教育学论文：整合教材与提高教学效率 (6).doc

教育学论文：整合教材与提高教学效率摘要： 以大纲为本，以话题为线，以语言结构和功能语为点，以培养学生的文化意识为教学最终目的，对教材的原有材料进行合理的整合。激发学生的学校兴趣，提高教学效率。关键词：整合、兴趣、效率。随着课改的推进，提高教学效率已经是每一个教育工作者的研究主题。初中的英语教学在经历教学方法教学策略的反复研讨和实践后，如何再一次提高教学效率，笔者认为合理整合教材是可行的。所谓的整合就是在教学的目的（培养学生的能力）和教学的载体（教材）上找到最佳的切入点。结合实践笔者认为可以从以下几个方面进行教材整合。一、 以“大纲”为本。新课程标准下英语教学大纲明确规定：基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。在此基础上建立学生的语言技能、语言知识、情感态度、学习策略和文化意识。教师在整合教材时应该心中有大纲，结合各个单元不同的教学目的，围绕大纲的五大要素进行教材的调整。二、 以“话题”为线。人教版英语教学最突出的特点就是以话题为中心，带动大纲要求学生掌握的语言结构和功能项目。话题是一个磁场，形成与之相关的语义群。抓住了话题这根线就抓住了语言学习的源头。现以人教版八年级上第九单元为例谈谈如何整合教材的。第九单元的标题是：When was he born? 话题是：People we admire 功能语是：Talk about famous people语言结构3个：1.Passive voice, 2.Adverbil clause with when 3.when/how long question。笔者将本单元整合为两个课时，第一课时主要是基本知识，基本技能的处理。首先由话题引出了语言目标的第一个图式组合。本图式运用发散式思维非常清晰地呈现了话题有关的语言模块，起到一个纲领的作用。让学生对本话题有总的了解：讨论你所崇拜的人要从六个模块思考。再细化语言知识，输入具体的词汇和词语：虽然有六个模块的语言，但考虑职业、时间名词和介词及地点的词汇在前几单元已经由了详细的归纳，本单元就不再重复。重点放在了崇拜的对象，描叙名人的形容词以及名人所取得的成就上。列出图式二（共有三个语言模块）。此轮的整合要注意两点：1. 讨论话题要紧扣wh-question，以此来培养学生的思考方向，也更容易理解话题的现实意义。但是也不要面面俱到，可以从整个教学学期来规划在每一个单元选几个来集中突破。2. 在进行词汇的归纳时，要以学生为主体。学生能够给出多少是多少，我们的教师不必急于一时的硬塞给学生。这样反倒增加了学生的心理负担，打击学生的学习兴趣。同时要尽量强化新的词汇输入，做到以旧带新，真正增大学生的词汇量。三、 以“语言结构和项目功能”为点。这部分是整合教材的关键，是语言输入和产出的桥梁，也是知识难点和重点的解决环节。要求教师从宏观上对整个单元的听说读写有充分的认识和了解。同时，教师要熟悉教材所提供的语言材料是为了达到怎样的一个学习目的。做到材料为目的所用，对多余的材料进行大胆的舍弃适当调整教学顺序，让教学过程更合理，更符合学生的认知心理。仍以九单元为例。在熟悉了和话题相关的词汇基础上，就要教授本单元的的语言结构和功能语。本单元的知识目标和能力目标重点是when 引导的过去时疑问句和be born 的句型；难点是when引导所得时间状语从句；最后的产出是学会介绍名人。有了前面两个语言模块的铺垫，我以 Page58 self-check邓亚萍的介绍为材料编写一段对话来进行句型句式及功能与的操练。组织对话时重点突出了对when 作为时间状语的运用。笔者呈现如下的对话：A: Who do you admire?B: I admire Deng Yaping.A: Why?B: Because she is very outstanding.A: Whats she? / What does she do? /Whats her job?B: She is a ping-pong player.A: When was she born?B: She was born in 1973.A: Where was she born?B: She was born in Henan.A: When did she start playing tennis?B: She started playing tennis when she was five years old. /at the age of five.A: What did she get achievements?B: she joined Henan tennis team in 1983.（形成一个完整的关于邓亚萍的对话。）在此基础上，学生就可以根据不同人的资料，自由的用英语谈论自己的偶像了，反复操练了重要的语言知识。自然就激发了学生学英语的热情和兴趣了。四、 以“文化教学”为培养语言学习者的能力目标。作为语言教学是逃不开文化的影响。根据语言学家Sapir-whorf 语言决定论，认为语言塑造了思维模式，语言是文化的载体而文化是语言的体现。文化教学从本质上说，就是在已经形成的中国文化环境中移入，吸收和消化英语语言文化，让两种文化的相互碰撞，相互融合；进而在学生身上生成一种双文化的过程。在达到基本的语言能力后，就要对阅读材料进行挖掘和拓展。这个过程就以培养文化的目标，不再是单纯的技能技巧。仍以九单元为例，最后的整合是阅读教材的处理（第二课时）。完成常规的阅读训练，强化学生阅读技巧和策略。重点讨论什么是名人，怎样才能成为名人，名人肩负怎样的社会使命。找了一篇关于比尔盖茨的做慈善的文章，让学生了解西方文化中的慈善文化。总之在英语教学中，想在有限的教学资源内，实现我们教学效率的最大化。就要求我们每一位老师用心研究教材，做到教材为我用。对教材进行合理的整合，用教材来教，而不是教教材。参考文献：1.英语课程标准。 北京师范大学出版社2.胡壮麟。语言学教程。北京大学出版社3.刘沛富。 文化导向型英语教学模式浅议。 北京：基础教育外语教学研究QcWA3PtGZ7R4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGshLs50cLmTWN60eo8Wgqv7XAv2OHUm32WGeaUwYDIAWGMeR4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGZ7R4I30kA1DkaGtgKQcWA3P tGZ7R4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGshLs50cLmTWN60eo8Wgqv7XAv2OHUm32WGeaUwYDIAWGMeR4I30kA1DkaGhn3XtKknBYCUDxqA7FHYi2CHhI92tgKQcWA3PtGZ7R4I30kA1DkaGtgK 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