学生主动　课堂高效——小学英语阅读教学中存在的问题与建议

学生主动　课堂高效——小学英语阅读教学中存在的问题与建议

企石镇东山小学 姚柳芳

          本文获2009年小学英语优秀教学论文二等奖

【摘要】目前小学阶段，英语教学越来越得到重视，教师尤其注重学生听说能力的培养，表现在单词教学和句子教学。而英语阅读在英语教学中也起着举足轻重的作用，阅读亦为英语学习输入的重要手段。但教师在阅读教学中感到很困惑，因此，在本文中笔者提出了阅读教学中存在的问题，并提出了几点的阅读教学建议，目的为了提高小学英语阅读教学效果和小学生的英语阅读能力。

【关键词】阅读教学　问题　建议

“教是为了不教”，这是现代教育所提倡的理念，也是我们教育工作者的最终追求。英语是一门实践性很强的学科，交际是语言最基本的功能。而阅读是语言交际中最重要的一个方面，阅读不仅能帮助学生获取兴趣，开阔视野，吸取丰富的语言知识，还能扩大词汇量，促进听、说、写的能力发展。然而，在小学英语阅读教学的过程中却发现，面对“Read and write”和“Let’s  read”,教师就感到很困惑，很多学生学习积极性也不高，对阅读文章缺乏兴趣，阅读课效率并不高，问题也层出不穷。

一、目前，英语阅读教学中存在的一些常见问题

（一）教师重视对知识的传授，忽视了对学生阅读理解能力的培养

[案例1]

PEP教材Book5 Unit4 What can you do? B. Read and write

Pre-reading:

1. Warm-up: Sing a song “ What can you do?”

2. Free talk.如:How are you? What can you do?　...

3. Preview:

(1) Presentation the Robot

T: Great! You are so helpful. I have a new friend. He is helpful, too. Look! He is a robot.(出示robot)

T: Say “hello” to him ,　please.

Ss：Hello! Robot.

(2) T: What’s he like?

Teacher lets the class describe the robot: What’s he like?

如: He is tall. He is strong.

T: Oh, he is so lovely.

Teacher acts like a robot and asks the class: What can you do?(老师随机提问几个学生)Teacher answers the last student: I can wash the clothes and do the dishes. What can you do? Then the teacher asks two pairs to show it.

4.   Presentation& Practice:

(1) Presentation the sentence Can you…?

Teacher speaks to the last student: Can you play football/ play the computer games/play ping-pong? Can you play chess? Then the teacher shows the card “play chess” and teaches the new words and presentation “Yes, I can. / No, I can’t.”

(2)T: Let’s play a game.

T shows an example: Teacher lets a student choose a card from her hands and asks her/his: Can you…? Student answers. Then lets the class ask and answer in groups and show it.

(3)T: Great! You are a wonderful team. Robot has a wonderful family. They can do a lot of things, too. They are helpful. Let’s have a look. (Teacher shows the Robot Family.) What can they do?

(Teacher shows a picture of Father Robot.)T: He is playing chess and playing the erhu. What can he do? He can play chess and play the erhu.

(Teacher shows a baby. The baby is crying).T: Who can look after her? Mother Robot can. She can look after the baby. But she can’t play chess and play the erhu. Teach “look after”. Repeat it for 3 times.

(Teacher shows a beautiful song.) Ｔ：Sister Robot can sing.(Teacher shows a dancer.) Ｔ：She can dance, too. She can sing and dance.

(Teacher shows a robot.)Ｔ： She can use a computer. Teaching “use a computer”Ｔ：But she can’t play chess, play the erhu and look after the baby.

从案例1教学设计上看，这位教师把这节课的Pre-reading教学环节设计非常好，环环相扣，教学过程流畅。但看深一点，不难看出，教师把一节课当成句型课上了，把阅读材料中出现的词汇、句型等都在这个环节掰开、揉碎、灌输给学生，恐怕学生在接下来的While-reading环节读不明白。这样久而久之，倘若学生每次阅读课都依赖教师，他们独立思考问题、揣测等所有的阅读教学的附属能力将会逐渐失去，后果更不堪设想。

（二）教师注重课堂气氛的活跃，忽视了实际效果

有些教师为了教学课堂的活跃，盲目照搬一些教学活动，达不到实际的教学效果。比如，预设“语言综合运用能力目标”达不到。

 [案例2]

一位教师教学PEP Grade6上Unit 4 B Let’s read My New Friend这篇文章，在语言综合运用能力的环节要求学生写一篇题目为My friend的小文章，教师给予学生的文章内容如下：

      (name) is my friend.   (He/She) is a student.   (He/She)      (go) to school         every morning.   (He/She)         (live) in Guangzhou.         (His/ Her) father       (go) to work                .       (His/ Her) mother       (go) to work      .My friend     (like)       (watch TV).    (He/She)          

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