當教師的英語課堂設問被學生做出否定回答時

鞠新春

在最近的高中英語課堂教學聽課活動中，有不少教師把自己要問學生的每一個問題（無論難易）都做成課件，上課點鼠標，讓學生按教師課前預先設置好的問題進行回答，而不是按照課堂上各種情況不斷出現適時巧設問題進行問答。結果這種人機對話造成了課堂氣氛沉悶、師生間問答缺乏真情實感、缺乏真摯的思想碰撞和交融的局面。師生問答顯得冰冷、書面化、呆板不靈活及學生被動情況的出現。加之問題不能貼近學生日常實際生活，學生對教師所問相關問題又缺乏生活體驗，造成學生回答問題有困難或不愿回答教師的提問并直接作出否定回答。基于上述情況的出現，我在處理人教版高中英語選修6第三單元A healthy life 中Warming up 時，摒棄了不少教師的習慣做法，不用課件，與學生進行直接、平等、民主、自然和隨意的對話交流，即使學生對我的設問給予否定回答，我依然順勢發問，改變問題方向，使師生問答繼續深入下去，確保了設問的有效性，使Warming up 真正收到了實效。師生間的問答是這樣展開的：

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 cant 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 peoples living habits are affecting their health？

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

T： What important healthy problems are threatening peoples 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 didnt.

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：Its 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 non-smokers， especially on our adolescents grown up.

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

S： Its 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 dont.

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： Lets come to the reading of Unit 3.

在教師與學生之間展開問答時，學生對教師的提問有兩次給予了否定回答，如果此時教師讓學生坐下，那么問題對這兩個學生來講一定是無效的，原因是兩個學生此時無問題體驗，不好回答。為了使師生之間的交流得以繼續，教師很快調整了問題方向，變無效問題為有效問題，且問題與學生密切相關，從而將師生間的對話繼續順利深入進行下去，以達到為學生進入閱讀部分學習熱身的目的。因此，課堂教學有效性和學生學習的主體性得以展現出來。從案例可以看出，教師課堂教學的有效性反映在教師問題設置的有效性上，如果教師把課堂上要問學生的問題都放在課件上，并按預先設置好的程序提問，會對給予否定回答的學生課前未作出預測，在上課時突然出現這種情形，會使教師感到束手無策，預先設置好的程序被打亂，師生間的對話一時無法進行，或者教師干脆讓否定回答的學生坐下，另叫其他學生回答。教師這樣做會使作出否定回答的學生失去回答的機會，會使他們的思維得不到激活，久而久之這些學生得不到練習說的機會，就很難張口說，學習的主動性就不能發揮不出來。學生學習的主動性往往又取決于他們思維是否得到啟發，是否被激活。當教師設問被學生否定時，正是教學有效性潛藏的時刻，正是考驗教師把握并挖掘出有效問題的時刻，也正是考驗教師應變能力，為教師轉換問題角度提供最佳時機的時刻，同時也考驗教師如何將無效問題向有效問題轉化，對教師既是挑戰，也為教師創造了一次絕好的應變鍛煉機會，如果教師經常抓住并能運用這種良機，不錯過，不放棄，教師的教學智慧、教學的有效性和實效性定會逐步提高。

參考文獻：

[1]Claudette M.Rasmussen.問題解決的教與學[M].范瑋，譯.中國輕工業出版社，2004.

[2]夏惠賢.當代中小學教學模式研究[M].廣西教育出版社，2001-04.

編輯 溫雪蓮