《怎样教英语》精读笔记 第3章 |
您所在的位置:网站首页 › 怎样教英语说话 › 《怎样教英语》精读笔记 第3章 |
第3章:如何管理教和学(How to manage teaching and learning)
■3-1:教师的课堂仪态(How should teachers use their physical presence in class?) ◆3-1-1:教师的仪态(teachers’ physical presence); 【1】→教师外表(appearance); 【2】→教师的行动方式(the way the teacher moves) 【3】→教师的站立方式(the way the teacher stands) 【4】→教师的外在表现力(how demonstrative a teacher is) ◆3-1-2:师生的亲密度(proximity) 【1】→师生之间的物理距离(how close) 【2】→物理距离是冷感的标志(distance is a sign of coldness ) ◆3-1-3:得体度(appropriacy) 【1】→下蹲(crouching down):和学生保持相同高度(at the same level as seated students),创造极度友好的氛围(creating a friendly atmosphere); 【2】→教师席地而坐(sitting on the floor):或许适宜,或许会让学生分散注意力(being put off from concentrating); 【3】→教师可坐在桌沿(sitting on the edge of tables),可站在讲台后(standing behind a lectern),可站在略高的讲台上(standing on a raised dais),但这一切均深刻表明教师的个性; 【4】→务必考虑教师举止对学生的影响(considering effect of physical behavior); 【5】→教师教学行为需得当(behaving appropriately) ◆3-1-4:教师的活动性(movement) 【1】→或者整节课待在一个地方不动(spending class time in one place); 【2】→或者整节课走来走去(spending class time walking from time to time); 【3】→这些是教师个人的喜好问题(a matter of personal preference); 【4】→一动不动的老师令学生厌烦(motionless teachers can bore students); 【5】→动个不停的老师让学生疲倦(teachers constantly moving make students exhausted); 【6】→教师在教室之内的移动(moving around the classroom),可以保持学生的兴趣(retaining students’ interest);也可实现近距离的和小组协作(working more closely with smaller groups); 【7】→移动频率取决于个人风格(frequency of moving depends on personal style):站立的舒适区域(where to feel most comfortable);自我感觉的管理班级的最轻松方式(how to feel easiest to manage classroom);是否愿意和小组协作(whether or not to work with smaller group); ◆3-1-5:联系与交流(contact) 【1】→观察和倾听,应当如同教学一样认真用心(watching and listening just as carefully as teaching); 【2】→尽量保持移动(being able to move around); 【3】→保持合适的亲密度(getting the level of proximity right); 【4】→保持眼神交流(making eye contact); 【5】→得体地倾听和回应学生(listening and responding appropriately); 【6】→交流因人而异,因课而异(contact varies from teacher to teacher and from class to class); -------------------------------------------------------------------- ■3-2:教师课堂上嗓音的使用(How should teachers use their voices in class?) ◆3-2-1:可听性(audibility); 【1】→教室前后的学生都可听清(students at the back and front can hear); 【2】→避免声音过大(avoiding danger of being too loud); 【3】→勿发出刺耳吼声(no rasping shout); 【4】→可听度和音量控制之间保持平衡(balance between audibility and volume); ◆3-2-2:多样性(variety); 【1】→变换音质(varying the quality of voices); 【2】→教师的音量取决于课型和活动类型(volume depends on the type of lesson and type of activity); 【3】→较大声音可以维持秩序(using loud voices to keep order); 【4】→安静说话亦可有效吸引学生注意力(speaking quietly is as effective a way of getting students’ attention); 【5】→平素安静的教师偶尔发声,有出人意料的效果(occasional interjection from quiet teacher has dramatic effect); ◆3-2-3:学会保护(conservation); 【1】→学会正确呼吸(breathing correctly); 【2】→尝试变换嗓音(varying voices throughout a day); 【3】→尽量避免大吼(avoiding shouting) ------------------------------------------------------------------- ■3-3:教师如何帮学生明确课堂不同环节(How should teachers mark the stages of lesson?) ◆3-3-1:课程开始环节标志需清晰(a clear start to lesson); ◆3-3-2:在教学活动之间转换的衔接处,需再次集中学生注意力(refocusing students’ attention between an end and a start ); ◆3-3-3:学会吸引学生注意力(getting attention): 【1】→拍手(clapping hands); 【2】→大声说话(speaking loudly); 【3】→举手示意(raising hand) ◆3-3-4:如何结束一节课(finishing a lesson); 【1】→发表结语(providing closure); 【2】→总结概括(summary); 【3】→预告下节课内容(prediction of next); ------------------------------------------------------------------- ■3-4:课堂上最佳的座位布局(what’s the best seating arrangement for a class?) ◆3-4-1:横竖有序排列(orderly row); 【1】→教师可清楚地看到所有学生(having a clear view of all students); 【2】→教师的讲授课易实施(lecturing easily) 【3】→便于教师和学生时刻保持眼神交流(maintaining eye contact with students); 【4】→课堂纪律井然(making discipline easier); 【5】→便于教师巡视课堂(easily walking up and down); 【6】→保证师生之间更多的个人交流(more personal contact); 【7】→适合的活动类型:语法讲解(explaining grammar points);观看视频(watching video);黑板展示(using board) 【8】→与学生时刻保持交流非常重要(important to remain in contact with students); 【9】→让学生持续参与非常重要(important to keep students involved) 【10】→随机提问学生(asking students in random order) 【11】→40—200人大班额教学的最佳和唯一方式(best or only solution for between 40 and 200 students) ◆3-4-2:环形和马蹄形座位布局(circles and horseshoes); 【1】→适合小班教学(for smaller classes); 【2】→马蹄形座位布局,教师位于开口处(in a horseshoe,teacher being at the open end); 【3】→环形座位布局,教师位于黑板处(in a circle,teacher being at the board); 【4】→圆桌和亚瑟王的传说(the Round Table and the King Arthur) 【5】→环形座位布局:师生之间更加强烈的平等感(a far greater feeling of equality); 【6】→马蹄形座位布局:教师有更多接近学生的机会(greater opportunity to get close students); 【7】→学生可以看到彼此(students can see each other); 【8】→师生更觉亲密的地方(more intimate place); 【9】→潜在可能:学生通过交谈、眼神和肢体动作分享情感和信息(the potential for students to share feelings and information through talking,eye contact or expressive body movements) ◆3-4-3:独立小组(separate tables); 【1】→独立小桌组成的小组(seated in small groups at individual tables); 【2】→保证无等级感(much less hierarchical); 【3】→学生更像负责任的成年人进行学习(students more like responsible adults getting on learning); 【4】→问题:总是和相同的同伴在一起(always being with same colleagues);全班教学会遇到困难(making whole-class teaching more difficult); ------------------------------------------------------------------- ■3-5:学生的分组方式(What different student groupings can teachers use?) ◆3-5-1:面向全班学生的教学(whole class) 【1】→班级组织的最佳形式 【2】→学生专注于教师,学习任务尽在掌控中(having the students focus on teacher and task in hand); ◆3-5-2:小组学习和两人结对活动(groupwork and pairwork) 【1】→语言教学中非常受欢迎的分组方式(popular in language teaching); 【2】→是一种合作性活动(a cooperative activity); 【3】→保证学生平等参与(participating more equally); 【4】→学生更能尝试和运用语言(more able to experiment and use the language); 【5】→更强的独立性(greater independence); 【6】→机遇:教师与个体学生的学习互动(giving the teacher the opportunity to work with individual students); 【7】→难题1:主宰活动型学生与安静型学生的博弈(problem:dominating students VS students staying silent ); 【8】→难题2:活动中学生易转用母语(reverting to first language); ◆3-5-3:独自学习(solo work); 【1】→以自己的速度学习(working at their own speed); 【2】→学生可以考虑和安排时间(allowing students thinking time); 【3】→可照顾到个体需要和进程(considering individual needs and progress); ◆3-5-4:规则(rules): 【1】→小组学习:合作、参与、自主(cooperation、involvement、autonomy); 【2】→整班教学:清晰、可能性、教师控制(clarity、potential、teacher control); ◆3-5-5:不同的班级分组方式,对应不同的教学活动(different class groupings for different activities); ------------------------------------------------------------------- ■3-6:教师课堂教学成败评价(how can teachers evaluate the success or failure of their lessons?) ◆3-6-1:如何获得反馈(getting feedback); 【1】→询问学生(asking students questions); 【2】→学生写下问题答案(asking students to write answers down and hand in); 【3】→同事观察(colleague observing); 【4】→录课(videoing lessons); ◆3-6-2:如何评价(assessing); 【1】→布置作业(homework assignment); 【2】→带评分的口语活动(speaking activities with scoring); 【3】→小测验(small progress test); 【4】→成绩提升记录(progress records) -------------------------------------------------------------------
|
今日新闻 |
推荐新闻 |
CopyRight 2018-2019 办公设备维修网 版权所有 豫ICP备15022753号-3 |