Ｗａｔｅｒ ｉｎ Ｃｈｉｎａ

一、教學(xué)設(shè)計(jì)思想

當(dāng)代外語教學(xué)觀要求外語教師充分利用一切課堂資源進(jìn)行教學(xué)，其中網(wǎng)絡(luò)是增加信息量并促進(jìn)學(xué)生自主學(xué)習(xí)的一個(gè)重要途徑。

祝智庭教授就此問題提出了“五何分類法”，即“是何、為何、如何、若何和由何”。“是何”通常指以What， Who， When， Where 為引導(dǎo)，指向一些表示事實(shí)性內(nèi)容的問題；“為何”指以Why為引導(dǎo)，指向事物之間的關(guān)系，并做解釋和推理；“如何”指以How為引導(dǎo)，指向一些表示方法、途徑與狀態(tài)的問題；“若何”指以If…(then)…為引導(dǎo)的，指向一些條件發(fā)生變化，可能產(chǎn)生新結(jié)果的問題；“由何”指以From…為引導(dǎo)的問題。人們通常把“由何”與其他“四何問題”進(jìn)行融合設(shè)計(jì)，展示相應(yīng)的問題情境。

在英語課堂中進(jìn)行“五何提問法”教學(xué)，能創(chuàng)設(shè)運(yùn)用英語進(jìn)行思維的環(huán)境，引導(dǎo)學(xué)生較為全面地認(rèn)識(shí)事物，學(xué)會(huì)通過多角度提問而獲得更多信息，進(jìn)行有意義的英語學(xué)習(xí)。以下是以Water in China為主題進(jìn)行的網(wǎng)絡(luò)模式下的“五何提問法”的教學(xué)實(shí)踐。

二、教學(xué)對(duì)象和內(nèi)容分析

Water in China是牛津英語（上海版）8B Chapter 6的主題內(nèi)容。初二學(xué)生對(duì)于中國水資源的情況了解較為含糊，多局限于身邊的用水情況。為了讓學(xué)生全面了解中國的水資源狀況等相關(guān)信息，進(jìn)行網(wǎng)絡(luò)探究成為絕好的手段。學(xué)生已初步具備了網(wǎng)絡(luò)信息的搜索、處理和制作PPT的能力，是教學(xué)順利進(jìn)行的基礎(chǔ)。

三、教學(xué)目標(biāo)

本課旨在讓學(xué)生初步學(xué)會(huì)“五何提問法”，即用What， How， Why， If ， Who 和Where 進(jìn)行Water in China主題的設(shè)問；讓學(xué)生充分利用網(wǎng)絡(luò)資源搜尋資料、解決問題；鼓勵(lì)學(xué)生自己制作PPT，并用英語表述主題內(nèi)容；提供學(xué)生與同伴合作學(xué)習(xí)的機(jī)會(huì)；激勵(lì)學(xué)生關(guān)心地球和環(huán)境，培養(yǎng)責(zé)任意識(shí)。

四、教學(xué)重點(diǎn)、難點(diǎn)

學(xué)生用“五何提問法”進(jìn)行Water in China主題的問題設(shè)定；學(xué)生搜索信息和制作PPT，并進(jìn)行成果展示。如何全面、合理地設(shè)定問題。

五、教學(xué)過程

（一）主題導(dǎo)入

T: Good afternoon， everybody! We’ll discuss our topic with the help of the computers today. I know you’re all good at computers， so I hope we enjoy the class today. First， let’s watch a short period of video.

T: How does the boy feel?

S: He feels sad.

T: Do the people around like him?

S: No.

T: What do they think of him?

S1： They think he is a trouble-maker.

S2: He is a little bit boring.

T:Why don’t they like him?

S1: That’s because he asks too many whys.

S2:He only asks whys and he doesn’t know how to communicate with others.

T: So it seems that we’d better learn how to ask proper questions so as not to make others bored. Right?

S: Yes.

T: Well， I’d like to introduce you a new way of asking questions. That’s so called five-wh questions. Are you interested in it?

S: Yes， of course.

（設(shè)計(jì)意圖：心理學(xué)向我們揭示了如下的規(guī)律：個(gè)體一旦獲得學(xué)習(xí)動(dòng)機(jī)并發(fā)生作用，就能在學(xué)習(xí)中產(chǎn)生強(qiáng)烈的興趣和持久力，促進(jìn)學(xué)習(xí)。所以，筆者播放了動(dòng)畫片《聰明的一休》中有關(guān)一個(gè)孩子不停地發(fā)問，引得周邊人大為反感的片段。學(xué)生對(duì)于“為什么這個(gè)孩子的問題總是不受他人歡迎”的問題很感興趣。他們積極思考，自發(fā)地得出了答案。學(xué)生在教師的引導(dǎo)下，自然地獲悉了動(dòng)畫片片段給大家的啟迪，也提出了“如何提好問題”的討論主題。）

（二）主題內(nèi)容的初步認(rèn)知階段

T: First wh - includes what， who， when and where. By asking such questions， we can get first idea about what something is. That’s the basic fact of a certain thing. Secondly， the questions begin with why. Thirdly， how， we’ll get further idea about the relations between this thing with others， such as the reason for something or the way in which something comes out. Fourthly， we have if… then. It means you can make a supposition. That is to say， you put what you suppose something to be in your questions and get the result finally. Lastly， that’s the questions beginning with from.

T: Let me take an example. Suppose here is a watch. We can ask questions like “What can you find on the face of the watch? Which country is famous for watches? When do we need watch? Where can we find watches? How is a watch made? Why do we need watches? How can you tell a clock from a watch?”

（設(shè)計(jì)意圖：雖然教師從定義和內(nèi)涵上介紹了“五何提問法”，但是只有通過舉例學(xué)生才能初步了解“五何提問法”的具體含義。）

T: Can you get a general idea about the five-wh questions? If not， take it easy. Next item will be helpful for you to understand it better. It is to play a guessing game.

T: I’ve prepared a box. Inside it is something special prepared for today’s guessing game. You may ask me several questions. But you can’t ask me about it directly. For example， you can’t ask me “what is it? What is the name of it? Is it …?” If your question is good enough， I’ll give you a small prize for that. Here is the prize box. There’re many prizes in it. You may have one for your good question.

（設(shè)計(jì)意圖：教師取出一只里面藏有一樣物品的盒子，讓學(xué)生試用“五何提問法”進(jìn)行猜物品游戲，為鼓勵(lì)學(xué)生多角度思維，教師以小禮物予以鼓勵(lì)。學(xué)生盡管已經(jīng)初步認(rèn)知了提問方式，但仍需要具體操練才能真正掌握和運(yùn)用。對(duì)學(xué)生而言，用外語來提問是要有足夠的自信的，因此教師用小禮物能激勵(lì)學(xué)生參與，促使學(xué)生進(jìn)行提問。）

（三）問題提出和解決階段

T: Now that you’ve done some practice on raising questions. I’ll show you one of your tasks today. That’s to ask the questions on the topic Water in China. Please show us what questions you have decided to talk about and write them down in a Word Document on your computer. You may co-operate with your partner.

（設(shè)計(jì)意圖：讓學(xué)生自發(fā)探討、決定Water Talk主題中自己感興趣的若干問題是本節(jié)課的教學(xué)難點(diǎn)。教師鼓勵(lì)學(xué)生合作討論、研究要設(shè)定的問題任務(wù)，并利用Word進(jìn)行預(yù)設(shè)問題的記錄和修改。）

T: You all did a good job. The first task is perfectly completed. Let’s move on to the second task. That’s to use PowerPoint to make an electronic presentation document. Here are the suggested steps for you.

T: Step A. Search the Internet for the information which is related to your questions. Before class，I sent two letters to your e-mail box. In the enclosures， you’ll find one about resources. They may help you find the materials you need more easily.

T: Step B. Use PowerPoint to make an electronic presentation document on the topic. Also in the enclosure， you’ll find a letter about gauge. All the requirements and degrees are listed in the gauge. Let’s see what are required. First， 4 pages is a must. Secondly， the contents should be close to your designed questions on Water in China; Show your creativity in your work. Try to make your work different from others. Make it clear and creative. Lastly， you’re supposed to work with your partner on the same work. Each one should offer his help to the work. You’d better check your work according to the gauge and try to make it perfect.

（設(shè)計(jì)意圖：教師在學(xué)生向網(wǎng)絡(luò)尋求設(shè)問的答案時(shí)提供幫助，預(yù)先給學(xué)生的校園網(wǎng)郵箱里送上相關(guān)主題的資源鏈接和量規(guī)，這個(gè)過程被稱為“搭腳手架”。學(xué)生在“腳手架”的幫助下，對(duì)設(shè)定好的“五何問題”進(jìn)行思考和探究，并最終完成PPT的制作。在此過程中，學(xué)生可根據(jù)量規(guī)進(jìn)行自測，以提高電子作品的質(zhì)量。這部分是本課的重要教學(xué)環(huán)節(jié)，充分展示了學(xué)生發(fā)現(xiàn)問題、提出問題、分析問題和解決問題的能力。）

（四）資源和評(píng)價(jià)

本課設(shè)計(jì)了評(píng)價(jià)量規(guī)，供學(xué)生在進(jìn)行問題設(shè)定和問題解決過程中進(jìn)行先行的自我評(píng)價(jià)，這也是作為在師生最后共同評(píng)價(jià)學(xué)生電子作品時(shí)的重要依據(jù)。量規(guī)的設(shè)計(jì)提供了學(xué)生在學(xué)習(xí)過程中的“支架”，注重了學(xué)生的參與和合作互動(dòng)，注重了學(xué)習(xí)過程的評(píng)價(jià)。

（五）學(xué)生合作展示PPT、總結(jié)和作業(yè)布置

T: Here’s another important part. Present your work to us. If you can do the job well， a surprise will wait for you!

T: Now it’s nearly the end of the class. Let’s have a brief conclusion. What do you think of the five-wh questions?

S1: It can help us to ask further questions.

S2: It can help us think of questions more thoughtfully.

T: Yes， you’re right. Using the five-wh questions， we can easily ask deeper questions and communicate with others. So the topic of today’s homework is “How to console your friend?”Console is a new word for you. Suppose your friend is unhappy today for he failed in the English exam. How can you console him? How can you make him happier or not so sad about his failure? You’re supposed to make a short dialogue with your poor friend. Try to ask the five-wh questions in your dialogue. Wish you success!

（設(shè)計(jì)意圖：學(xué)生完成網(wǎng)絡(luò)探究和“五何提問”內(nèi)容的PPT制作后，通過合作的方式向大家介紹主題設(shè)問和解答結(jié)果。學(xué)生和教師參與評(píng)價(jià)，是本課的又一重點(diǎn)環(huán)節(jié)。設(shè)計(jì)學(xué)生談運(yùn)用“五何提問法”后的感受環(huán)節(jié)是為了讓學(xué)生發(fā)現(xiàn)它的優(yōu)點(diǎn)，并鼓勵(lì)運(yùn)用英語思維。作業(yè)布置內(nèi)容結(jié)合學(xué)生的生活實(shí)際，鼓勵(lì)學(xué)生多用“五何提問法”來提問，促進(jìn)交流。）

（六）教學(xué)啟示

1.教師指導(dǎo)學(xué)生認(rèn)識(shí)“五何提問法”時(shí)要結(jié)合學(xué)生身邊事，以提高學(xué)生對(duì)話題感知的興趣和敏感度，也可以結(jié)合口頭操練、做游戲等環(huán)節(jié)使學(xué)生吸收和內(nèi)化教師語言輸入的內(nèi)容和形式。

2.學(xué)生合作確定設(shè)問內(nèi)容時(shí)，教師應(yīng)提供及時(shí)的引導(dǎo)，鼓勵(lì)學(xué)生去創(chuàng)新并運(yùn)用發(fā)散思維，使學(xué)生設(shè)計(jì)出良好的“五何”提問句。

3.教師幫助學(xué)生認(rèn)知量規(guī)的重要性，有針對(duì)性地引導(dǎo)學(xué)生，并自己探究過程設(shè)定目標(biāo)，采用適當(dāng)手段。

4.學(xué)生以合作方式進(jìn)行網(wǎng)絡(luò)模式探究學(xué)習(xí)和完成電子演示文稿制作時(shí)，教師提示其要注意預(yù)設(shè)問題與答案內(nèi)容的統(tǒng)一性和時(shí)代性，鼓勵(lì)每位學(xué)生主動(dòng)參與活動(dòng)，關(guān)注學(xué)生過程評(píng)價(jià)。

5.教師要求學(xué)生合作完成電子作品時(shí)，遇到交際困難要運(yùn)用適當(dāng)?shù)慕浑H策略用英語來完成會(huì)話協(xié)商，完成交際活動(dòng)。

6.教師鼓勵(lì)學(xué)生自我總結(jié)運(yùn)用網(wǎng)絡(luò)模式和“五何提問法”進(jìn)行主題內(nèi)容學(xué)習(xí)后的感受。

7.本教學(xué)模式下，教師的主導(dǎo)作用不僅包括講解教學(xué)內(nèi)容、啟發(fā)、引導(dǎo)學(xué)生，更主要的是包括創(chuàng)設(shè)“1+1”（任務(wù)要求稍高于學(xué)生能力）的情境、提供信息資源、組織和指導(dǎo)協(xié)作探究性學(xué)習(xí)以及設(shè)計(jì)學(xué)生自主學(xué)習(xí)策略等方面。

8.在學(xué)生進(jìn)行探究過程中，教師要不斷給學(xué)生提供幫助，要做好“搭腳手架”的工作，充分了解學(xué)生，引導(dǎo)和訓(xùn)練學(xué)生的高級(jí)思維能力。

9.在不同性質(zhì)的英語教學(xué)要求下，采取靈活的探究形式，使教學(xué)形式服務(wù)于教學(xué)目標(biāo)和教學(xué)過程，以達(dá)到理想的教學(xué)效果。

（作者單位：華東師范大學(xué)）