《男孩失踪，警察困惑》同课异构的案例分析

发布时间：2018-06-02 17:01

本文选题：同课异构 + 案例分析　；参考：《扬州大学》2016年硕士论文

【摘要】：本文是高中英语同课异构的案例分析,具体为对三名高中英语教师对高一英语模块二第一单元Tales of the unexplained 的 Reading板块Boy Missing, Police Puzzled案例进行描述和分析。三位教师针对同样的阅读文章,采用不同的教学设计上一节课。其理论基础是支架理论,Krashen的输入假说,Swain的输出假说以及图式理论。本案例分析的意义在于三个方面：其一在于通过同课异构研究,帮助教师看到教学设计的不同可能性,鼓励教师教学创新；其二是通过同课异构研究,有助于教师相互学习,取长补短优化教学；其三是促进教师专业发展,渗透后方法理念。同课异构研究包括以下几个步骤：选择一个主题,制定教学设计,观摩课堂教学,分析讨论教学,提出建议并总结如何上好一堂课。本研究对三节课的教学设计与实际课堂教学进行了详尽的描述与分析。在第一个案例中,教师采用了PWP阅读教学模式,阅读前,利用课文标题Boy missing, police puzzled,要求学生联系实际阅读经验概括新闻标题的特征,并引导学生对课文内容进行预测;阅读中,教师通过相关阅读练习及活动,协助学生梳理出文章脉络结构；阅读后,教师启发学生展开想象,为课文中的新闻报导续写一个结尾。在第二个案例中,教师采用了支架式教学,将同一教学内容设计成读写结合的课堂教学。教师在积累词块短语、梳理文本结构内容、增加阅读输入、模仿与自主创造四个主要环节中通过为学生不断提供支架的方式引领学生完成从输入到输出的转换。在第三个案例中,教师采用了混合式教学法。首先,她课前要求学生独立自学完成学案并在课堂中采用小组竞争的形式来反映学习效果；课堂中教师利用竞答的方式调动学生参与积极性与学习热情,以思维导图、问答、复述、填空等形式协助学生掌握阅读技巧、文本主要内容结构；最后教师设计情景鼓励学生拓展思维打开想象,以自由发表意见的形式探讨是否相信外星人的存在并给出理由,再以小组讨论的形式畅想如果外星人真实存在,世界将会是怎样的。根据对以上三个案例的具体分析,本研究的主要发现如下：三名教师极具责任心与自主意识,结合教学内容,进行了全面的学情分析与精心的教学设计,选用的截然不同的教学模式,让我们看到了针对同一教学内容,不同的教学可能性。总体上三节课紧扣教学内容,教学思路清晰,三名教师皆完成了所制定的教学目标。具体而言,第一个案例的亮点优势在于教师充分了解学情,定位清晰,课堂教学目标锁定在学生能够理解并掌握课文内容结构,学会阅读新闻报导的阅读技巧。在此基础上再鼓励学生发挥其创造性,帮文章续写一个结尾,教师在充分尊重学生学习的主体性的同时给学生创造性的发挥提供了空间；第二位教师巧妙地将单一的阅读课改成了读写结合课,并精心铺排,为学生提供一系列支架,协助学生完成从输入到输出的转变过程；第三位教师将个人学习与小组学习相结合,将竞争机制与组间合作相结合,在这两组有机结合中努力充分调动学生的学习积极性与热情。就三节课的不足来讲,第一节课练习与活动设计较为单一,课堂氛围略显沉闷；第二节课,教师在给出写作评分要求后,没有向学生示范评价过程,这并不利于学生的掌握；第三节课虽课堂氛围最为活跃,但是也存在小组成员任务角色不明确的问题,并没有真正意义上调动起所有学生的积极性。本研究有三点不足：第一,只有三名教师参与这次同课异构研究活动,研究课数较少；第二,课堂教学描述可能未做到100%的准确与客观；第三,教师与学生均提前对此次研究有心理准备,可能不能反映真实的日常课堂教学情况。
[Abstract]:This paper is a case analysis of the isomerism of the same class in high school English, which is to describe and analyze the case of Boy Missing, Police Puzzled, the Reading plate of three high school English teachers to the first unit of Tales of the unexplained, the first unit of the English module of high school. The three teachers use different instructional designs for the same reading articles. The theoretical basis is the scaffolding theory, the input hypothesis of Krashen, the output hypothesis of Swain and the schema theory. The significance of this case analysis lies in three aspects: one is to help teachers to see the different possibilities of teaching design through the study of the isomerism of the same class, encourage teachers to create new teaching, and the other is to help teach through the study of the same class isomerism. The teachers are learning from each other to improve their teaching, and the third is to promote teachers' professional development and to infiltrate the post method concept. The study of isomerism in the same class includes the following steps: choosing a subject, making teaching design, observing and discussing classroom teaching, analyzing and discussing teaching, putting forward suggestions and summarizing a good lesson. The teaching design of this study on the three lesson In the first case, in the first case, the teacher adopted the PWP reading teaching model, before reading, using the text title Boy missing, police puzzled, asked the students to contact the actual reading experience to summarize the characteristics of the news headlines and guide the students to predict the content of the text; in reading, the teacher passed through the reading Reading exercises and activities to help the students to comb out the structure of the text; after reading, the teacher enlightens the students to develop their imagination to renew the end of the news report in the text. In the second cases, the teacher adopts the Scaffolding Teaching and the same teaching content is designed into a combination of reading and writing. In the third cases, the teacher adopted a mixed teaching method in the third cases. First, she asked the students to learn the case independently and take it in class. In the form of group competition, the learning effect is reflected in the form of group competition. In the classroom, teachers use the way of competing to arouse students' enthusiasm and enthusiasm, to help students master reading skills and the main contents of the text in the form of thinking guidance, question and answer, retelling and filling. In the form of opinion, it is discussed whether the existence of aliens is believed and the reasons are given. Then, in the form of a group discussion, what will the world be if the aliens are true? According to the specific analysis of the above three cases, the main findings of this study are as follows: three teachers are highly responsible and autonomous and combine teaching content. We have carried out a comprehensive analysis of the learning situation and the elaborate teaching design, and the different teaching modes selected, let us see the different teaching possibilities for the same teaching content. On the whole, the three lessons are closely linked to the teaching content, the teaching ideas are clear, and the three teachers have completed the teaching objectives. The bright spot is that the teachers fully understand the learning situation and the orientation is clear. The classroom teaching aims are locked in the students can understand and master the structure of the text content, and learn to read the reading skills of the news reports. On the basis of this, the students will be encouraged to play their creativity and help to renew the article. The teachers are fully respecting the subjectivity of the students' study. The second teachers skillfully changed the single reading class into a reading and writing class, and carefully laid out a series of scaffolds to help students to complete the process of transformation from input to output; the third teachers combined personal learning with group learning, and the competition mechanism and the group. Cooperation in combination, in the two groups of organic combination of efforts to fully mobilize the enthusiasm and enthusiasm of the students. In terms of the insufficiency of the three class, the first class exercises and activities design is relatively simple, the classroom atmosphere is slightly dull; the second class, teachers, after giving the writing scoring requirements, did not demonstrate the evaluation process to the students, which is not conducive to learning. In the third class, although the class atmosphere is most active, there is also a problem that the role of the group members is not clear, and there is no real significance to raise the enthusiasm of all the students. There are three shortcomings in this study. First, only three teachers participate in the same class isomerism research activities, the number of research classes is less; second, classroom teaching. The academic description may not be accurate and objective in 100%, and third, both teachers and students are prepared in advance for the study, and may not reflect the actual daily classroom teaching.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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