愛華網(wǎng)一節(jié)高中英語詞匯教學(xué)案例
一．詞匯教學(xué)現(xiàn)狀
現(xiàn)行的英語詞匯教學(xué)現(xiàn)狀可以總結(jié)如下：
1. 照本宣科型：一是跟讀單詞，二是講解教材中出現(xiàn)的詞義。
2．詞典搬家型：“詞典搬家，全面開花”至少有三個弊端：一是消耗時間，二是沖淡主題，三是擾亂認知。
3． 過度集中型：3-4周內(nèi)背記整本書的單詞，弊端是單調(diào)苦燥，不符合認知規(guī)律。
4． 敬而遠之型：老師懂得處理詞匯，但不知如何處理比較合適，即在何時、怎樣處理課文中的詞匯，一句話，不敢面對詞匯。
二．詞匯教學(xué)目的：
1. 通過詞匯教學(xué)，有意識地培養(yǎng)學(xué)生運用詞匯學(xué)習(xí)策略來識記詞匯并能在語境下恰當(dāng)?shù)剡\用語言的能力。
2．通過使用不同的呈現(xiàn)方法，加深學(xué)生對詞匯的記憶，促進學(xué)生探索詞匯學(xué)習(xí)的最佳方法。
3． 培養(yǎng)自主學(xué)習(xí)能力
三．詞匯教學(xué)過程
本課講的是人教版高中英語 Great Inventions的語言點。我提前布置了任務(wù)，要求學(xué)生預(yù)習(xí)并在字典中查找自己認為最重要的詞匯包括短語或慣用語。一上課開始例行的值日生詞匯檢查，之后開始上詞匯課。I begin to show some pictures made with Powerpoint in a computer.Then
I asked the students one by one to say what they saw in thepictures. In picture1, the students only saw a sign means “stop’’therefore some of them couldn’t make connection of this one with aphrase “ be aware of”. They would say somesentences like this:” when you walk across the street, you must payattention to traffic lights or here is not allowed to smoke orothers. At this time I began to ask the students what the sign saidand when we saw this sign , what should be aware of. Following that, all the students said that they would be awareof safety. Then I asked mystudents to make sentences with the phrase be aware of as much aspossible. Picture 2,3,4,5,6,7 are very easy . When they saw them ,they would quickly remember what words they were. Once for a whileI interestingly asked them what made the size of a computer reducedfrom desktops to laptops to palmtops and If they pretended to bespecialists of a computer whether they allow for their creativity.After that the students discussed for a while ,then one reportedthe result. Picture8 tends to make the students remind the word“experiment” or ” laboratory” instead of “ trial but they knewtrial and error could lead to success and the truth of success istrial and error. Picture9 is about a “pilot “and picture10 is“heel” while picture11 ，12 and 13 need hard guess. Because in thesepictures they couldn’t see “ petrol “ “ connection” and “background”, teacher must lead in. For example I asked my studentsthe following questions : What does picture 11 describe? Is it agas station? What does the driver do ? What do Americans say“汽油”？When you see picture 12, what do you feel ? what associationdo you make? ( we often connect this China knot with good luck )and in picture13, can you see the black color? What function is itused as? In this way, the students had a quick overview of someimportant new words in Unit 18. Secondly, I quickly show thesepictures to the students. Then let them repeat these new words. Inclass I found it interesting for students to learn new words andwith this method students’ motivation can be aroused. What’s more,it’s easy for them to remember new words. When I finished thistask , I began to check the students’ preparations.
In latter half class, the students play leading roles in class.They voluntarily come to the blackboard to teach the others the keywords and phrases that they think are very important in this unit .Although it is impossible for them to find the key pointsaccurately , in practice they know how to learn new vocabulary.What ‘s more, the students are very active in involving inclass.
四.課后反思
反思1：學(xué)生學(xué)習(xí)的主動積極性是學(xué)生學(xué)習(xí)的動力源泉而學(xué)習(xí)需要是學(xué)生長期堅持的內(nèi)驅(qū)力。學(xué)習(xí)需要是指個體在活動中感到有某種欠缺而力求獲得滿足的心理狀態(tài)。它的主觀體驗形式是學(xué)習(xí)者餓學(xué)習(xí)愿望和學(xué)習(xí)意想。它包括學(xué)習(xí)的興趣愛好和學(xué)習(xí)的信念等。所以在教學(xué)中教師應(yīng)想方設(shè)法創(chuàng)造環(huán)境調(diào)動學(xué)生的主動積極性，挖掘?qū)W生的內(nèi)驅(qū)力。
反思2： 建構(gòu)主義者認為，學(xué)習(xí)是學(xué)習(xí)者主動建構(gòu)內(nèi)部心理表征的過程。 這里，“建構(gòu)”是學(xué)習(xí)者通過新舊知識經(jīng)驗之間反復(fù)的，雙向的相互作用，來形成和調(diào)整自己的經(jīng)驗結(jié)構(gòu)的過程。在這種構(gòu)件過程中，一方面，學(xué)習(xí)者對當(dāng)前信息的理解需要以原有的知識經(jīng)驗為基礎(chǔ)；另一方面，對原有知識經(jīng)驗的運用又不是簡單的提取和套用，個體同需要依據(jù)新經(jīng)驗對原有經(jīng)驗本身也做出某種調(diào)整和改造，即同化和順應(yīng)兩方面的統(tǒng)一。學(xué)習(xí)詞匯就是學(xué)生建構(gòu)詞匯的過程，在詞匯教學(xué)中教師的首要任務(wù)是應(yīng)將新舊知識建立起某種聯(lián)系，并通過圖表將知識形象化的聯(lián)系起來，以便于學(xué)生長久地貯存。
五.討論學(xué)習(xí)
通過本節(jié)英語詞匯教學(xué)案例的學(xué)習(xí)，小組內(nèi)成員也很認同此位老師的看法，認為目前我校教師大部分也存在如這位教師所說的詞匯教學(xué)現(xiàn)狀。他的這節(jié)英語詞匯教學(xué)案例，為我們小組內(nèi)成員及廣大英語教師進行詞匯教學(xué)的課堂實踐提供了很好的范例。下一步我們教師在詞匯教學(xué)的多樣性和培養(yǎng)學(xué)生運用詞匯學(xué)習(xí)策略來識記詞匯并能在語境下恰當(dāng)?shù)剡\用語言的能力方面應(yīng)作為詞匯教學(xué)的突破口。
