淺談啟發式教學在英語閱讀課中的運用

【摘要】隨著新課標高中英語教學對學生素質的培養提出了越來越高的要求，作為教學的主導者，我們教師要正確理解高中英語的“啟發式教學”內涵，深刻認識“啟發式教學”在新課標高中教學中的優勢和要遵循的原則，適時、正確地使用“啟發式”教學，提高課堂教學質量。本文重點闡述了在英語閱讀課教學中，筆者如何利用啟發式教學潛移默化地培養學生的分析、綜合、概括、判斷和推理能力，幫助學生學習一定的思維規律和方法，讓學生在領悟語境的過程中積累詞匯，達到事半功倍的效果。

【關鍵詞】英語閱讀;啟發式教學;語境領悟;詞匯積累

【作者簡介】吳穎，余姚市第八中學。

隨著新課改的深入，教師應根據新教材的特點，有意識、有步驟地培養學生的能力，促進學生將所學的知識轉化為語言技能，并將語言技能轉化為初步運用英語交際的能力，最終促進學生的全面發展。

下面以一堂閱讀公開課來具體闡述啟發式教學在實踐中的運用。

課堂實錄

Lead-in

T：Do you like reading English stories in your daily life？

Ss：yeah！

T： What kind of stories do you often read？ Ss：fairy tale and stories about famous people.…

T：Good！You must have known these stories…（showing the pictures.） They are so famous， yeah？Do you know what they are named？T：Snow White，the frog prince…

T：Yeah， they always give us meaningful lessons！So what can you learn from the stories？

Ss：We should be kind and honest.

We should be warm and love the people around us. …

T：Yeah， excellent.！Today we will learn such a meaningful story— Mary had a little Lamb.

【設計意圖】在導入部分，筆者通過話題式導入和圖片導入引入主題，同時通過對話拉近了與學生們的距離，增加了親和力，并且還啟發他們要學會從故事中得出啟示，為后面課堂教學的開展做好了鋪墊。

Reading

Step 1：Skimming（show the title of the passage） Do you know what “lamb” means？ Ss：Sheep！

T： Yeah， it has the same meaning with sheep.（show the picture of a cute lamb） a cute Lamb，isnt it？

Ss：Oh， its ugly ，haha.

T：Ok！Now lets skim the story and guess what its about，using one simple sentence ，and pay attention to the title.

Ss：Mary had a Lamb， but it was missing.

T：Excellent！（write down “a missing lamb ”on the blackboard， saying“so its about a missing lamb.”）

【設計意圖】引導學生由關注標題到瀏覽全文，快速用一簡單句概括主題，以引出全文標題并板書。

Step 2：Scanning Now lets read the story again， and find out answers to these questions.

How many people are there in the story？ Who are they ？Where did the story happen？

Ss：3 people.They are…

T：write down students answers on the blackboard：

Mary Dimitri Aleko

（wife） （husband） （neighbor）

S：The story happened in a tiny village.

T：What does tiny mean？S：Tiny means very small.T：Excellent！

【設計意圖】通過幾個簡單的問題使學生把文中的地點和人物關系理清楚，同時引出新詞并解釋。

Step 3：Careful reading

Now lets read the story more carefully and think about these questions. （read each of them twice and play the record of the story.Then invite some students to answer them one by one.）

1. What did Mary tell Dimitri when he came home？

S1：Mary told Dimitri their lamb was stolen.

T：yeah， but how do you know it was stolen？not run away by itself？

S1：Because the story says the rope had been cut.

T：yeah，excellent！

2.what did Dimitri learn from his friends about his neighbor Aleko？

S2：Their neighbor stole the lamb.

T：yeah， but at first，from his friends，what did Dimitri find out？

S2：From his friends，he found out that his neighbor had suddenly acquired a new Iamb.

T：yeah good，do you know what “acquire”means？

S2：it means“get”！

T：yeah， so it means “got” in this sentence.

3. Then where did Dimitri go？what did he accuse Aleko of？

S3：Dimitri went to Alekos house and angrily accused him of stealing the lamb.

T：Yeah，very good！Do you know what “accused” means？

S3：指責。

T：Yes，it means “blame”！

4. What did Dimitri do when he saw Alekos lamb was black？

S4：Ashamed of having acted so rashly，Dimitri apologized to Aleko for having a ccused him.

T：Yeah excellent！ Do you know what“rashly”means？

S4：魯莽

T：Yes，it means “act too quickly”！ and “apologise”？

S4：道歉

T：Yeah，it means “say sorry to somebody”yes？

5.Why did Dimitri stay in Alekos house for half an hour？ And why was he surprised when he went outside？

S5：While they were talking， it began to rain.

T：Yeah，it may rain for half an hour but why was he surprised when he went outside？

S5：Because he found that the little black lamb was almost white！

T：yeah， and why did the black Lamb turn white？

S5：Because the rain washed it clean.

T：Yeah， in fact， （to all the students）what did Aleko do to the lamb？Please pay attention to the last sentence.

Ss：The lamb had been dyed black！

T：Excellent！pay attention to the word“dye”. it has the same pronunciation with “die”but it means color something.

Ss：染色！

T：Yeah，you are so clever！

【設計意圖】在精讀部分，筆者精心設計了5個問題，并引導學生根據原文去探求答案。在此基礎上，還根據學生的回答和故事情節進行了一系列的追問，同時在上下文語境中引導學生說出了新詞的含義，使學生們在深刻理解原文的基礎上積累了詞匯，為后面的概要寫作做好了準備。

step 4：Discussion

Now can you guess ：

What would happen to the lamb at last？Would it be returned to its owner ？

How would Mary get her lamb back？

Please discuss the ending with your partner for 5 minutes. …

S：It should be returned to Mary because its Marys！ She would be angry if he didnt return it and Mary would call the police. So he had to return the lamb.

T：Excellent ending！

【設計意圖】在課后討論部分，筆者引導學生描述出了較合情合理的故事結尾，同時也啟發學生們領悟到基本的為人處世之道。

Step 5：Retell the story

T：Now lets read the story aloud and retell it.

Then write a summary to practice your writing.

After reading，lead the students to speak out the key clues of the story，meanwhile I write them down on the blackboard as follows：

T：So here comes the question：

Was he the thief？/Did he steal the lamb？/Was he tied（related）to the theft？

Ss：Yes！

T：Good ，so should we learn from him in our daily life？

Ss：No，we shouldnt.

T：Then what should we learn from the story？or what meaningful lesson can we acquire from it？

Ss：We should be kind and honest.we shouldnt steal others things.…

T：So remember honesty is the best policy！ Without honesty， we may even have no friends！

【設計意圖】在故事復述環節，筆者引導學生進行簡單的口述，并把學生說出來的關鍵詞以表格形式進行板書，以便學生在后面寫作時能夠將基本情節串聯成線。另外，設計同義句對故事結尾發問，既讓學生明白英語中同一個意思可以有多種表達方式（概要寫作技巧之一），又引導學生再一次拷問靈魂，深刻理解故事所帶來的啟示：誠信乃立身之本。

Step 6 Writing a summary

Pay attention to the underlined key words in the story. Then how could we use these words in our summary？Here are some examples based on the story.（show the sentences）

Now write down your own summary as quickly as possible with what we have learnt in this lesson. avoid using the same sentence in the story but use your own words to summarize the story.

Expect your excellent performance！ Who will be the first one to share it with us？

【設計意圖】根據故事情節進行概要寫作，并展示幾個例句供學生模仿，啟發學生用自己的話概述全文，最后擇優分享，共同學習，共同進步，學生們都受益良多。

總之，新課程強調自主、合作、探究的學習精神，注重對學生創新能力的培養。以及批判意識和懷疑精神的培養。而啟發式教學要求我們教師從“教育者”轉變為“指導者”，更注重對學生的點撥、啟發，培養學生自主學習的精神和批判、創新的能力，從而實現新課程標準的最終目標。