陳浡業(yè)
[摘? ?要]英語教學離不開目標、任務、策略以及評估,目標的設計直接決定了教學的質量和方向,而當前高中英語課堂往往存在“虛目標”“泛目標”等現(xiàn)象,這樣的課堂自然沒有效率。目標導向式教學認為教學目標的制訂要以學生認知、情感、能力等為基礎,合適的教學方式是達到目標的途徑,恰當?shù)脑u價方式則是達到目標的保證。因此,我們必須在目標導向下增強學生對詞匯的掌握,提高他們對于英語學習的積極性,確保課堂教學的有效性。
[關鍵詞]詞匯課;目標導向;目標設計;課堂教學
[中圖分類號]? ? G633.41? ? ? ? [文獻標識碼]? ? A? ? ? ? [文章編號]? ? 1674-6058(2020)22-0029-03
一、目標導向理論與教學模式
目標導向理論屬于管理學,它是激勵理論的一種,源于美國多倫多大學組織行為學教授羅伯特·豪斯提出的“路徑-目標”理論,他認為要達到一個目標就要通過目標行為,而要進入目標行為又必須通過目標導向行為,這兩種行為對于動機強度的影響截然相反,要保持兩者之間的平衡,就要在一個小目標實現(xiàn)之后,再提出更高的目標,使人保持積極的狀態(tài)。
研究發(fā)現(xiàn),目標行為在開始之后,它的動機慢慢減弱,而目標導向行為則截然相反,它會在逐漸接近目標時,動機逐漸加強,直到執(zhí)行者達到目標或者遇到困難后才會停止。
因此,在學生學習英語詞匯時,教師應當認清學生的認知特點,分析教材的知識結構,預測學生的學習結果,從而制訂具有導向性的教學目標,再根據(jù)教學目標設計教學活動、選擇教學策略、編制檢測試題等,從而形成以目標為導向的教學模式。這種模式始終把提高學生能力和素質作為總體目標,教師是課堂的主導,對整節(jié)課進行導標、導學、導評、導練、導結;學生是課堂的主體,為實現(xiàn)教學目標而努力學習;而教學目標則是整節(jié)課的主線,經(jīng)過目標制訂—目標展示—目標實施—目標檢測,最終達成目標。
二、目標導向下高中英語詞匯課教學的具體實施
下面以人教版必修3 Unit 2 Healthy eating詞匯課教學為例,具體闡述在高中英語詞匯課中如何運用目標導向引導學生更好地進行詞匯學習。
1.目標的設計
教學目標的設計直接決定著教學的方向和質量,制訂教學目標時首先要結合課程標準,研讀教學大綱,理解和把握其中的精髓,正確把握課堂教學的方向。其次,要對教材進行全面分析和研究,根據(jù)實際需要,對教材內(nèi)容進行分解與重組。第三,要對學生的年齡特征、學習興趣、認知水平以及實際需要等進行認真的考察與分析,尋找學生當前水平與應該達到的目標之間的差距,還應研究學生的個體差異性,因為不同學生學習能力不同,要避免教學目標設計盲目化、缺乏層次、難度定位不準確、帶有主觀性和理想化色彩等問題,并且要能夠體現(xiàn)本節(jié)課的重難點。
因此,在制訂本節(jié)課教學目標時,筆者先根據(jù)課程標準,找到相對應的學年目標,接著把握單元話題——健康飲食。此話題與學生的生活實際緊密相連,學生已有一定的相關詞匯積累,因此可在鞏固再現(xiàn)已有詞匯的基礎上向新詞匯過渡。從情感目標層面上來看,要求學生能夠運用所學的知識去改變不良的飲食習慣,要從情感上激發(fā)學生形成良好飲食習慣的愿望。因此,筆者將本節(jié)課的教學目標設定為:
At the end of the lesson, most students will be able to:
(1)know about the three types of food (energy-giving food, body-building food and protective food);
(2)know about various names of food and use them to express the daily diet;
(3)have a basic concept of healthy life and how to form a balanced diet;
(4)help Jim to design a healthy diet, and express their own ideas freely;
(5)write a letter of advice to Jim using what they have learned today.
有了目標的導向,評價的設計和教學的設計就更加清晰了。
2.評價的設計
制訂好教學目標之后,教師必須關注學生究竟能否達到目標以及達到的程度如何,這就需要進行評價設計。教學評價是教師不斷了解教學目標實現(xiàn)情況的參照物,能引領教師的課堂教學設計。
因此,筆者設計了兩個評價任務:一是為同班同學Jim設計一份健康均衡的飲食的清單,并說明設計理由。教師通過學生分組討論、小組展示,了解學生是否能設計出合理的飲食清單并給出充分的理由,以此來評判學生是否真正理解健康飲食。二是給Jim寫一封有關健康飲食的建議信,要求能將每點建議的理由解釋到位,并能將所學詞匯運用到寫作中,這一任務也能檢測學生對本節(jié)課五個目標的達成度。
3.教學的設計
教學目標的落實可從兩個方面入手。
第一,尊重學生的學習規(guī)律。教學設計是對教學目標的落實,所以,必須以學生為主體,教師應充分評估和分析學生已有的知識、經(jīng)驗、生活經(jīng)歷等,準確把握和設計學習活動的切入點和生長點,引導學生自主合作,進行探究性學習。
因此,在設計本節(jié)課導入部分時,筆者先調(diào)查了班級里學生的飲食習慣,選了兩個飲食習慣完全不同的學生,一個非常愛吃垃圾食品導致體型肥胖,另一個飲食相對較為健康,身材修長。筆者讓他們根據(jù)自身有關飲食的生活經(jīng)歷編排了一個小對話,以下是導入部分:
Step 1. Lead-in
Students watch a short play which was performed by two students named Jim and Jack.
Jim: My favorite hamburger, I havent had it for days...Oh...I feel a bit sick...a stomachache again... Jack... have you got a painkiller?
Jack:Jim, catch. (Throw a carrot)
Jim: What? A carrot?
Jack:Jim, here is another one for you. (Throw an apple)
Jim: Apple? I want a painkiller. I have a stomachache.
Jack: You know, you are what you eat, and it is time to do away with the junk food.
該部分設計用發(fā)生在學生生活當中的例子引出本節(jié)課話題,既調(diào)動了學生參與課堂的積極性,同時也引入了一些生活中談論健康飲食的詞匯與句型。在導入后,教師通過問答形式引出本節(jié)課的關鍵問題:Jim是否需要改變他的飲食?整節(jié)課讓學生帶著此目標問題進行深入學習,了解健康飲食。以下是問題設計:
(1)What is the problem with Jim?
(2)Do you know the meaning of the sentence“You are what you eat” ?
(3)What suggestions does Jack give?
(4)Have you got the reason why Jim often gets a stomachache? (The teacher writes down the? underlined words in the dialogue on the blackboard)
(5)Do you think Jim has to change his eating habit?
導入后,筆者設計了詞匯準備環(huán)節(jié),針對學生已儲備的詞匯進行復習鞏固,通過幾個問題引導學生談論自己平常吃的食物,一步步積累詞匯,為引出本節(jié)課中心詞匯作好鋪墊。
Step 2. Preparations for the new words
The teacher talks with students about their likes and dislikes in food.
(1)What do you usually have for breakfast/lunch/supper?
(2)What kind of food do you like best?
(3)Do you think you keep a balanced diet?
(Students mention different kinds of food.The teacher writes down the names of the food on the blackboard and tells students that some people are slim, while some are fat, and some are strong while some are weak.That is what the famous saying “We are what we eat” explains. )
第二,安排科學的教學進程。教師的教、學生的學和教材內(nèi)容必需能夠結合在一起并充分發(fā)揮其各自的功能和作用,為教學目標服務。通常詞匯的教學可分成四個進程,第一進程就是訓練學生獲取相關信息的能力,比如篇章閱讀、詞典學習等;第二進程就是記憶過程,可以引導學生在具體情境中理解和記憶所學詞匯,也可以讓學生設計屬于自己的思維導圖,加強學生的思維能力;第三進程是詞匯的交際運用過程,引導學生在實際生活中使用目標詞匯;第四進程就是進行總結輸出,讓學生了解自己的記憶情況,提高學習的積極性。根據(jù)這四個進程,筆者設計了以下任務:
Step 3. Presentation of the new words
Task 1. Material-reading
The teacher guides students to conclude that “keeping a balanced diet for us is of importance”, and asks students the question: What should a balanced diet include?
(Students are divided into several groups and given some reading material about a balanced diet. Five minutes later, students are free to express their ideas about a balanced diet.)
A balanced diet is a combination of food that provides the appropriate amount of the nutrients needed for our body.
A balanced diet contains carbohydrate, protein, fat, vitamins, minerals, and fiber in proper amounts.
【設計意圖】通過閱讀相關話題材料,培養(yǎng)學生提取相關信息的能力。
Task 2. Quiz
The teacher asks, “Just now you learned about a variety of nutrients, could you fill in the blanks with different kinds of nutrients?”
(1)provide our bodies with heat and energy.
(2)are required in very small quantities to keep you healthy.
(3)are required for healthy teeth, bones, muscles, etc.
...
The answers are“carbohydrates, fat, protein, minerals, vitamins and fiber”.
Task 3. Words definition
The teacher guides students to figure out that the nutrients mentioned above can be divided into three types.
(1)Energy-giving food provides energy.
(2)Body-building food helps grow bones and muscles.
(3)Protective food helps the body fight diseases.
Task 4. Words pronouncing and spelling competition
The teacher shows many pictures of food, students name them and the teacher corrects their pronunciation and spelling. After that, there is a words pronouncing and spelling competition. The food pictures are divided into three types:
(1)Energy-giving food (rice,noodles,spaghetti, bread, potatoes, chocolate, butter, cream, oils, nuts)
(2)Body-building food (meat,eggs,cheese,milk, tofu)
(3)Protective food (beans, peas, cucumbers, eggplants, peppers, mushrooms, cabbages)
Task 5. Words mind map
Students are required to draw a mind map of the words about different types of foods they know according to their own ideas. After five minutes, the teacher show some good mind maps to students.
【設計意圖】圍繞本節(jié)課目標,通過小知識測試、給詞匯下定義、單詞糾音、競賽以及繪制思維導圖等豐富的目標活動一步步引導學生學習并熟悉本單元與健康飲食有關的詞匯,推進詞匯教學進程。
Step 4. Using the words
Students are divided into several groups of four students and are asked to design a balanced diet for their classmate Jim who often gets a stomachache. One member of each group? gives a report about their discussion orally and explain their design reasonably.
Their reports might include the following topics:
(1)What kinds of food do you think Jim should eat every day? Why?
(2)What groups of food should Jim avoid eating? Why?
(3)What groups of food should Jim eat less? Why?
(4)What will happen to Jim if he doesnt eat a balanced diet?
【設計意圖】引導學生回到課堂導入部分引出的問題:你覺得Jim要改變他的飲食習慣嗎? 呼吁全班同學一起來幫助他,為他設計一份健康均衡的飲食的清單,并說明設計理由。學生將所學詞匯運用到實際生活中,解決實際生活中的問題,并對健康飲食有了更深刻的認識。
Step 5. Writing (homework)
Write a letter to Jim to persuade him to keep a balance diet.
【設計意圖】引導學生將所學詞匯運用到寫作中,讓學生了解自己的詞匯掌握情況,同時也能訓練學生的寫作能力和交際能力,更好地實現(xiàn)本節(jié)課的教學目標。
三、結語
導向目標在教學設計中舉足輕重,它不僅對于教學設計具有指示性作用,還有助于提升學生的學習積極性,因此,教師在進行英語詞匯課教學時,應當注重目標導向,增強學生學習的動機,提高學生的英語詞匯學習效率。
[? ?參? ?考? ?文? ?獻? ?]
[1]? 杜秀蓮.新課標理念下的高中生英語詞匯學習策略研究[D].濟南:山東師范大學,2006.
[2]? 冷黎黎.高中生英語詞匯學習策略調(diào)查研究[D].煙臺:魯東大學,2016.
[3]? 齊雪.高中生英語詞匯學習策略調(diào)查研究[D].長春:東北師范大學,2007.
[4]? 蔣銀華.目標導向下“教-學-評一致性”的課堂設計[J].中小學管理,2013(1):12-14.
(責任編輯? ? 周侯辰)