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用好网络,提高英语教学实效-英语学科核心素养

用好网络，提高英语教学实效|英语学科核心素养 用好网络，提高英语教学实效 摘要：英语教学目标对学生的要求越来越高，本文着重探讨网络下进行英语教学的优越性以及注意的问题 关键词：网络英语教学 随着新课程实验改革的推进和现代教育教学技术的应用，网络资源在英语教学中的运用越来越广泛，这无疑给英语课堂教学改革注进了新的活力。它彻底改变了传统的一支粉笔加一块黑板的单一教学模式，把传统的认知型灌输型封闭型开始向视、听、说的教学模式转变，实现了英语课堂上学生积极参与，和谐高效，主动发展。着重培养学生应用英语进行交际的能力在课堂上得以体现。听、说、读、写结合训练得以加强，人文思想得到渗透，同时达到资源共享，促进了教育的均衡发展。 一、利用网络资源创设语言情景，激发学生的学习兴趣和热情。 美国的心理学家布鲁纳认为成功的外语课堂教学应在课堂内创设更多的情景，让学生有机会用自己学到的语言材料。设置情景是语言教学的生命，只有情景中的语言才充满生机和活力。如我在教译林出版社9A star signs，从网上下载：徐静蕾、潘伟柏、David、Bechham、Rain、Nicole、Kidman等学生熟悉、喜爱的明星、球星、图像，这些图像紧紧抓住了学生

的兴趣。紧接着问：Do you know their star signs？（出示star signs）引出Aries、Leo、Taurus、Cancer等。真实的情景，富有情感的对话交流，创设了视听一体的教学环境。缩短了学生与陌生事物的距离，增强了形象的真实感，引起了学生的注意，极大地激发了学生的学习兴趣，吸引着学生积极主动地参与到语言实践活动中来。 二、利用网络资源，增大课堂教学密度，提高教学效率 优质高效的课堂教学意味着高密度和快节奏。高密度是指学生外语实践量大、面广； 快节奏是指教学节奏快，练习转换环节交替紧凑。多媒体技术的应用有利于储存大量信息，我们能创设更多的情景，发挥学生主体作用，营造一种轻松、愉快、适度紧张的课堂气氛，提高教学的质量和效果。 如初中牛津英语7B Unit3 A Lucky escape 课文篇幅较长，情节复杂，词组单词量大。学生如何在有限的课堂45分钟内理解、识记这些词组，熟悉相关的句型，增强言语表达能力呢？网络环境下的英语教学帮助我收到了较为理想的教学效果。 在备课时，利用网上资源把故事情节制成课件，较难的句子也配在了相应的图片上。上课时，首先利用课件有意识地创设情景： Look!There is a building.It’s a Police Station. In the Police Station,there are three robbers,They are in Police uniform.There is a green Van nearby,In the Van,there is a knife.The policeman find the robbers at the rtaffic lights. Why are the three robbers in police uniform in the police station?Can you guess? 通过Powerpoint，帮助学生学习词组及句型。学生在这种轻松的气氛中较好地通过视、听、说引出全文，同时播放课件录音，使学生在欣赏电影中理解和学习语言。再通过逐段问答，吸引学生对画面的注意，在回答中强化学生对语言点的记忆，这样学生就能系统地理解和掌握课文内容。在轮流的回答过程中，每位同学都能得到语言表达的机会，培养了听说能力。