下面片段选自某初中英语课堂教学实录。
Create a context by pointing to a boy or a girl in the class and say, "He/She is a boy/girl.He/She comes from England. He/She is a student. He/She has a sister, and she is a student, too.
They are in the same school, but in different grades."
Write down the sentences on the blackboard. Underline the new words and phrase (come from, student, sister, different) and explain their Chinese meaning.
Ask the class to read aloud the words and sentences together after the teacher.
Ask the students to work in pairs: Replace "England" with names of other places, and replace "sister" with "brother"
根据该教学片段，从下面四个方面作答。
(1)分析该教师的教学意图。(6分)
(2)分析该教师采用的两种教学方式。(6分)
(3)分析该教师教学中存在的两个主要问题。(10分)
(4)针对每个问题提出一条改进建议。(8分)

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参考答案

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答案解析

(1)教学意图：
①教授单词和短语“come from，student，sister,different”。
②让学生通过活动练习新学单词、短语及句型“He／She comes from…”“He／She has…”。
(2)教学方式：
①情景法。教师利用语言创设情景，引出本堂课的重点单词和短语，使学生在情景中接触新知，这体现了情景法的特点。
②语法翻译法。教师直接用母语解释单词及短语的意思，把翻译作为知识讲解的手段，这体现了语法翻译法的特点。
(3)存在的两个主要问题：
①教师主导课堂，忽略学生的主体性。该教师在黑板上呈现所说句子之后，自己画出重点单词和短语，并直接讲解其汉语意思，然后让学生跟读单词和句子。教师完全控制了课堂活动的节奏，其单方面输出使得学生被动接受，学生缺乏自主性。
②操练活动过于机械。该教师讲解单词和短语后，让学生两人一组展开词汇替换练习，没有让学生将所学知识与实际生活联系起来，缺乏趣味性和交际性，使结对活动流于形式。
(4)改进建议：
①充分发挥学生的主体性。教师在黑板上呈现所说句子之后，可以让学生找出不理解的单词和短语，引导学生自己抓住重点知识；教授单词和短语的意思时，可以引导学生利用语境感知单词、短语的意思。
②增加操练活动的交际性。在进行结对活动时，教师可以让学生运用目标句型进行对话，但不限定要替换的内容，让学生根据实际情况进行练习，增加活动的交际性；或者在结对活动后增加意义性或交际性练习，如编故事、话题讨论等。

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