“多媒体—情境—语法教学模式”及其应用

录入:admin 来源: 作者: 浏览:

  多媒体—情境—语法教学模式”以学生为主体,关注学习过程,旨在通过话题和多媒体创设的学习情境调动学生的积极性,从而改变英语语法课堂上教师“一言堂”的局面,使“寓教于乐”真正落到实处。

关键词】语法课堂;多媒体;情境;教学模式

语法是外语教学研究中的一个热点话题。纵观现代外语教学历史,不难发现,人们总是在赞成与反对语法教学两种观点之间徘徊。特别是进入新世纪以来,英语教学改革面临诸多挑战,在英语教学中是“强化”还是“淡化”语法教学更是争论不休。与此同时,受应试教育的影响,目前我国中学英语课堂中的语法教学不太令人满意,多数教师仍然遵循传统的教学模式:以课本讲解为主,配以多项选择、句型填空、单句翻译和句子改错等单调的练习。结果是内容枯燥、活动单一、气氛沉闷,教学效果并不理想。据此,我们在学习有关教育和语言教学理论的基础上,结合校本研究摸索出 多媒体--情境--语法教学模式”,达到了优化语法教学的目的。

一、模式提出的背景

(一)语法教学的重要性 

不同的文化背景会产生不同的语言特征。其中最具系统性、最为显著的特征之一就是语法。如果把词汇比作砖瓦,那么英语语法就是钢筋水泥。砌房子不一定需要钢筋水泥,但不用钢筋水泥是盖不出高楼大厦的。实践性强的语法知识,能激发学生深层的和持久的学习兴趣,能让学生学得更快、更多、更轻松。如果为了快速教会学生用语言做事而将语法知识予以删减或淡化,则会欲速不达,且难以适应学生可持续发展的需要。[1] 可见,语法的重要性是毋庸置疑的,特别是对中国学生来说,掌握语法规则有助于更好地掌握外语语言规律。

(二)语法教学的现状

不知缘起何时,淡化语法教学的声音此起彼伏,甚至有人提出在教学中要彻底摈弃语法。这种论调认为,外语学习是“习惯形成”的过程,英语语法可以自然习得,无教授,正如母语之作用于我们一般——人们通过日常行为接触语言,在无意识中逐步掌握其规律。这些思想给一线教师带来困惑,思想上难以统一。

(三)兴趣、情境和建构主义

关于学习和兴趣的关系,孔子有言:“知之者不如好之者,好之者不如乐之者。皮亚杰则用“任何与智力有关的工作都无法不依赖于兴趣”来高度概括。语言学习重在记忆和实践。记忆离不开兴趣,兴趣是强化记忆的重要保障。学生的兴趣应是英语教学中首先要考虑的因素。没有兴趣,大部分学生就不可能拿出干劲来学外语,能够引起兴趣才能保证教学的顺利进行。[2]而决定学习者兴趣的是学习者的情绪,当学习主体的情绪为抑制消极时,学习效能就低。而学习者情绪往往又受情境左右,情境的变化会导致学习者态度的改变。

建构主义认为,学习是情境体验的过程:知识不是通过教师传授得到,而是学习者在与情境的交互过程中自行构建的。“情境”“协作”“会话”和“意义建构”是学习环境中的四大要素。[3]教学情境与话题、语篇和语境密不可分:有时互相包容,有时同为一体,都属于情境的范畴。语言的学习和使用都离不开语境。现实生活中不存在脱离语境的语言学习。

(四)多媒体技术

如何将枯燥乏味的语法知识内化为语用能力,很大程度上依赖于语法教学是否具备趣味性、教学活动的设计是否多元化。而趣味性和多元化则有赖于多媒体技术。利用多媒体技术的优势来调动学生学习语法的兴趣,对教学过程进行优化设计,构建语法课堂教学新模式是课堂教学改革的必须和关键。

二、多媒体—情境—语法教学模式”

多媒体—情境—语法教学模式”(如下图)提出是建立在建构主义、交际法、教学过程最优化论等教学理论和高中英语语法教学实践基础上的,打破了传统的教学模式,凸显了学生的主体性。

该模式注重话题、结构和功能相结合,其设计着重于导入和输出环节,主要依赖计算机技术和话题。

根据该模式,每节课由三个步骤组成:导入、呈现规则和输出。

(一)导入。导入实际起Warming-up的作用,在信息加工模型中属于短时记忆的刺激材料,目的是为下一环节的教学做准备。因此,无论以何种多媒体形式呈现,导入环节一定要有能抓住学生兴奋点的画面或情景,给学生以强烈的感官冲击力,让学生在高度兴奋中进入语法学习。由于导入环节的画面或情景在以后的学习中对语法规则及其运用的回忆与再现起桥梁作用,担负着引起联想的任务,故而显得尤为重要。

(二)呈现规则或规则讲解和归纳。呈现规则或规则讲解和归纳是属于长时记忆的内容。这一阶段的任务是提供学习指导。教师通过由导入环节引出的例句,结合言语陈述来演示规则,最后以图表的形式呈现语法规则。这一环节的内容重在理解和记忆,属于高级思维活动,务必要求学生做好笔录,所呈现的语法规则也因此力求简约易懂

(三)输出 / 练习环节。输出 / 练习环节是强化语法规则、学以致用的环节,内容包含控制性练习与拓展性练习,前者是指以准确性为主的机械练习,后者是指模拟生活实际、用语法规则去解决问题的话题练习,应尽可能选用有上下文或以篇章为基础的练习。

三、多媒体—情境—语法教学模式”的应用

人们的思想交流和信息获取都是在一定语境中进行的,没有语境就没有言语交际活动。因此,语言的最高层次不是传统语法所说的句子,而是语篇,因为词句的确切含义都能从具体的语篇中探求到。意义连贯的语篇能给我们提供语言学习所需要的语境。对于有阅读能力的学生来说,用逻辑上相关联的段落传递教学是极为有效的。在语法课堂上,包含语篇在内的情境设置主要依托话题、问题、对话、动画和音频来完成。

(一)话题类

传统教法之所以枯燥,部分原因是因为教师提供的例句多是孤立的,句子之间缺乏内在的联系。借助话题就能很好地解决这个问题。

案例1:定语从句的导人、机械练习和拓展性练习

话题1Proverbs & Sayings (谚语)

问题:Can you guess the meaning of these sentences?

 He who laughs last laughs best.(笑到最后才是最好。)

He who doesn’t reach the Great Wall is not a true man.(不到长城非好汉。)

He that runs fastest gets the ring.捷足先登。)

All that glitters is not gold.(发光的并非都是金子。)

Don’t cut down the tree which gives you shade.(不要过河拆桥。)(徐永霞供稿)

话题2Places(猜地点)

问题:What is a zoo / a kitchen / a classroom?

3Days & Festivals(节日)

问题:What is Christmas Day / Mid-autumn Day / the Spring Festival?

话题4Words(猜词)

问题:What is the machine that flies in the sky to carry passengers?

      What is the flower that is often given to the person you love?

      What is the biggest animal that lives on land?

      What is a bookworm / couch potato / mouse potato / workaholic…?

话题5People(猜人物)

问题:Who is he / she?

4个话题练习采用教师问学生答的形式。第5个话题练习是猜人物,分两步走:第一步由教师提供一些名人的信息,要求学生竞猜;第二步要求学生合作完成。即一人用含定语从句的句式描述班上某同学,小组其他成员猜出他/她是谁。

教师提供的信息有:

He is the greatest farmer in China that produces the super rice. (袁隆平)

He is a great Chinese basket player who plays for Houston Rocket in NBA. (姚明)

He is a famous director who made the movie E.T. (Steven Spielberg)

案例2:被动语态的练习

话题:Planting trees(植树)

问题:What do we do on March12 / Trees Planting Day?

要求学生围绕话题“种树”进行翻译练习,归纳出各种基本时态的被动语态。

We plant trees every year.         → Trees are planted every year.

We have planted many trees.       →Many trees have been planted.

We are planting trees (Now).       → Trees are being planted (Now).

We will plant more trees next year.  → More trees will be planted next year.

案例3:直接引语和间接引语的导入

话题:Talking about the Film(谈论电影)

问题:What did she say / ask?

首先,使用电影画面引出对话:

Have you ever seen this film?

When did you see it?

Is it interesting?

(If you haven’t seen it,) Buy a VCD and watch it.

其次,由问题What did she say / ask? 引出间接引语的四种句式:

She said that the film was very interesting.

She asked if / whether he had ever seen it.

She asked when he saw it .

She asked / told / ordered him to buy a VCD and watch it.

然后和学生一起归纳出直接引语和间接引语的结构:

                            

案例4倒装句练习

话题:New Year’s Eve Activities(元旦通宵活动)

任务:Rewrite the following passage, using inverted sentences.

We have never had so many foreign friends in our school before. They won’t arrive at our school until New Year’s Eve. They will not only visit our beautiful school, but also they will attend the great celebration to be held on the New Year’s Eve. They can hardly understand Chinese. I come to learn how important English is only at this time. If I should have a chance to keep them company, I would introduce our school and Chinese culture to them. (徐永霞供稿)

案例5:虚拟语气的拓展性练习

话题1Bill Gates

任务:Rewrite the resume using the Subjunctive Mood.

先呈现一段从互连网下载的有关比尔·盖茨的简介(见下文),然后要求学生围绕故事情节展开想象和讨论并推断:假若比尔·盖茨出生在另一个家庭,或父母不把他送往决定他命运前途的Lakeside学校,可能会有怎样的结果?

The Richest Man in the World

On October 28, 1955, Bill Gates was born into a rich family. Early on in life, Bill Gates was ambitious, intelligent and competitive. In elementary school he did better than others in nearly all subjects. Later his parents sent him to Lakeside, a private school where he met Paul Allen and was first introduced to computers. He entered Harvard University in 1973. In 1975, he began Microsoft with Paul Allen. In the same year Bill Gates decided to leave Harvard in order to focus more attention on Microsoft.

       

The Richest Man in the World

If he hadn’t been born into a rich family, Bill Gates’ life would have been different…

由于这个文本中几乎每个句子都可用if…hadn’t done…he would not have done改写,使得练习既有明确的导向,又能变乏味的机械练习为有趣、有意义的主题练习,从而较好地掌握虚拟语气的用法。

话题2Suggestions about Teaching (教学建议)

问题:How would you teach if you were an English teacher?

要求学生以“If I were an English teacher”为题进行口、笔头(作文)练习,让学生有针对性地提建议。这一教学活动密切联系实际,不仅满足了语法教学的一般要求(认知),而且满足了交际的要求(做事),达到教学相长的双赢效果。教师既可以从中检测“教”与“学”的情况,又可对照学生理想中的教师模型来改进教学。

(二)动画类

计算机技术的运用在情境设置中具有不可替代的地位。

案例1情态动词表猜测的练习

话题:Guessing games

问题:Who /What is it?

通过猜谜游戏引导学生领悟must, may, might can表猜测时的用法和区别。

         图1-1                                       1-2                                  1-3

 

                                                                                                               劳耘供稿)

案例2:完成时的被动语态练习

话题:Theft(入室盗窃)

问题:What has been done by the thief

先在屏幕上展示图2-1,让学生观察15秒,快速记忆,然后关闭屏幕,接着打开图2-2 ,让学生运用含现在完成时被动语态的句子,围绕话题进行抢答。

        2-1                                                               2-2 

            

(张颖供稿)

案例3:现在分词和过去分词的讲解

话题:现在分词和过去分词(作状语)的区别

问题:How does Mr. Wrong come into the classroom?

通过这两幅画面(图3-1,图3-2)和问题,形象地引出Following a dog, he comes into the room. Followed by a dog, he comes into the room. 这两个例句,阐明现在分词表主动,过去分词表被动的概念。

         3-1                                                      3-2

 

                          

 案例4:定语从句练习                       

话题:Listen & draw a picture (听对话录音作画)         4

问题:Where is the dog?                                 

对话录音如下:

A: Where is the dog?

B: Which dog?

A: The dog that is running after the cat.

B: Which cat?

A: The cat that is running after the rat.

B: Which rat?

A: The rat that is running with the cheese in mouth. I’m asking about the dog that is running after the cat that is running after the rat that is running with the cheese in mouth.

B: Oh, I see. Although I haven’t seen it.

在学生展示各自的图画后,用动画在多媒体屏幕上显示答案。

案例5:倒装句的导入                       

话题:童谣 (看图说话)

问题:Can you tell a story according to the video?

        图5-1                                       5-2                          5-3


引导学生按照动画画面的提示说出童谣“从前有座山,山顶有座庙,庙里有个老和尚…… (Long long ago there was a mountain. On top of the mountain was a temple, inside which stood an old monk telling a story.),指出这些句子均为倒装句,然后进入倒装句的教学。

用风趣幽默的动画图片作视觉刺激,常常把教学活动推向高潮,能极为有效地调动和控制学生的注意力,通过结构、情境(图片、语篇)和交际的有机结合,高效能地完成教学任务。

(三)音频类

语言输入是语言学习中最重要的内容,其选材是否地道、合理,直接影响和决定了教学的效果和教学的现实意义。互连网、广播、电视、电影和音乐是时尚、是中外文化交融最前沿的产物,同时也是中外文化交流最直接的渠道。它们是当今最具影响力的大众艺术和娱乐形式,是了解英美社会与文化,接触鲜活地道英语的最佳渠道。外语教学中大量输入这些内容不仅可以寓教于乐、调动学生兴趣,更重要的是可以培养良好的语感,使学生学到地道的英语。如何挖掘这些内容为教学所用,应该是教师们努力的方向。

案例1定语从句的练习

情境:歌曲That’s WhyYou Go Away

任务:听歌并划出定语从句

That’s WhyYou Go Away          

Baby, won’t you tell me why there is sadness in your eyes
I don’t wanna say goodbye to you
Love is one big illusion I should try to forget
but there is something left in my head

You’re the one who set it up

Now you’re the one to make it stop

I’m the one who’s feeling lost right now

Now you want me to forget every little thing you said

But there is something left in my head

I won’t forget the way you’re kissing

The feeling’s so strong and lasting for so long

But I’m not the man your heart is missing

That’s why you go away, I know

(徐永霞供稿)

案例2:虚拟语气的导入

情境:外国民歌El Condor Pasa《山鹰之歌》)

任务:听歌并回答问题

先领读屏幕上的歌曲关键词sparrow / snail, hammer / nail, forest / tree, 提出问题What does the man (in the song) want to be? 然后播放歌曲I’d rather be a sparrow than a snail. Yes I would. If I could, I surely would… 欣赏完歌曲后,检查问题答案(He wants to be a sparrow / hammer / forest),接着问Can he be a sparrow / hammer / forest? Is it possible? 得到答复后引出虚拟语气话题。

在这个导入环节中,通过听歌、看歌、唱歌(第一小节)、拍歌(拍手掌打拍子)和问歌(就歌词内容提问),调动学生所有学习器官,令学生耳、眼、口、手、脑“五到”、兴趣倍增,积极参与到课堂活动中,并对下一环节的学习活动充满期待。这个设计不仅有利于该语法教学目标的达成,而且有助于开发学生的多元智能,可谓一举多得。

案例3:与现在事实相反的虚拟语气练习

情境:广播《美国之音》

任务:将划线部分改成虚拟语句

放一段美国之音的教学对话,然后将对话内容展现在屏幕上。要求学生仿照例句将画线部分改成带if条件句的虚拟语句。

E.g. We don’t have a big house. They cannot live with us.

→ If we had a big house, they could live with us.

        (What would you do for your grandparents?)

G: How I miss grandpa and grandma. I wish I could see them.

    B: Well, they don’t live close. We cannot see them often.

    G: We don’t have a big house. They cannot live with us.

    B: I wish I were with them, too. Let’s go to visit them.

    G: All the way to Florida? We go to school. We cannot see them every day.

B: We are not there. We cannot take care of them.

案例4:与过去事实相反的虚拟语气练习

情境:电影《辛德勒名单》

任务:找出屏幕上的虚拟语句并解释

在简单介绍电影《辛德勒名单》的故事背景后, 让学生欣赏主人翁Oscar与犹太人告别的片断,找出屏幕上的虚拟语句并解释其含义。

(以下是电影屏幕上的部分字幕,划线部分为虚拟语句)

Oskar: I could have got more out . I could have got more. I don’t know. If I just- I could have got more. If I’d made more money. I threw away so much money.

Worker: Oskar. There are 1,100 people who are alive because of you. Look at them.

Oskar: (sobbing)You have no idea. If I just-

Worker: There will be generations because of what you did.

Oskar: I didn’t do enough.

Worker: You did so much.

Oskar: This car. Goeth would’ve bought this car.  I could have got more out. I could have got more. I don’t know. If I’d just…This car. Goeth would have bought this car. Why did I keep the car? Ten people right there. Ten people. Ten more people. This pin. Two people. This is gold. Two more people. He would have given me two for it, at least one. He would have given me one, one more. One more person. A person, Stern. For this. (sobbing) I could have gotten- One more person and I didn’t. And I-I didn’t! (loud sobbing) (张栋供料)

利用录音和电影、以抢答形式进行间接引语的操练也是行之有效的策略。

有关这方面的选材不要无的放矢,应选择语法现象相对集中的段落或素材。

地道的语言材料最能引发学生的情感共鸣,能培养良好的语感和跨文化意识,有利于培养学生的学习热情和持久的兴趣,进一步领悟语法含义及其不同的情感表达,强化对所学语法的记忆和运用。

 

五、结语

笔者认为,“多媒体—情境—语法教学模式”有以下几方面特点:

1. 该模式流程简洁明了,易于模仿运用,可操作性强。

2. 该模式并没有完全摈弃传统的教学模式,而是以创设语言学习和运用情境为基础,将多媒体技术和话题引人语法教学中,重视学习内容的故事性和叙事性。坚持归纳法与演绎法相结合、分析式与体验式的课堂教学策略相结合的原则,并且综合运用了语法翻译法、情景法、视听法、认知法、交际法及任务法。

3. 致力于由教师教学方式的转变带动学生学习态度的转变,让语法教学由单一的认知性教学转向多维的体验性教学,由接受性学习转向发现性学习,由枯燥乏味复杂的语法学习转向易懂易操作的教学过程。通过多媒体构建的教学情景让学生起来,引导学生主动参与,变求知为乐事,在宽松的课堂氛围下,在情境、协作、会话、讨论等学习环境和动耳、动口、动眼、动手、动脑学习方法的交互过程中去体验和感悟语法知识,进行意义建构,让语法课堂成为学生在教师的引导下反思、建构的过程。充分体现出“以学生为主体”“关注学习过程”的教育理念。

参考文献:

[1] 张正东. 解析语法教学的困惑[J]. 中小学外语教学,2004(12)5—8.

[2] 刘道义. 刘道义英语教育自选集[M]. 北京:外语教学与研究出版社,2007.

[3] 闫寒冰. 学习过程设计——信息技术与课程整合的视角[M]. 北京:教育科学出版社,2005.

上一篇:无
下一篇:无