浅谈启发式教学在英语阅读课中的运用

【摘要】隨着新课标高中英语教学对学生素质的培养提出了越来越高的要求，作为教学的主导者，我们教师要正确理解高中英语的“启发式教学”内涵，深刻认识“启发式教学”在新课标高中教学中的优势和要遵循的原则，适时、正确地使用“启发式”教学，提高课堂教学质量。本文重点阐述了在英语阅读课教学中，笔者如何利用启发式教学潜移默化地培养学生的分析、综合、概括、判断和推理能力，帮助学生学习一定的思维规律和方法，让学生在领悟语境的过程中积累词汇，达到事半功倍的效果。

【关键词】英语阅读;启发式教学;语境领悟;词汇积累

【作者简介】吴颖，余姚市第八中学。

随着新课改的深入，教师应根据新教材的特点，有意识、有步骤地培养学生的能力，促进学生将所学的知识转化为语言技能，并将语言技能转化为初步运用英语交际的能力，最终促进学生的全面发展。

下面以一堂阅读公开课来具体阐述启发式教学在实践中的运用。

课堂实录

Lead-in

T：Do you like reading English stories in your daily life？

Ss：yeah！

T： What kind of stories do you often read？ Ss：fairy tale and stories about famous people.…

T：Good！You must have known these stories…（showing the pictures.） They are so famous， yeah？Do you know what they are named？T：Snow White，the frog prince…

T：Yeah， they always give us meaningful lessons！So what can you learn from the stories？

Ss：We should be kind and honest.

We should be warm and love the people around us. …

T：Yeah， excellent.！Today we will learn such a meaningful story— Mary had a little Lamb.

【设计意图】在导入部分，笔者通过话题式导入和图片导入引入主题，同时通过对话拉近了与学生们的距离，增加了亲和力，并且还启发他们要学会从故事中得出启示，为后面课堂教学的开展做好了铺垫。

Reading

Step 1：Skimming（show the title of the passage） Do you know what “lamb” means？ Ss：Sheep！

T： Yeah， it has the same meaning with sheep.（show the picture of a cute lamb） a cute Lamb，isnt it？

Ss：Oh， its ugly ，haha.

T：Ok！Now lets skim the story and guess what its about，using one simple sentence ，and pay attention to the title.

Ss：Mary had a Lamb， but it was missing.

T：Excellent！（write down “a missing lamb ”on the blackboard， saying“so its about a missing lamb.”）

【设计意图】引导学生由关注标题到浏览全文，快速用一简单句概括主题，以引出全文标题并板书。

Step 2：Scanning Now lets read the story again， and find out answers to these questions.

How many people are there in the story？ Who are they ？Where did the story happen？

Ss：3 people.They are…

T：write down students answers on the blackboard：

Mary Dimitri Aleko

（wife） （husband） （neighbor）

S：The story happened in a tiny village.

T：What does tiny mean？S：Tiny means very small.T：Excellent！

【设计意图】通过几个简单的问题使学生把文中的地点和人物关系理清楚，同时引出新词并解释。

Step 3：Careful reading

Now lets read the story more carefully and think about these questions. （read each of them twice and play the record of the story.Then invite some students to answer them one by one.）

1. What did Mary tell Dimitri when he came home？

S1：Mary told Dimitri their lamb was stolen.

T：yeah， but how do you know it was stolen？not run away by itself？

S1：Because the story says the rope had been cut.

T：yeah，excellent！

2.what did Dimitri learn from his friends about his neighbor Aleko？

S2：Their neighbor stole the lamb.

T：yeah， but at first，from his friends，what did Dimitri find out？

S2：From his friends，he found out that his neighbor had suddenly acquired a new Iamb.

T：yeah good，do you know what “acquire”means？

S2：it means“get”！

T：yeah， so it means “got” in this sentence.

3. Then where did Dimitri go？what did he accuse Aleko of？

S3：Dimitri went to Alekos house and angrily accused him of stealing the lamb.

T：Yeah，very good！Do you know what “accused” means？

S3：指责。

T：Yes，it means “blame”！

4. What did Dimitri do when he saw Alekos lamb was black？

S4：Ashamed of having acted so rashly，Dimitri apologized to Aleko for having a ccused him.

T：Yeah excellent！ Do you know what“rashly”means？

S4：魯莽

T：Yes，it means “act too quickly”！ and “apologise”？

S4：道歉

T：Yeah，it means “say sorry to somebody”yes？

5.Why did Dimitri stay in Alekos house for half an hour？ And why was he surprised when he went outside？

S5：While they were talking， it began to rain.

T：Yeah，it may rain for half an hour but why was he surprised when he went outside？

S5：Because he found that the little black lamb was almost white！

T：yeah， and why did the black Lamb turn white？

S5：Because the rain washed it clean.

T：Yeah， in fact， （to all the students）what did Aleko do to the lamb？Please pay attention to the last sentence.

Ss：The lamb had been dyed black！

T：Excellent！pay attention to the word“dye”. it has the same pronunciation with “die”but it means color something.

Ss：染色！

T：Yeah，you are so clever！

【设计意图】在精读部分，笔者精心设计了5个问题，并引导学生根据原文去探求答案。在此基础上，还根据学生的回答和故事情节进行了一系列的追问，同时在上下文语境中引导学生说出了新词的含义，使学生们在深刻理解原文的基础上积累了词汇，为后面的概要写作做好了准备。

step 4：Discussion

Now can you guess ：

What would happen to the lamb at last？Would it be returned to its owner ？

How would Mary get her lamb back？

Please discuss the ending with your partner for 5 minutes. …

S：It should be returned to Mary because its Marys！ She would be angry if he didnt return it and Mary would call the police. So he had to return the lamb.

T：Excellent ending！

【设计意图】在课后讨论部分，笔者引导学生描述出了较合情合理的故事结尾，同时也启发学生们领悟到基本的为人处世之道。

Step 5：Retell the story

T：Now lets read the story aloud and retell it.

Then write a summary to practice your writing.

After reading，lead the students to speak out the key clues of the story，meanwhile I write them down on the blackboard as follows：

T：So here comes the question：

Was he the thief？/Did he steal the lamb？/Was he tied（related）to the theft？

Ss：Yes！

T：Good ，so should we learn from him in our daily life？

Ss：No，we shouldnt.

T：Then what should we learn from the story？or what meaningful lesson can we acquire from it？

Ss：We should be kind and honest.we shouldnt steal others things.…

T：So remember honesty is the best policy！ Without honesty， we may even have no friends！

【设计意图】在故事复述环节，笔者引导学生进行简单的口述，并把学生说出来的关键词以表格形式进行板书，以便学生在后面写作时能够将基本情节串联成线。另外，设计同义句对故事结尾发问，既让学生明白英语中同一个意思可以有多种表达方式（概要写作技巧之一），又引导学生再一次拷问灵魂，深刻理解故事所带来的启示：诚信乃立身之本。

Step 6 Writing a summary

Pay attention to the underlined key words in the story. Then how could we use these words in our summary？Here are some examples based on the story.（show the sentences）

Now write down your own summary as quickly as possible with what we have learnt in this lesson. avoid using the same sentence in the story but use your own words to summarize the story.

Expect your excellent performance！ Who will be the first one to share it with us？

【設计意图】根据故事情节进行概要写作，并展示几个例句供学生模仿，启发学生用自己的话概述全文，最后择优分享，共同学习，共同进步，学生们都受益良多。

总之，新课程强调自主、合作、探究的学习精神，注重对学生创新能力的培养。以及批判意识和怀疑精神的培养。而启发式教学要求我们教师从“教育者”转变为“指导者”，更注重对学生的点拨、启发，培养学生自主学习的精神和批判、创新的能力，从而实现新课程标准的最终目标。