：1.小组合作讨论的气氛2.小组代表汇报的责任3.学生批改同学的作业4.教师现场的评改反馈5.学生经指导后的加工 五、初中英语“想象作文”课例研究小结贴切的话题选择2.充分的语言铺垫3.积极的问题引导4.精彩的原型示范5.开放的构思支架6.全面的反馈评改 倾听您智慧的启迪！