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主题意义

（中学篇）2019年第09期：基于主题意义的单元整体教学（北京：齐地尔；附PDF下载）

Fri, 08/30/2019 - 14:39 — publish
   
【摘  要】单元是英语课程内容的有机组成部分，也是承载主题意义的基本单位。基于主题意义的单元整体教学是整合课程内容、实施深度教学、发展核心素养、落实学科育人目标的有效途径。在主题化、结构化、活动化的单元整体教学中，学生更加关注内容，探究更为主动。
 
【关键词】单元整体教学；主题意义；深度教学 
  
 
一、引言
 
《普通高中英语课程标准（2017年版）》（教育部，2018）将主题语境列为英语课程内容的六大要素之一，主题语境包括人与自我、人与社会和人与自然。主题语境不仅规约着语言知识和文化知识的学习范围，还为语言学习提供意义语境，并有机渗透情感、态度和价值观。学生对主题语境和语篇理解的深度，直接影响其思维发展水平和语言学习成效。

（中学篇）2019年第07期：主题意义探究引领下的中学英语单元教学策略（北京：张金秀；附PDF下载）

Mon, 07/08/2019 - 09:30 — publish
  
【摘  要】本文在对课程标准新理念“主题意义探究”进行深入辨析的基础上，结合单元教学案例，提出以下四个中学英语单元教学策略：通过提炼和分解单元主题重组教学内容；将主题转化为问题，创设探究情境；巧用多种活动形态，优化教学方式；重视教师指导，提高探究质量。
 
【关键词】主题意义；探究式教学；单元教学  
 
 
一、问题的提出
 
随着课改的深入和核心素养的提出，以单元为整体进行教学设计，体现学科育人价值，整体把握学科核心素养培养，成为教学研究者和实践者的基本共识（崔允漷，2019；余文森，2017）。核心素养强调学科育人的大格局，内容统整、深度学习、素养整合应该是单元教学的基本特征。但反观当前中学英语单元教学实践就会发现，教师们依然局限在语言知识和语言技能培养的小格局内，普遍存在教学内容碎片化、学生学习浅层化、素养培养割裂化的问题。

（中学篇）2019年第05期：基于主题意义探究的英语教学实践——以一篇科技说明文的教学设计为例（江苏：辛强；附PDF下载）

Sun, 04/28/2019 - 15:41 — publish
 
 
【摘  要】主题意义的探究融合了英语学科的工具性和人文性，是英语课程的核心任务。主题意义的探究是以学生为主体的逐步深入的过程，以语言知识搭载主题内容，指向思维品质的发展，最终达成育人目标。本文从操作理念和实施策略角度介绍了主题意义探究的两个维度，即横向关联真实情景和扩展阅读以及纵向多层次递进式挖掘主题内涵，并以一篇科技说明文的教学设计为例，阐述了基于两个维度挖掘主题意义的途径。
 
【关键词】主题意义；思维品质；语境 
 
 
一、引言
 
《普通高中英语课程标准（2017年版）》（教育部，2018；以下简称《课标》）指出，英语课堂要以主题意义统揽教学内容和教学活动，并指向基于核心素养的教学目标。英语学科核心素养具体包括语言能力、文化意识、思维品质和学习能力。《课标》进一步阐释，主题是英语课程内容的六大要素之首，为语言学习提供主题范围或主题语境。英语课程应该把对主题意义的探究视为教与学的核心任务，并以此整合学习内容，引领学生语言能力、文化意识、思维品质和学习能力的融合发展。

（中学篇）2019年第02期：基于主题意义探究的阅读教学实践与策略（江苏：董金标）一文涉及的教学内容

Tue, 02/12/2019 - 12:24 — publish
 
Keep Your Dream
 
I have a friend named Monty Roberts who owns a horse ranch in San Ysidro. He has let me use his house to put on fund-raising events to raise money for youth at risk programs.
 
The last time I was there he introduced me by saying, “I want to tell you why I let Jack use my horse. It all goes back to a story about a young man who was the son of a horse trainer who would go from stable to stable, race track to race track, farm to farm and ranch to ranch, training horses. As a result, the boy's high school career was continually interrupted.

（中学篇）2019年第02期：基于主题意义探究的高中英语阅读教学实践例析（北京：郭颖、张金秀、徐国辉）一文涉及的教学内容

Tue, 02/12/2019 - 09:14 — publish

An Ice Cold Summer
 
In the summer of 2014, a weird and wonderful craze swept across the world. Everywhere you looked people were pouring buckets of freezing water over their heads. The craze soon had a name— ‘The Ice Bucket Challenge’ and the idea behind it was to raise money for charity. Despite the popularity of the challenge, not many people knew where it had come from. In fact, it was the idea of an American called Pete Frates. He had been a promising college baseball player who seemed to have a bright future with the Boston Red Sox. However, his career was cut short when he fell ill with a disease called amyotrophic lateral sclerosis (or ALS for short). ALS attacks the nervous system and can cause speech problems and paralysis. It can also kill. Frates wanted to do something to raise both money and awareness to help sufferers of ALS.

（中学篇）2018年第10期：基于主题意义探究的英语教学理念与实践（北京：程晓堂；附PDF下载）

Sun, 09/30/2018 - 17:00 — publish
   
 
【摘  要】《普通高中英语课程标准（2017年版）》倡导基于主题意义探究的英语教学理念。本文根据主题式教学的基本原理，论述了英语学科开展主题式教学的必要性以及基于主题意义探究的英语教学的优势，介绍了基于主题意义探究的英语教学设计及实施路径，同时提供了相关教学建议和案例。

【关键词】主题意义；主题式教学；高中英语教学
 
 
 
一、引言
 
《普通高中英语课程标准（2017年版）》（教育部，2018；以下简称《课标》）将主题语境列为英语课程内容的六大要素之一，而且是第一要素。《课标》还指出，主题为语言学习提供主题范围或主题语境。学生对主题意义的探究应是学生学习语言的最重要的内容，直接影响学生对语篇理解的程度、思维发展的水平和语言学习的成效。

（中学篇）2018年第08期：围绕主题意义的阅读教学实施——以Smart or Harmful 阅读语篇为例（安徽：赵杰、王冠博 ）一文涉及的教学内容

Fri, 08/10/2018 - 10:21 — publish
 
Smart or Harmful
 
 
If you need to call your parents but your phone is not with you, can you remember their numbers?
 
To remember 11 numbers is not difficult, but because of the smartphone, many of us cannot remember them.
 
Moreover, smartphones weaken our skills at giving directions. We cannot tell the north and the south.

（中学篇）2018年第03期：基于高中英语学科核心素养的阅读教学设计——以北师大版《英语》模块七Unit 19 Lesson 3 Body Language为例（北京：艾慧、郝奇斐）一文涉及的教学内容

Fri, 02/02/2018 - 17:00 — publish
 
1.  教材文本
Body Language Speaks For Itself
 
If you saw a father patting his son on the back while smiling happily, what would you think was going on? You would probably think that the father was congratulating his son on doing something well, maybe passing an exam or winning a race. You would know what was going on because you understood the message conveyed by the father's body language.

（中学篇）2019年第08期：主题式拓展阅读在高中英语教学中的实践探究（江苏：徐静芳、沈婷）一文涉及的拓展语篇

Sat, 07/18/2009 - 13:39 — publish
 
拓展阅读教学材料：
 
Chain of Love
 
My father and I have been separated for over two years. He was physically violent and emotionally abusive to me throughout my childhood, and I felt that I couldn't forgive him.

（中学篇）2019年第06期：基于主题意义探究的高中英语听力教学设计改进（四川：黄正翠、彭德河）一文涉及的教学内容

Wed, 06/03/2009 - 09:06 — publish
 
外研版《英语》Book 2 Module 3 Music: The Beatles
 
The Beatles were the most successful band in the history of popular music. The band consisted of John Lennon, Paul McCartney, George Harrison and Ringo Starr. Starr played drums, the other three played guitar. Lennon and McCartney wrote most of the songs. All the Beatles were born in Liverpool in the north of England.
 
During the early 1960s, the Beatles were influenced by American rock singers, such as Chuck Berry and Elvis Presley. They had their first hit in 1962 with a catchy song called Love Me Do (1962).

（中学篇）2019年第05期：基于主题意义的英语教学实践探究——以一节科技说明文教学设计为例（江苏：辛强）一文涉及的教学材料

Tue, 04/28/2009 - 16:11 — publish
 
Where Real Reality Ends
 
What is “virtual reality”?
 
Virtual reality is an artificial, three-dimensional environment, produced by a computer. Objects in virtual reality seem to have height, length and width. We can pick them up and turn them around.

（中学篇）2019年第04期：基于英语学习活动观的高中英语阅读教学设计解析（北京：孙晓慧、钱小芳、王蔷、康亮）一文涉及的教学内容

Wed, 04/01/2009 - 09:45 — publish
 
How Daisy Learned to Help Wildlife
 
Daisy had always longed to help endangered species of wildlife. One day she woke up and found a flying carpet by her bed. “Where do you want to go?” it asked. Daisy responded immediately. “I'd like to see some endangered wildlife,” she said. “Please take me to a distant land where I can find the animal that gave fur to make this sweater.” At once the carpet flew away and took her to Tibet. There Daisy saw an antelope looking sad. It said, “We're being killed for the wool beneath our stomachs. Our fur is being used to make sweaters for people like you. As a result, we are now an endangered species.” At that Daisy cried, “I'm sorry I didn't know that. I wonder what is being done to help you.

（中学篇）2019年第03期：从一次同课异构活动谈主题意义探究的教学实践 （江苏：刘林峰、杨帆）一文涉及的教学内容

Sat, 02/28/2009 - 10:11 — publish
 
The Curse of the Mummy
 
Howard Carter is one of the most famous explorers the world has ever known. He was brave and loved to visit and explore new places. During his life, he discovered many amazing things.
 
Howard Cater did not go to school, but learnt to draw from his father, who was an artist. He was bright and curious about the world outside his hometown. In 1891, at the age of 17, he set sail for Alexandria, Egypt. By the 1920, he had become an explorer, searching for the tombs of the Egyptian kings. He found several important ones. Inside the tombs, he discovered a great fortune in jewels and gold, along with the preserved bodies of dead kings. These preserved bodies are known as mummies.
 
In 1922, Howard Carter made his most amazing discovery of all, in the Valley of the Kings, in Egypt. He had received money from Lord Carnarvon, a British man who was very interested in Egypt.
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