劉小妮

一、問題的提出

“多向互動、動態(tài)生成”是新課程課堂教學(xué)的主要特征。傳統(tǒng)的課堂，教師是灌輸者，學(xué)生是傾聽者，教學(xué)任務(wù)大多是在教師的預(yù)設(shè)下按部就班地完成，學(xué)生思考不足，課堂有效的動態(tài)生成很少。進(jìn)行課堂教學(xué)改革以來，筆者所在學(xué)校的教師正在從對高效課堂的理念和課堂操作方法的關(guān)注轉(zhuǎn)向?qū)φn堂教學(xué)過程和實(shí)效的追求，對導(dǎo)學(xué)案設(shè)計和課堂教學(xué)效果的討論已成為落實(shí)課堂教學(xué)改革理念、提升課堂實(shí)效的關(guān)注焦點(diǎn)，其中越來越多地涉及課堂生成的話題。三年來，通過研究學(xué)校的各種研討課、過關(guān)課、比賽課、示范課，筆者發(fā)現(xiàn)大部分教師能按照預(yù)設(shè)，也就是課前教師們精心編寫的導(dǎo)學(xué)案，比較順利地完成課堂教學(xué)目標(biāo)，課堂上學(xué)生活動也比較豐富，學(xué)生展示時積極大方。但學(xué)生主要是展示課前完成的導(dǎo)學(xué)案，核對答案，那些課前已經(jīng)掌握了該知識的學(xué)生參與的積極性不高。課堂上學(xué)生的質(zhì)疑對抗很少或沒有，課堂缺乏生命的活力、缺乏思維的精彩碰撞、缺乏師生之間的真情互動。簡單地說，就是缺乏課堂精彩動態(tài)的生成。隨著學(xué)校課堂教學(xué)改革的深入，預(yù)設(shè)和生成這兩個相對對立的概念已不斷融入教學(xué)實(shí)踐中。如何處理預(yù)設(shè)和生成的關(guān)系，成為進(jìn)一步深化課堂教學(xué)改革、提高課堂教學(xué)質(zhì)量的一個亟待解決的問題。

二、課堂的預(yù)設(shè)與生成

（一）什么是課堂教學(xué)預(yù)設(shè)與生成

課堂教學(xué)預(yù)設(shè)是教學(xué)主體的籌劃和設(shè)計活動，即教師面對教材、面對學(xué)生應(yīng)考慮的兩個問題：學(xué)什么與怎樣學(xué)最有效的基本定位和假設(shè)路徑，它包含了教學(xué)理念及在理念引領(lǐng)下的具體教學(xué)的操作層面（策略）。它具有有效引導(dǎo)學(xué)生自主學(xué)習(xí)、能動學(xué)習(xí)并有機(jī)整合學(xué)習(xí)目標(biāo)的“理想意圖”和操作思想。教學(xué)預(yù)設(shè)包括確定教學(xué)目標(biāo)，分析教材和學(xué)生，確定重點(diǎn)和難點(diǎn)，進(jìn)行教學(xué)過程設(shè)計，安排教學(xué)時間，思考課堂互動模式，選擇對教學(xué)效果的評價方式，設(shè)計和安排課后作業(yè)等。

課堂教學(xué)生成通常以學(xué)生的思維、參與和情感體驗(yàn)為重心，使師生和生生在特定的情景中展開真情互動和真心交流，在互動和交流中引發(fā)思維碰撞、激活靈感、發(fā)現(xiàn)新知、產(chǎn)生感悟、分享感動，以達(dá)成新的理解、生成新的知識、產(chǎn)生新的感悟。生成的教學(xué)往往表現(xiàn)為“茅塞頓開、豁然開朗、怦然心動、妙不可言，表現(xiàn)為心靈的共鳴和思維的共振，表現(xiàn)為內(nèi)心的澄明和視覺的開朗”（余文森 2006）。

（二）課堂預(yù)設(shè)與生成的關(guān)系

巧妙的課堂預(yù)設(shè)與精彩生成是成功課堂教學(xué)不可缺少的兩個方面。預(yù)設(shè)和生成是相互依存的，沒有高質(zhì)量的預(yù)設(shè)就沒有精彩的生成；反之，如果不重視生成，預(yù)設(shè)就會僵化，沒有生命力。只有預(yù)設(shè)和生成并重，課堂才會煥發(fā)精彩的活力。因此，我們必須思考“預(yù)設(shè)什么？”“怎么預(yù)設(shè)？”“如何預(yù)設(shè)促進(jìn)生成？”“如何提高生成完成預(yù)設(shè)的目標(biāo)？”等問題，最終達(dá)到預(yù)設(shè)和生成的統(tǒng)一。

三、在英語課堂中如何做到有效預(yù)設(shè)和精彩生成

《英語課程標(biāo)準(zhǔn)》指出：“課堂教學(xué)不應(yīng)當(dāng)是一個封閉系統(tǒng)，也不應(yīng)當(dāng)拘泥于預(yù)先設(shè)定的固定不變的程序，預(yù)設(shè)的目標(biāo)在實(shí)施過程中需要開放地納入直接經(jīng)驗(yàn)、彈性靈活的成分以及始料未及的體驗(yàn)，要鼓勵師生在互動中即興創(chuàng)造，超越目標(biāo)預(yù)定的要求”（教育部 2001）。根據(jù)新課程的基本理念和課程實(shí)施的基本要求，要在教學(xué)中突顯學(xué)生為主體，教師為引導(dǎo)者的教學(xué)模式，從學(xué)生的實(shí)際出發(fā)，深入了解學(xué)生，預(yù)測學(xué)生的學(xué)習(xí)方式，預(yù)設(shè)出富有針對性和可行性的英語教學(xué)策略，從而提高英語課堂教學(xué)效率。那么，如何在英語課堂教學(xué)中達(dá)到預(yù)設(shè)和生成的統(tǒng)一？筆者根據(jù)教學(xué)實(shí)踐，總結(jié)了如下一些心得體會：

（一）預(yù)設(shè)合理的教學(xué)目標(biāo)，生成有效的教學(xué)資源

布盧姆（2009）認(rèn)為：“有效教學(xué)始于準(zhǔn)確地知道需要達(dá)到的教學(xué)目標(biāo)是什么。清晰明確的目標(biāo)使教學(xué)活動自始至終處于期望的有目的的控制之中。目標(biāo)導(dǎo)向使師生雙方在教學(xué)過程中均有方向感，教學(xué)結(jié)束時均有達(dá)標(biāo)感?！币虼?，課前教師應(yīng)讓學(xué)生明確所學(xué)知識的目標(biāo)要求，讓學(xué)生預(yù)先對新舊知識作積極復(fù)習(xí)和預(yù)習(xí)，使新課學(xué)習(xí)更具目標(biāo)性和指向性，而有目的的學(xué)習(xí)也大大激發(fā)了學(xué)生學(xué)習(xí)的積極性。此外，教師還應(yīng)對教學(xué)目標(biāo)的預(yù)設(shè)作精心的調(diào)配和細(xì)致的落實(shí)，制定符合學(xué)生認(rèn)知規(guī)律的具體教學(xué)目標(biāo)，使學(xué)生一目了然而又可以達(dá)到。

如：在在人教版選修7 Unit 5的Reading Keep It Up，Xie Lei— Chinese student fitting in well的教學(xué)中，需要學(xué)生理解標(biāo)題的內(nèi)涵。該篇文章標(biāo)題包含了一個新詞組keep up，比較難理解，筆者打破傳統(tǒng)的先講標(biāo)題再講文章內(nèi)容的形式，將標(biāo)題的處理在文章學(xué)習(xí)結(jié)束時進(jìn)行，并預(yù)設(shè)了一個學(xué)習(xí)任務(wù)，讓學(xué)生就文章的標(biāo)題Keep It Up，Xie Lei—Chinese student fitting in well進(jìn)行修改或重新擬訂。課堂上學(xué)生獨(dú)立思考后，在小組內(nèi)進(jìn)行討論，確定本小組的最佳標(biāo)題，全班一起交流，共享成果，最后評選出最佳標(biāo)題。

【課堂生成】

“Well done，Xie Lei”

“Xie Lei is the Chinese students’pride”

“A Chinese girl—Xie Lie in western university”

“Xie Lie’s pains and gains”

“Come on，Xie Lie”

從學(xué)生生成修改的標(biāo)題來看，學(xué)生基本上掌握了文章的大意，對人物的性格特征有了比較全面的認(rèn)識，達(dá)到了教學(xué)目標(biāo)。這種讓學(xué)生圍繞學(xué)習(xí)目標(biāo)自主討論的預(yù)設(shè)，能激發(fā)學(xué)生學(xué)習(xí)的積極性，讓學(xué)生在體驗(yàn)學(xué)習(xí)的過程中不斷創(chuàng)新，促使其個性意志和自主意識得到了最大發(fā)展和最快提升。

（二）預(yù)設(shè)有效的教學(xué)問題，生成有效的教學(xué)活動

生成需要一定的空間，空間是生成的前提條件，如果預(yù)設(shè)的空間過窄，答案唯一，生成必將太小；反之，如果預(yù)設(shè)空間過大，答案漫無邊際，生成必將太雜。有效的問題能激發(fā)學(xué)生討論、思考，能使師與生、生與生在學(xué)習(xí)過程中保持一種對話式、互動式、學(xué)生自主式的學(xué)習(xí)狀態(tài)。一個合適的問題，可以激活學(xué)生思維，創(chuàng)造生長點(diǎn)，能使學(xué)生全神貫注投入到良性思維情景活動中，產(chǎn)生積極的互動。例如，教學(xué)Module 7 Unit 1 Living well Reading一課時，筆者給學(xué)生預(yù)設(shè)了這樣一個問題：From Mary’s inspiring story，what have you learned from?

學(xué)生結(jié)合課文所學(xué)知識給出了不同的見解：

1.We should be patient with people with disabilities.We shouldn’t get annoyed just because they are slow.

2.We shouldn’t feel sorry for them.That might hurt them.

3.We should help them in a clever way.

4.We should encourage them when they feel down.

5.Just having a disability doesn’t mean your life is not satisfying.

6.Everyone can live well even if he has a disability.

結(jié)合學(xué)生的回答，筆者引導(dǎo)學(xué)生做出小結(jié)：Disabilities can be visible or invisible.People with invisible disabilities don’t look disabled.Depression，sleep disorders and learning difficulty are invisible disabilities.No matter what disability one has，life is not easy.They have many difficulties to overcome，but they should keep in mind they can also live well，even achieve great success.

（三）預(yù)設(shè)真實(shí)的教學(xué)情景，生成真實(shí)的教學(xué)情感

教師應(yīng)“以生為本”來完成教學(xué)預(yù)設(shè)，讓個性各異的學(xué)生帶著自己的知識、經(jīng)驗(yàn)、思考、靈感、興趣去參加課堂學(xué)習(xí)，并成為課堂學(xué)習(xí)的主體。學(xué)習(xí)虛擬語氣在寫作中的應(yīng)用時，筆者給學(xué)生預(yù)設(shè)了這樣兩個話題：

話題1：有關(guān)佛山小女孩悅悅被撞，18個路人見死不救的新聞引起了全國人民的關(guān)注，假如你路過會怎么辦；你是伸出援助之手還是袖手旁觀？

話題2：假如你處在那些動物的處境，對人們喜歡和動物照相你會有什么反應(yīng)？（2009廣東）

這兩個話題都與學(xué)生的生活息息相關(guān)，并且就發(fā)生在我們身邊，學(xué)生有很多話可說，學(xué)生大腦處于開放式益智活動狀態(tài)。學(xué)生圍繞這兩個話題進(jìn)行了熱烈的討論，并將虛擬語氣的結(jié)構(gòu)在自己的作文中運(yùn)用得淋漓盡致。以下是學(xué)生生成的習(xí)作。

【話題1】

學(xué)生生成習(xí)作1：The little girl，Xiaoyueyue who was crashed by a car，had not been saved by the 18 passers-by，which caused me a deep thought.If I were one of the passers-by，I would have stopped and offered my hand to help her.I would have called for help and sent her to hospital.Had we helped her without hesitation，we might have saved her.How I wish that had not happened and she had been saved and could live today.

學(xué)生生成習(xí)作 2：If I had passed by，I would have lent a helping hand to her.If people realized the importance of life，they would have offered their hands.Xiaoyueyue would have been helped by the doctors，and her parents wouldn’t have heard the sad news.Helping others is helping ourselves and this is what everyone should do.If the girl hadn’t died，she would play and play happily with her friends.If everybody offers a little love，the world will be more beautiful.So，it’s of great importance for us to help others extremely when they are in trouble which is also our responsibility.

【話題2】

學(xué)生生成作品 1：If I were the animal，I would feel unpleased or even angry with this impolite behavior of taking photos with me.Perhaps I would show my angry face to them or make them frightened.What’s worse，I would like to bite them if they interrupt me or my friend.It is unfair for me.We would be affected by the light of the cameras，which do harm to our eyes.Thus，it’s necessary that people should not take photos with animals as possible as they can and people should show respect to animals.

學(xué)生生成作品 2：If I was an animal，I would feel happy when people take photos with me.The reason why people like taking photos with me is that they think I’m cute or beautiful.Apart from that，they can have a wonderful memory.So I was an animal，I would not mind people’s taking photos with me.I would be delighted with the visitors’taking photos with me.It’s high time that human beings and animals got well along with each others.

又如在 Module 3 Unit 5 Canada—The True North Noun Clauses（名詞性從句）的教學(xué)中，筆者給學(xué)生預(yù)設(shè)了這樣的練習(xí)：Rewrite the sentences with a noun clause as the appositive.

Example：Global warming might be increasing.This possibility worries scientist.The possibility that global warming is increasing worries scientists.

1.The fact was reported in the newspaper.The teachingrevolution（課改）in ourschoolis successful.

2.The news spreads all over the school.A lot of teachers come to visit our school today.

3.The new English teacher wished that she would come and visit Zhengzhou again.She expressed her wish in her speech.

4.All the people were excited when they heard the news.115 trapped miners were rescued successfully in Shansi.

以上的幾個例句都是發(fā)生在學(xué)生身邊的事情和情景，學(xué)生一看到就覺得很親切，這樣語言學(xué)習(xí)就有了真實(shí)的語境。通過這個練習(xí)的預(yù)設(shè)，一方面讓學(xué)生掌握了知識，另一方面，學(xué)生在真實(shí)情景的教學(xué)氛圍中產(chǎn)生了許多無法預(yù)計的課堂興奮點(diǎn)，使課堂教學(xué)有效而精彩。學(xué)生的生成也是非常精彩：

S：In the third sentence the new English teacher’s wish is that she would visit Zhengzhou again.So we can rewrite like this：

The new English teacher expressed her wish that she would visit Zhengzhou again.

T：Yes，I do wish I can visit Zhengzhou again because I have made a lot of new friends here.

S：In the fourth sentence，the news is that 115 trapped miners（礦工）were rescued successfully in Shansi.

So we can join the two sentences like this：All the people were excited when they heard the news that 115 trapped miners（礦工）were rescued successfully in Shansi.

T：Are you excited to hear the news?

Ss：Yes.

T：We are sorry to hear the news that the terrible disaster happened in Shansi.And until now many miners are trapped under the mine.So let’s give our best wishes to them.Wish them safe.

（四）預(yù)設(shè)留白，給學(xué)生生成的空間

教師要讓課堂留有自主的空間，要讓教學(xué)留有拓展的余地，要為學(xué)生搭建展示自我的舞臺。喚起學(xué)生頭腦中相關(guān)知識，激發(fā)其興趣。學(xué)生在發(fā)表自己的真知灼見、點(diǎn)滴新知時，就會產(chǎn)生幸福感、自豪感。而當(dāng)學(xué)生獲得成功的滿足后，他們的思維被開啟，他們的樂趣被引發(fā)，他們會以更積極的姿態(tài)和心理投入到有效的教學(xué)中去。那么，教師就可以根據(jù)學(xué)生的即時學(xué)習(xí)進(jìn)度和水平，憑借學(xué)生已被點(diǎn)燃的思維火花，成功地讓課堂朝著知識和技能的更深處前進(jìn)。

例如：在設(shè)計名詞性從句—同位語從句的教學(xué)中，筆者預(yù)設(shè)了這樣的任務(wù)：Talk about you wish，plan，belief，question and so on.Try to use appositive clause.

這樣的預(yù)設(shè)是想讓學(xué)生在表達(dá)思想的同時對所學(xué)知識的內(nèi)化程度作出準(zhǔn)確的反饋，使課堂更切合學(xué)生實(shí)際。當(dāng)這個拓展問題提出之后，學(xué)生思維豁然開朗，紛紛暢談自己的理想，學(xué)生的發(fā)散性思維和語言表達(dá)能力都得到了鍛煉。同時，教師也表達(dá)了自己的愿望，向?qū)W生發(fā)出到廣州的邀請，師生的情感得到了進(jìn)一步的交流和升華。具體生成如下（筆者為廣州教師，該節(jié)課是在鄭州某中學(xué)的一節(jié)示范課）：

T：We know appositive clause is very useful in writing.Next let’s try to use it in our daily life to talk about our wish，plan，belief，question and so on.

S1：I hope my wish that I can travel around the world will come true.

S2：I hope my wish that I can be a doctor will come true.

S3：My parents have the hope that I can be admitted to Beijing University.

S4：My parents have the hope that I will be healthy and happy everyday.

S5：My plan that I took part in the swimming competition wasn’t carried out last year.

S6：I am always troubled by a question that I can’t finish the homework in time.

S7：I am always troubled by a question that my oral English is not good.

S8：I am always troubled by a question that I have no time to do what I like with so many homework to do.

S9：I make a decision in this term that I will make use of time to study.

S10：I make a decision in this term that I will give up the habit of smoking.

S11：I always believe the fact that nothing is impossible for a person who set his mind to it.

T：I have the belief too.

S12：I have a wish that the new English teacher will come to our school again.

T：Thanks.I have the same wish.I wish you will have a chance to Guangzhou.As we know the 16th Asian Games will be held in Guangzhou on Nov.12.A lot of people will come to Guangzhou.I do hope to see you，my new friends in Guangzhou.Welcome to Guangzhou.

四、結(jié)束語

如果說傳統(tǒng)課堂把“生成”看成一種意外，那么新課程則把“生成”當(dāng)作一種追求；如果說傳統(tǒng)課堂把處理突然“生成”的情況看成“教育機(jī)智”，新課程則把“生成”當(dāng)成彰顯課堂生命活力的基本要求。葉瀾（1997）教授說過：“課堂應(yīng)是向未知方向挺進(jìn)的旅程，隨時都可能發(fā)生意外的通道和美麗的風(fēng)景，而不是一切都必須遵循固定路線而沒有激情的行程?！鳖A(yù)設(shè)與生成是精彩課堂教學(xué)不可缺少的兩個方面。預(yù)設(shè)精彩且能按期實(shí)施的課，算是成功的；預(yù)設(shè)精彩且能不斷生成的課，才算是精彩的。因此，教師必須處理好預(yù)設(shè)與生成的關(guān)系，在精心預(yù)設(shè)的基礎(chǔ)上，針對教學(xué)實(shí)際進(jìn)行靈活調(diào)適，追求動態(tài)生成，從而讓課堂達(dá)成預(yù)設(shè)和生成的統(tǒng)一。

余文森.2006.如何讓預(yù)設(shè)與生成共精彩？[N].中國教育報，2006-4-17.