英语课堂教学中的互动-陈晓棠讲座课件

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,*,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,*,英语课堂教学中的互动,北京师范大学 程晓堂,英语课堂教学中的互动北京师范大学 程晓堂,互动的基本概念,“互动”是教育教学中的一个常用概念；“课堂教学互动”更是有关课堂教学研究和讨论的热门话题之一；,各个学科都强调在课堂教学中加强师生互动、生生互动；,但是，大家对互动的理解似乎并不完全相同，而英语学科里所说的互动与其他学科倡导的互动更是有很大差别。,互动的基本概念“互动”是教育教学中的一个常用概念；“课堂教学,请看两个互动的例子,物理课堂上的互动片段：,师：,河里的鱼往往被岸边的脚步声吓跑。站在,金鱼缸旁拍手，里面的鱼马上四处乱游。这说明了什么？,生：说明液体能够传声。,师：现在老师说话，坐在,座位上的同学都能听到，老师也能听到同学们的讲话声，这说明了什么？,生：说明气体能够传声。,请看两个互动的例子物理课堂上的互动片段：,英语课堂上的互动片段：,T:Look at this girl.Do you want to know her?,Ss:No.,T:OK,you can ask what you want to know.,S1:Whats her name?,T:Her name is Ann.,S2:How old is she?,T:Shes 13.,S3:Whats her hobby?,英语课堂上的互动片段：,讨论,以上两个互动片段有什么不同？,互动的目的？,互动的内容？,互动的参与者？,互动结果？,讨论以上两个互动片段有什么不同？,讨论：两个互动片段的区别,物理课上的互动,英语课上的互动,探究知识、学习知识,操练语言,学生有真实的互动愿望,无真实互动愿望,所用语言只是互动的媒介,所用语言既是互动媒介又是学习的对象,师生共同探究,教师是信息的提供者,加深了对世界的认识,熟悉了英语句型,讨论：两个互动片段的区别物理课上的互动英语课上的互动探究知识,英语课堂上互动的类型和目的,根据互动的目的和内容，英语课堂上的互动大致可以分为四类：,知识呈现与讲解互动,语言交际互动,通过互动引出语言知识的互动,语言操练互动,英语课堂上互动的类型和目的根据互动的目的和内容，英语课堂上的,知识讲解与复习互动,T:Today what we learned today?What have we learned?.a new tense future tense:“will”,SS:will,T:and will+not:wont yes,very good and then we learned how to talk about the weather,how to make a“weather report”,SS:Weather report,知识讲解与复习互动,语言交际类互动,A:Its warm today,isnt it?,B:Yes,it must be over 20,right?,A:Yeah,the weather forecast said the highest is 25.,语言交际类互动,通过语言交际引出语言知识,T:Look at the picture.I think its amazing.What do you think?,（教师指着一张太空的图片）,S1:Its beautiful.,S2:Its cool.,T:Whats this?,S1:Its space.,（之后教师领读,space若干遍）,通过语言交际引出语言知识,语言操练互动,T:Hello,children.Do you want to be tall?,Ss:Yes!,T:Ok,I say“tall”,you say“tall,tall,tall,make yourself tall”.Lets begin.,T:Tall.,Ss:Tall,tall,tall,make yourself tall.,T:Short.,Ss:Short,short,short,make yourself short.,语言操练互动,互动的功能,英语课堂上的互动具有多重功能，所以有些互动的功能可能重叠：,知识呈现与讲解的互动，主要是学习语言知识（如词汇、语法知识），同时也顺带练习语言（用英语教英语）；,语言交际互动的主要目的应该是通过语言表达思想或交流信息，但同时操练语言，有时还“兼顾”语言知识。,通过互动引出语言知识的互动和语言操练互动具有明显的多重功能。,互动的功能英语课堂上的互动具有多重功能，所以有些互动的功能可,英语课堂上互动的形式,教师与全班学生互动：教师说话、提问，全班学生一起应答或一部分学生应答；,教师与个别学生互动：教师向一个学生提问或请一个学生说话，或者教师向全班学生提问，但指定一个学生回答；,学生与学生之间的互动：学生两人一组或多人一组进行问答练习或讨论，包括两人一组或多人一组到教室前面进行展示或表演。,英语课堂上互动的形式教师与全班学生互动：教师说话、提问，全班,互动理论对互动的解释,互动理论所说的互动与我们通常说的互动（比如前面列举的四类互动）有很大的区别；,互动的本质是意义协商，也就是说通过互动实现意义的交流。比如：,A:So,you live in Boston?,B:Well,not really.,A:What do you mean by not really?,B:Well,its near Boston.,互动理论对互动的解释互动理论所说的互动与我们通常说的互动（比,语言课堂上的互动除了实现意义协商以外，还有学习语言的目的。比如：,T:,Theres a pair of reading glasses above the plant.,S:A what?,T:Glasses,reading glasses to see the newspaper?,S:Glassi?,T:You wear them to see with,if you cant see.Reading glasses.,S:Ahh,ahh,glasses to read,you say“reading glasses”,T:yeah.,语言课堂上的互动除了实现意义协商以外，还有学习语言的目的。比,S:I go to the cimema with mama。,T:You mean you went to the cinema?,S:Yes,I went to the cinema with mama.,S:I go to the cimema with mam,T:,A,mbitions are things you want to be or you want to do.Well,like for example,when I was a small girl,my ambition was to be what?No not a teacher,was to be an animal doctor,OK?Have you got any ambitions?(to a student)What is your ambition?,S:Nurse,T:You want to be a nurse(to another student),S:A teacher,T:To be a teacher.OK.Ambitions,repeat,ambitions.,SS:Ambitions,T:All right,T:Ambitions are things you wa,缺少意义协商的互动不利于语言学习,T:You know what ambitions are?Em ambitions are things you want to be or things you want to do.OK?Ambitions.,SS:Ambitions.,T:Ambitions.,SS:Ambitions.,缺少意义协商的互动不利于语言学习,课堂互动中的常见问题,互动目的不清楚,互动身份不明确或不恰当,互动内容不真实,互动语言不真实,不考虑互动的结果,课堂互动中的常见问题互动目的不清楚,课堂互动问题举例,教师一边在黑板上贴一张女警察的单词卡片图片，一边与学生对话：,T:Answer my question.Here,ok,look,is she a policeman?,Ss:Yes,she is.,T:Great!,课堂互动问题举例教师一边在黑板上贴一张女警察的单词卡片图片，,T:Look at this picture.Who is she?,Ss:She is Nina.,T:Yes,she is Nina.And she is new to us.Do you have any questions about Nina?,S1:Whats her job?,S2:What is she gling to do tomorrow?,S3:Is she happy everyday?,T:Great!But I dont know the answer,either.Lets watch the video and find out the answers.,T:Look at this picture.Who,为了复习某课学习的部分词语，教师给出指令，学生根据指令做动作（初二学生）。以下是教师给的指令：,Show me your,fingers,.,Lift,your left hand into the air.,Continue,lifting your left hand into the air.,Show me that you are,tired out,.,Push,against,the desk.,Put your hands on your,stomach,.,Show me one of your,tiny,things.,为了复习某课学习的部分词语，教师给出指令，学生根据指令做动作,教师设计情景，学生在情景中运用所学语言：教师举起自己的一样东西问学生：,T:Is it yours?,S:No,its not mine.Its yours.,教师设计情景，学生在情景中运用所学语言：教师举起自己的一样东,上课开始环节，引入课题的互动,T:Do you want to go to the shop?,Ss:No.,T:Sorry.Lets go to the supermarket.,上课开始环节，引入课题的互动,S1:I want to buy some apples.,S2:What colours do you like?,S1:Green,yellow and red.,S1:I want to buy some apples.,A:Would you like to have some juice?.,B:Yes,please.Im thirsty.,A:Me，too.Lets go to the kitchen.We have a big,new fridge.,A:Would you like to have some,A:There is no school tomorrow.Its June 1,st,Childrens Day.,B:You are right.Its our holiday.,A:Do you want to fly my new kite?,B:Yes.Lets go to the park and fly the kite there.,A:There is no school tomorrow,T：Do they go to school on Childrens Day?,S：No.,T：Why dont they go to school?,S：,Its Childrens Day.,T：Do they go to school on Chil,T:What can Lingling not do?(,一个女孩在操场跑步的图片,),S1:She cant run fast.,T:Can you run fast?,S1:Yes,I can.,T:,（转身提问,S1,的同桌）,Can he run fast?,S2:Yes,he can.,T:Can you run fast?,S2:Sorry,I cant.,T:Who can run fast?,SS:S1.,T:Who cant run fast?,Ss:S2.,T:What can S1 do?,Ss:He can run fast.,T:What can Lingling not do?(,T:What can Lingling do badly?,S1:Lingling can control the ball badly.,T:Can she control the ball well?,S:No.She can control the ball badly.,T:What can Lingling do badly?,T:Lingling was good at basketball in China.True or false?,S1:True.,T:Yes.Thats right.Lingling was good at basketball in China.We can also say“Lingling was good at playing basketball in China.”Are you clear?,Ss:Yes.,T:Lingling was good at basket,T:Look,class!I have much nice food.Would you like a pie,S3?,S3:No,thank you.,T:What about a cake?,S3:Yes,please!,T:Do you like cakes?,S3:Yes,please!,T:Do you like cakes?(,教师强调,Do you?),S3:Yes,I do.I like cakes very much.,T:Why?,S3:,T:Are they sweet?,S3:Yes,they are sweet and nice.,T:Look,class!I have much ni,Can you think of some ways to pollute the air?,Teacher:Talk about giraffes with your partner.,Can you think of some ways to,T:Can you say something about the Chinese New Year?,S1:I play fireworks.,S2:I eat dumplings.,S3:,T:Do you like Chinese New Year?,T:Can you say something about,在一节课的开始，教师通过多媒体展示金字塔的图片，希望借此导入与,alien,有关的话题：,T:What are these?,S:Golden,（有学生想说,Golden tower,）,T:No,they are pyradmids.,T:Who built them?,S:People.,T:Maybe you are right,but I think they may be created by aliens.,在一节课的开始，教师通过多媒体展示金字塔的图片，希望借此导入,T:What do you want to say to your teacher(before leaving the school)?,SS:,T:Just now we learned a lot of sentences.,T:What do you want to say to,总结,互动之所以有利于促进意义协商，是因为在互动过程中，学习者必须以合作或协作的方式解决某个问题。合作和协作就会涉及到意义协商。,同时，为了解决问题，学习者必须经历接收信息、处理信息、传递信息、表达意义的过程。,在接收信息、处理信息、传递信息、表达意义的过程中，学习者可能遇到理解或表达方面的困难。,为了解决这些困难，学习者必须根据交流各方提供的反馈调整各自的输出。,总结互动之所以有利于促进意义协商，是因为在互动过程中，学习者,意义协商有利于促进二语习得,，因为：,通过意义协商，学习者能够获得更多的可理解语言输入。学习者获得的可理解语言输入越多，越有利于习得语言。,意识协商促使学习者在语言表达过程中调整、修正他们的语言输出，以使他们的语言输出更加接近正确和准确的语言形式。,意义协商有利于促进二语习得，因为：,在意义协商过程中，学习者充分调动已有语言知识和技能以及那些还不太熟悉的语言项目，从而使学习者能充分运用他们的中介语系统。,在协商意义的过程中，学习者能够得到交际对方的反馈，从而注意到自己的已知与未知之间的差距。,尽管意义协商过程中学习者主要关注意义而不是形式，但他们也会注意到意义协商过程中其他学习者使用的一些语言形式。,在意义协商过程中，学习者充分调动已有语言知识和技能以及那些还,谢谢！,欢迎提问、讨论！,谢谢！,