英语学习活动观

(中学篇)2020年第01期:英语学习活动观下提升学生问题解决能力的实践(北京:陈芳)

   
【摘  要】本文以问题教学法为基础,结合一节初中英语阅读课例,从确立问题、分析问题、解决问题以及反思与评价四个环节,阐述了如何在阅读教学中引导学生践行英语学习活动观, 在活动中培养学生的问题意识,提升学生分析问题和解决问题的能力。
  
【关键词】英语学习活动观;问题教学法;问题解决;阅读教学
  
 
问题解决与批判性思维并列为思维的两大基本技能(刘儒德,2000)。社会需要更多富有发现问题、解决问题、分析问题、评价问题能力的高素质人才。《普通高中英语课程标准(2017年版)》(教育部,2018)在英语学习活动观中也指出,应“通过学习理解、应用实践、迁移创新等一系列体现综合性、关联性和实践性等特点的英语学习活动,使学生基于已有的知识,依托不同类型的语篇,在分析问题和解决问题的过程中,促进语言知识、语言技能、文化理解、思维品质、学习策略等多方面能力及水平的提升”。由此可见,问题分析与问题解决能力在培养学生学科核心素养的过程中起着非常重要的作用。本文将探讨在英语阅读课中如何在英语学习活动观的指导下,提升学生的问题解决能力。

(小学篇)2019年第11期:基于英语学习活动观的小学英语绘本阅读教学活动设计(北京:钱小芳、王蔷、崔梦婷;附PDF下载)

 
 
【摘   要】《普通高中英语课程标准(2017年版)》明确指出,课程六要素整合的英语学习活动观是落实英语学科核心素养的重要途径。本文分析了英语绘本所蕴含的课程六要素,并从学习理解、应用实践和迁移创新三个层次,分析了两篇绘本的教学案例,阐述了英语学习活动观指导下绘本阅读教学活动的设计理念和方法。
 
【关键词】课堂活动;英语学习活动观;绘本阅读;活动设计
 
 
 
一、引言      
 
英语课程六要素整合的英语学习活动观(以下简称“活动观”),自在《普通高中英语课程标准(2017年版)》中提出,便引起广泛关注。活动观为整合课程内容和实施深度教学提供了可操作的途径,也为变革学生的学习方式,提升英语教学效果,落实核心素养目标提供了有力保障(教育部,2018)。活动是课堂中学习者学习和尝试运用语言理解与表达意义的基本依托形式,是培养学生文化意识,发展多元思维,形成学习能力的重要途径。活动观具有很强的课堂教学指导性,不仅可以指导高中英语教学(如孙晓慧等,2019),对于小学阶段的英语教学也有很强的借鉴作用。

(中学篇)2019年第11期:基于英语学习活动观的初中英语文学阅读教学实践(江苏:许颖、刘文;附PDF下载)

 
 
【摘  要】《普通高中英语课程标准(2017年版)》提出了英语学习活动观的概念,如何在英语课堂教学中实践英语学习活动观是值得英语教师思考的问题。本文结合一节初中英语文学作品阅读课的教学课例,阐释了如何在文学阅读教学中设计学习理解、应用实践、迁移创新等不同层次的英语学习活动,旨在为初中英语教学提供应用英语学习活动观进行文学作品阅读教学设计的方法与策略,实现培养学生英语学科核心素养的目的。 
 
【关键词】文学阅读;英语学习活动观
 
 
一、引言
 
文学阅读是所有阅读的核心,具有发展语言和思维的特殊功能(黄远振等,2014)。丁琳(2013)认为,离开了文学的语言教学,脱离了语言的本真,割裂了语言和文化的有机联系,把语言作为单纯的功利性手段,导致了教学内容枯燥和教学效率低下。把文学阅读引入初中英语课堂教学,能够有效帮助学生学习语言知识、发展思维品质、培养文化意识、提升学习能力,从而达到培养学生英语学科核心素养的目标。

(中学篇)2019年第01期:在初中英语阅读教学中落实英语学习活动观的实践(北京:张秋会、王蔷、蒋京丽;附PDF下载)

 
【摘  要】英语学习活动观是保障核心素养落地的重要途径,而如何在课堂教学中实践英语学习活动观,则是摆在英语教师面前的现实问题。本文以一节初中英语阅读课的教学设计为例,阐释了如何基于文本解读,遵循英语学习活动观设计和实施阅读教学,实现培养学生英语学科核心素养的目的。 
  
【关键词】核心素养;英语学习活动观;阅读教学 
 
 
培养学生的核心素养,实现学科育人,落实立德树人,已成为我国基础教育面临的新任务。英语学科核心素养包括语言能力、文化意识、思维品质和学习能力。

(中学篇)2018年第12期:对六要素整合的高中英语学习活动观的认识与实践(陕西:王兰英)一文涉及的教学内容

 
A Pioneer for All People
 
Although he is one of China's most famous scientists, Yuan Longping considers himself a farmer, for he works the land to do his research. Indeed, his sunburnt face and arms and his slim, strong body are just like those of millions of Chinese farmers, for whom he has struggled for the past five decades. Yuan Longping grows what is called super hybrid rice. In 1973, he became the first agricultural pioneer in the world to grow rice that has a high output. This special strain of rice makes it possible to produce 20% more of the crop in the same fields. Now more than 60% of the rice produced in China each year is from this hybrid strain.
 
Born in 1930, Yuan Longping graduated from Southwest Agricultural College in 1953. Since then, finding ways to grow more rice has been his life goal.

(中学篇)2018年第11期:例析英语学习活动观在英语教学设计中的应用(天津:李留建、姚卫盛)一文设计的教学内容

 
The Well that Changed the World
 
Canadian schoolboy Ryan had trouble believing the words spoken by his teacher that many people in developing African countries couldn't get enough clean water. The shy six-year-old looked across the classroom at the drinking fountain. It was very close — only ten steps away. So, Ryan asked himself, “Why do some African children have to walk ten kilometres to get water every day? And why is the water so dirty that it makes them sick?” Young Ryan thought, “Life is easy for me, but hard for those people. Why don't I help?”
 
At first, his plan was to earn money to build a single well somewhere in Africa.

(中学篇)2018年第04期:英语学习活动观的理念与实践探讨(山东:高洪德;附PDF下载)

 
【编者按】为了帮助英语教师更好地理解高中英语课程改革,我刊特邀课标组专家,结合他们在《普通高中英语课程标准》修订过程中的一些思考撰写有关高中英语课程改革的文章。本期我刊特邀课标专家组成员高洪德老师讨论英语学习活动观的内涵和实践方式。
 
专家简介:高洪德,山东省教育科学研究院英语特级教师,中国教育学会外语教学专业委员会副理事长,“国培计划”专家,教育部基础教育课程教材专家工作委员会委员,普通高中英语课程标准修订专家组核心成员。

(中学篇)2020年第1期:英语学习活动观下提升学生问题解决能力的实践(北京: 陈芳)一文涉及的教学内容

 
北师大版《英语》九年级第六课Tom Sawyer 


It was a beautiful Saturday morning, a perfect morning for playing or swimming. However, Tom had to finish the work Aunt Polly gave him. As Tom started to paint Aunt Polly's very long fence, along came Ben Rogers with a juicy apple in his hand.

(中学篇)2019年第05期:在高中英语阅读教学中实践英语学习活动观(北京:赵悦、毕勤)一文设计的教学材料

 
改编的教学材料
 
From Page to Screen
 
By James Hope
 
Reading a book and watching a film are two very different experiences, but it's normal to have high expectations when a film of a favourite book is made.

(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

 
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.
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