顾洁期初论文
- 发布时间：2015-08-22 20:44
- 作者：顾洁
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新教材Checkout time与 Ticking time教学初探
【摘要】Checkout time与 Ticking time作为一个单元的最后两个板块，是对一个单元的总结。笔者通过所执教的六年级下册An interesting country一节公开课，简析本节课的教学过程，并阐述课堂教学中有效使用开展此板块的方法和策略，旨在引导学生合理合度开展自主评价和小组评价，反思学习行为，提高综合语言运用能力。
【关键词】小学英语，评价，复习课
单元整体教学包括各个板块的知识新授和最后一个课时的复习评价。新教材中所设置的Checkout time和Ticking time正是为学生的英语学习提供了一个检测与评价的平台，通过这一课时的学习, 学生可根据ticking time所提供的若干与此单元相关的条目，结合Checkout time中的练习，及时反思并调控自己的学习行为。
比起中低年级学生，checkout time与ticking time的正确教学在很大程度上直接影响着学生的自主评价以及小组合作评价。它们不仅仅是一个形式上的呈现, 也不仅仅是简单地做完练习与核对答案, 在这一课时上, 我们的教学目标应深入到学生的真实学习情况中, 并引导学生总结、归纳本单元所学知识的情况，反思和调控自己的学习行为，进而体验获得的进步与成功。
纵观当前的公开课，有的老师只是让学生在每个条目下打钩，更有学生还没有听清楚老师的要求直接给自己打上三颗星，老师也没有再检测，再反馈，长此以往，此板块只是一个摆设，老师可以忽略此板块，学生也可以无视它，久而久之，就失去了原有的功能。 笔者通过所执教的一节复习课，凸显checkout time与ticking time板块功能，旨在引导学生合理合度开展自主评价和小组评价，反思学习行为，提高综合语言运用能力。
一、目标引领，把握整体
Step1 了解本节课学习目标
1. T: As we know, it is the fourth period of this unit.
Can you try to guess the plan for our lesson?
You may guess like this: We will…(板书)
S1: We will review this unit.
S2: We will do some exercise.
S3: We will talk about “will” .
T: Yes, First we will finish the exercise in checkout time.
Then we will evaluate ourselves in groups according to ticking time
Finally, we will write a passage by using the sentences that we have
learned in this unit.
Are you ready? Here we go!
上课伊始就引导学生关注本课的学习目标，做到心中有数：本节课上需要做什
么，培养学生的目标意识。此外猜测的同时学生自然将重点句型: I will… We
will… 运用起来，真实有效。
二、整体推进，局部感悟
Step2 根据ticking time, 条条检测
1、I know the sound of “air”
1. T: Look at ticking time. And I think this one is easy for you. Do you know the sound of “air”? Air is pronounced as …
2. T: Look, if you can read the words and sentences fluently and correctly, you can get two stars.
请学生读书上的单词与句子。
Well done! You can get two stars.
3. T: What’s more, here are some new words and sentences, if you can read them well, 3 stars! Have a try!
S1: Read the new words and sentences shown here.
T: Can you tell me some new words?
S1: stair, air gun, upstairs, air way …
T: Well done! How many stars can he get this time?
Ss: Three.
T: Good! Now please read them in groups and try to evaluate in groups. 组内互评
4. T: Time is up! How many stars can you get?
问几位同学
Maybe you can practice more after class. Practice more, and I believe you’ll do better!
根据Ticking time 的第一条，教师通过示范，引导学生如何评，并将评价细化到位，这样学生就可以清楚对照着条目开展评价，评价也就有了清晰的标准，学生对如何得到三颗星也心中有数，而不是走过场，走形式，为了评价而评价，从而有效地发挥评价的积极导向作用。
2、I know some things about Australia
1. T: We have learned some things about
When we are talking about
S1: Animals.
T: What animals?
S1: Kangaroos and koalas.
S2: Sports.
Australian football.
S3: People in
S4: Its scenery.
S5: The weather.
S6: Cities.
Such as Sydney, Canberra,
S7: Interesting places.
学生说，教师现场板书，一起回顾。
2. T: Can you try to say some things about
something according to Story time, you can get three stars.
S1: Today I’ll tell you something about
T: If you can add more extra curriculum knowledge, you can get four stars.
If you have some mistake, it doesn’t matter, you can also get one or two stars.
Have a try. You may say it in groups.
教师将评价的标准细化，学生能够找准自己的位置与方向，组内成员相互间的评价也不再是模糊的，而且具有针对性和导向性。同时这样的细化也体现了每位学习个体的不同特点，学有余力的学生可以增加课外的知识介绍，稍微弱点的只需掌握书上story time的内容方可。
三、凸显话题，提升能力
3、I can use “will” to talk about the future.
1. T: Look at the children here, they are talking about the things that they will do tomorrow. But how do they talk?
S: Read and find.
S1: I’ll do many things tomorrow.
S2: First, then…
T: 板书，next, finally…
Can you talk about it?
2. Read this passage, it’s about my plan for tomorrow.
Ss: …
T: What will I do tomorrow?
S1: In the morning, you will…
S2: In the afternoon, you will…
3. T: That’s right. Please write a passage now. Don't forget to use “will” .
总之，作为一个单元的最后一个板块，即复习板块，我们不仅要全面复习已学过的知识，更要起到较好的梳理和反思的作用，引导学生能够对照ticking time所涉及的条目进行自主或组内评价。同时，还应培养学生不断归纳的能力，引导他们回顾更多本单元所学的内容并逐一列举出来，长久以往，学习将成为学生自己的事情，同时也将形成自我的学习反思策略。
参考文献：
教育部. 2012. 义务教育英语课程标准（2011年版）［M］. 北京：北京师范大学出版社
译林出版社. 2014. 九年义务教育课程标准实验教科书英语(供三年级起始用)，六年级下册(学生用书)［T］. 南京：译林出版社.
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