当教师的英语课堂设问被学生做出否定回答时

鞠新春

在最近的高中英語课堂教学听课活动中，有不少教师把自己要问学生的每一个问题（无论难易）都做成课件，上课点鼠标，让学生按教师课前预先设置好的问题进行回答，而不是按照课堂上各种情况不断出现适时巧设问题进行问答。结果这种人机对话造成了课堂气氛沉闷、师生间问答缺乏真情实感、缺乏真挚的思想碰撞和交融的局面。师生问答显得冰冷、书面化、呆板不灵活及学生被动情况的出现。加之问题不能贴近学生日常实际生活，学生对教师所问相关问题又缺乏生活体验，造成学生回答问题有困难或不愿回答教师的提问并直接作出否定回答。基于上述情况的出现，我在处理人教版高中英语选修6第三单元A healthy life 中Warming up 时，摒弃了不少教师的习惯做法，不用课件，与学生进行直接、平等、民主、自然和随意的对话交流，即使学生对我的设问给予否定回答，我依然顺势发问，改变问题方向，使师生问答继续深入下去，确保了设问的有效性，使Warming up 真正收到了实效。师生间的问答是这样展开的：

Dialogues between the teacher and the whole class：

T：As a senior middle school student，You have too much knowledge to learn every day， in order to make sure that your study can continue， What do you think is the most important in your life？

S： A healthy body.

T： Yes， without a healthy body， we cant do anything well.

S： How can we have a healthy body？

T： We should have a healthy life.

T： So long as we live a healthy life， we can have a healthy body and become a healthy person. What is a truly healthy person？

S： I think a truly healthy person must be well in mind and body.

T： You are right. Spirit is also very important. Do you think what bad peoples living habits are affecting their health？

S： Cigarette smoking Drinking alcohol Playing computer game too long etc.

T： What important healthy problems are threatening peoples health nowadays？

S： Diet Obesity Stress Drug abuse Physical fitness etc.

T： What serious bad living habits or serious healthy problems are affecting our adolescents health today？

S： Cigarette smoking Playing computer game too long Drinking alcohol etc.

Dialogues between the teacher and a boy student：

T： Did you use to smoke？

S： No， I didnt.

T： Do you have any classmates or friends who are smoking？

S： Yes， I do.

T： What do you often do when you see them smoking？

S： Sometimes I stay with them and have a chat with them， sometimes I stay away from them.

T： Do you know why they smoke？

S： They think they look cool and fashionable. They also say it is polite for a smoker to give cigarettes to other smokers when they meet together. Sometimes they think smoking can reduce their study stress and make them relaxed and happy.especially， When they are tired of studying， smoking can refresh themselves

T：What do you think of smoking？

S：Its bad for our health. Especially our adolescents. It can cause many other diseases. Such as lung cancer ， heart disease ，blood pressure and so on. It can also have bad effect on non-smokers， especially on our adolescents grown up.

T： You are right. What would you like to say to your smoking classmates or friends？

S： Its not too late for you to stop smoking from now on... Please give up smoking！ Spending money buying cigarettes means buying death day by day.

T： Very good， Can you give them some good advice on how to quit smoking？

S：They had better take part in other more meaningful activities. Such as basketball， football and so on. They should also know more about harm caused by smoking， Sometimes they should stay far away from smokers.

T： Good advice.

Dialogues between the teacher and a girl student.

T： Do you have any friends around you who are smoking？

S No， I dont.

T： Do you have any relatives who are smoking？

S： Yes， My father smokes every day and he is a heavy smoker.

T： When he is smoking， what do you usually do？

S： I am very angry with him and stay in my room because the whole sitting room is full of smoke and it smells terrible， especially all the windows are closed in winter.

T： Why are you tired of your father smoking？

S： Because it can easily cause fire when he is smoking in bed. Smoking can cause many other diseases besides， it spends too much money.

T：What would you like to do to help your father to quit smoking？

S： I will tell him smoking is not only bad for his own health but also for other people around him in public. I will buy him some snacks when he wants to smoke. I can also tell my mother to control his money to make him not have much money to buy cigarettes.

T：I think these ways are not bad. If your father were in the classroom now， He would be moved by what you said. But do you want to know why many smokers are addicted to smoking？ Do you want to share some other good suggestions about stopping smoking to help your classmates or your relatives who are smoking？

S： Yes.

T： Lets come to the reading of Unit 3.

在教師与学生之间展开问答时，学生对教师的提问有两次给予了否定回答，如果此时教师让学生坐下，那么问题对这两个学生来讲一定是无效的，原因是两个学生此时无问题体验，不好回答。为了使师生之间的交流得以继续，教师很快调整了问题方向，变无效问题为有效问题，且问题与学生密切相关，从而将师生间的对话继续顺利深入进行下去，以达到为学生进入阅读部分学习热身的目的。因此，课堂教学有效性和学生学习的主体性得以展现出来。从案例可以看出，教师课堂教学的有效性反映在教师问题设置的有效性上，如果教师把课堂上要问学生的问题都放在课件上，并按预先设置好的程序提问，会对给予否定回答的学生课前未作出预测，在上课时突然出现这种情形，会使教师感到束手无策，预先设置好的程序被打乱，师生间的对话一时无法进行，或者教师干脆让否定回答的学生坐下，另叫其他学生回答。教师这样做会使作出否定回答的学生失去回答的机会，会使他们的思维得不到激活，久而久之这些学生得不到练习说的机会，就很难张口说，学习的主动性就不能发挥不出来。学生学习的主动性往往又取决于他们思维是否得到启发，是否被激活。当教师设问被学生否定时，正是教学有效性潜藏的时刻，正是考验教师把握并挖掘出有效问题的时刻，也正是考验教师应变能力，为教师转换问题角度提供最佳时机的时刻，同时也考验教师如何将无效问题向有效问题转化，对教师既是挑战，也为教师创造了一次绝好的应变锻炼机会，如果教师经常抓住并能运用这种良机，不错过，不放弃，教师的教学智慧、教学的有效性和实效性定会逐步提高。

参考文献：

[1]Claudette M.Rasmussen.问题解决的教与学[M].范玮，译.中国轻工业出版社，2004.

[2]夏惠贤.当代中小学教学模式研究[M].广西教育出版社，2001-04.

编辑 温雪莲