當(dāng)教師的英語(yǔ)課堂設(shè)問(wèn)被學(xué)生做出否定回答時(shí)

鞠新春

（新疆第八師石河子高級(jí)中學(xué)，新疆）

在最近的高中英語(yǔ)課堂教學(xué)聽(tīng)課活動(dòng)中，有不少教師把自己要問(wèn)學(xué)生的每一個(gè)問(wèn)題（無(wú)論難易）都做成課件，上課點(diǎn)鼠標(biāo)，讓學(xué)生按教師課前預(yù)先設(shè)置好的問(wèn)題進(jìn)行回答，而不是按照課堂上各種情況不斷出現(xiàn)適時(shí)巧設(shè)問(wèn)題進(jìn)行問(wèn)答。結(jié)果這種人機(jī)對(duì)話造成了課堂氣氛沉悶、師生間問(wèn)答缺乏真情實(shí)感、缺乏真摯的思想碰撞和交融的局面。師生問(wèn)答顯得冰冷、書(shū)面化、呆板不靈活及學(xué)生被動(dòng)情況的出現(xiàn)。加之問(wèn)題不能貼近學(xué)生日常實(shí)際生活，學(xué)生對(duì)教師所問(wèn)相關(guān)問(wèn)題又缺乏生活體驗(yàn)，造成學(xué)生回答問(wèn)題有困難或不愿回答教師的提問(wèn)并直接作出否定回答。基于上述情況的出現(xiàn)，我在處理人教版高中英語(yǔ)選修6第三單元A healthy life中Warming up時(shí)，摒棄了不少教師的習(xí)慣做法，不用課件，與學(xué)生進(jìn)行直接、平等、民主、自然和隨意的對(duì)話交流，即使學(xué)生對(duì)我的設(shè)問(wèn)給予否定回答，我依然順勢(shì)發(fā)問(wèn)，改變問(wèn)題方向，使師生問(wèn)答繼續(xù)深入下去，確保了設(shè)問(wèn)的有效性，使Warming up真正收到了實(shí)效。師生間的問(wèn)答是這樣展開(kāi)的：

Dialogues between the teacher and the whole class:

T:As a senior middle school student，You have too much knowledge to learn every day,in order to make sure that your study can continue，What do you think is the most important in your life？

S:A healthy body.

T:Yes，without a healthy body，we can’t do anything well.

S:How can we have a healthy body？

T:We should have a healthy life.

T:So long as we live a healthy life，we can have a healthy body and become a healthy person.What is a truly healthy person？

S:I think a truly healthy person must be well in mind and body.

T:You are right.Spirit is also very important.Do you think what bad people’s living habits are affecting their health？

S:Cigarette smoking Drinking alcohol Playing computer game too long etc.

T:What important healthy problems are threatening people’s health nowadays？

S:Diet Obesity Stress Drug abuse Physical fitness etc.

T:What serious bad living habits or serious healthy problems are affecting our adolescents’health today？

S:Cigarette smoking Playing computer game too long Drinking alcohol etc.

Dialogues between the teacher and a boy student：

T:Did you use to smoke？

S:No，I didn’t.

T:Do you have any classmates or friends who are smoking？

S:Yes，I do.

T:What do you often do when you see them smoking？

S:Sometimes I stay with them and have a chat with them，sometimes I stay away from them.

T:Do you know why they smoke？

S:They think they look cool and fashionable.They also say it is polite for a smoker to give cigarettes to other smokers when they meet together.Sometimes they think smoking can reduce their study stress and make them relaxed and happy.especially，When they are tired of studying，smoking can refresh themselves

T:What do you think of smoking？

S:It’s bad for our health.Especially our adolescents.It can cause many other diseases.Such as lung cancer，heart disease，blood pressure and so on.It can also have bad effect on nonsmokers，especially on our adolescents’grown up.

T:You are right.What would you like to say to your smoking classmates or friends？

S:It’s not too late for you to stop smoking from now on...Please give up smoking!Spending money buying cigarettes means buying death day by day.

T:Very good，Can you give them some good advice on how to quit smoking？

S:They had better take part in other more meaningful activities.Such as basketball，football and so on.They should also know more about harm caused by smoking，Sometimes they should stay far away from smokers.

T:Good advice.

Dialogues between the teacher and a girl student.

T:Do you have any friends around you who are smoking？

S No，I don’t.

T:Do you have any relatives who are smoking？

S:Yes，My father smokes every day and he is a heavy smoker.

T:When he is smoking，what do you usually do？

S:I am very angry with him and stay in my room because the whole sitting room is full of smoke and it smells terrible，especially all the windows are closed in winter.

T:Why are you tired of your father smoking？

S:Because it can easily cause fire when he is smoking in bed.Smoking can cause many other diseases besides，it spends too much money.

T:What would you like to do to help your father to quit smoking？

S:I will tell him smoking is not only bad for his own health but also for other people around him in public.I will buy him some snacks when he wants to smoke.I can also tell my mother to control his money to make him not have much money to buy cigarettes.

T:I think these ways are not bad.If your father were in the classroom now，He would be moved by what you said.But do you want to know why many smokers are addicted to smoking?Do you want to share some other good suggestions about stopping smoking to help your classmates or your relatives who are smoking？

S:Yes.

T:Let’s come to the reading of Unit 3.

在教師與學(xué)生之間展開(kāi)問(wèn)答時(shí)，學(xué)生對(duì)教師的提問(wèn)有兩次給予了否定回答，如果此時(shí)教師讓學(xué)生坐下，那么問(wèn)題對(duì)這兩個(gè)學(xué)生來(lái)講一定是無(wú)效的，原因是兩個(gè)學(xué)生此時(shí)無(wú)問(wèn)題體驗(yàn)，不好回答。為了使師生之間的交流得以繼續(xù)，教師很快調(diào)整了問(wèn)題方向，變無(wú)效問(wèn)題為有效問(wèn)題，且問(wèn)題與學(xué)生密切相關(guān)，從而將師生間的對(duì)話繼續(xù)順利深入進(jìn)行下去，以達(dá)到為學(xué)生進(jìn)入閱讀部分學(xué)習(xí)熱身的目的。因此，課堂教學(xué)有效性和學(xué)生學(xué)習(xí)的主體性得以展現(xiàn)出來(lái)。從案例可以看出，教師課堂教學(xué)的有效性反映在教師問(wèn)題設(shè)置的有效性上，如果教師把課堂上要問(wèn)學(xué)生的問(wèn)題都放在課件上，并按預(yù)先設(shè)置好的程序提問(wèn)，會(huì)對(duì)給予否定回答的學(xué)生課前未作出預(yù)測(cè)，在上課時(shí)突然出現(xiàn)這種情形，會(huì)使教師感到束手無(wú)策，預(yù)先設(shè)置好的程序被打亂，師生間的對(duì)話一時(shí)無(wú)法進(jìn)行，或者教師干脆讓否定回答的學(xué)生坐下，另叫其他學(xué)生回答。教師這樣做會(huì)使作出否定回答的學(xué)生失去回答的機(jī)會(huì)，會(huì)使他們的思維得不到激活，久而久之這些學(xué)生得不到練習(xí)說(shuō)的機(jī)會(huì)，就很難張口說(shuō)，學(xué)習(xí)的主動(dòng)性就不能發(fā)揮不出來(lái)。學(xué)生學(xué)習(xí)的主動(dòng)性往往又取決于他們思維是否得到啟發(fā)，是否被激活。當(dāng)教師設(shè)問(wèn)被學(xué)生否定時(shí)，正是教學(xué)有效性潛藏的時(shí)刻，正是考驗(yàn)教師把握并挖掘出有效問(wèn)題的時(shí)刻，也正是考驗(yàn)教師應(yīng)變能力，為教師轉(zhuǎn)換問(wèn)題角度提供最佳時(shí)機(jī)的時(shí)刻，同時(shí)也考驗(yàn)教師如何將無(wú)效問(wèn)題向有效問(wèn)題轉(zhuǎn)化，對(duì)教師既是挑戰(zhàn)，也為教師創(chuàng)造了一次絕好的應(yīng)變鍛煉機(jī)會(huì)，如果教師經(jīng)常抓住并能運(yùn)用這種良機(jī)，不錯(cuò)過(guò)，不放棄，教師的教學(xué)智慧、教學(xué)的有效性和實(shí)效性定會(huì)逐步提高。