新课程标准和“生本”教育理念下学案教学的探索
一、对“生本”教育的理解
从接触到实践“生本”教育的一年中，“生本”教育带给笔者很大的冲击和感悟，笔者对它也有了较深层次的理解：
（一）以学生为本,突出了学生在教学中的主体地位
从矛盾论的观点来看，内因是事物发展的根本原因，外因是事物发展条件，外因必须通过内因起作用。所以，在教和学这对矛盾中，学生是内因，教师是外因，学生才是学习进步的根本动因。在“生本”教育中，课堂教学完全改变了传统教育中的老师讲学生听的局面，在老师的指导下，充分发挥学生的主观能动性，促进学生的主体作用，由“要我学”变为“我要学”，让学生成为真正意义上课堂的主人，快乐地学习。
（二）突出学习，利用了学生本能的学习能力
“生本”教育与以往教育模式的最大区别就是教育过程，以往的教育是教师讲完后学生再学，学生如没看懂也只能自己摸索还要赶着学下一课；“生本”教育是先设的教学目标让学生学生预习、自学，后在小组、全班的交流中得到提升，让学生真正理解，真正把知识学到手。所谓利用学生本能的学习能力,是指学习是人的一种与生俱来的能力。学习是人的一种本能,而且学习的意义和目的,就是丰富和发展人的本能(自然的、社会的),教育者所要做的,就是尊重生命，相信生命，依靠生命,教育者所有的希冀与理想都可以依托生命去实现。
二、“学案”教学的探索
“学案”教学体现的是“生本”教育的理念：一切为了学生，高度尊重学生，全面依靠学生。“学案”教学完全符合《英语课程标准》精神：真正做到在教学中以学生的发展为本，尊重学生，关注学生，全面发展学生的个性，培养具有创新精神和实践能力的人。
（一）“学案”教学的概念与模式
“学案”教学是学生依照教师提供的学案进行的自主学习活动。笔者所在学校所尝试的“学案”教学模式是：自主课――展示课――反思课――习题课。即:教师编写学案――学生依据学案自主先学――自主课堂学习小组交流研讨――学生为展示准备学习报告――展示课展示学习成果――展示中实现班级交流――课后反思――习题课中形成知识巩固。
1. 编写学案
学案的设计意图是让学生了解本节课的学习目标和学习内容，通过充分的课前准备，确保有效的课堂学习，实现教与学的互动，体现先学后教的教学理念。因此，在学案的设计过程中，教师要以学生的学习为中心，让学生的学案真正成为学生学习的助手。学案要有明确的学习目标、学习内容等内容。一份好的学案势必有一条明线清晰地呈现学法、考法和记法；更应有一条暗线清楚地体现学生的学习和思维过程。
学案在教学目标设定上突出以学生为主体的思想，充分考虑学生的实际情况、兴趣爱好、学习方式等；对不同水平的学生要求完成的任务有所不同；提供的学习方法力求多样、具体、实用；学习过程尽量从学生的认知发展水平出发，设置多种多样的语言体验环境；充分开放教学资源，并积极鼓励学生开发资源。
2. 自主学习
学生在教师指导下自觉学习，自觉思考，与同伴讨论、交流，请教师长的学习活动。自主学习的成果是写出自己满意的学习报告。
3. 学生课堂展示
课堂上教师让学生以多种方式充分地展示。展示不是简单地回答问题，而是要让学生展现解答问题的过程，展现学生的思维。参加展示的同学越多越好，展示的问题越多越好。要知道，人们的最高追求就是价值追求，学生展示的过程就是实现他们自身价值的过程。课堂上学生展示时，教师要认真地观察学生的行为，耐心地倾听学生的见解，以便能有效地引导学生。教师必须学会倾听，一定要让学生把话说完，当学生表达不出来时，要引导学生把话说出来。倾听就表示尊重，没有尊重就没有民主，不尊重就容易造成满堂灌！
4. 反思
学生通过展示，反思自己的学习报告，悟出好的学习方法，并能继续学习的过程。总结的过程是不断进行的过程，总结出的结论应写在学习备忘录里。
5. 习题课
教师集体精选习题，要求学生在规定的时间内完成。学生通过训练，运用知识，巩固知识，查漏补缺。教师通过批阅发现问题，问题先由学生解决，解决不了的教师再帮助解决。
（二）“学案”教学展示课实例
Unit 5 Traveling abroad课堂实录稿（节选）
Discussion
T: In the last period, we have finished task 1 to task 3.Now,you are given 10 minutes to have a discussion about the three tasks.
(The students have a discussion about the tasks)
Distribute the tasks
T: Which group will show the tasks?
Student G in Group 7: Our group will show task 1.
Student H in Group 9: Our group will show task 2,No ① and ②.
Student I in Group 15: Our group will show task 2,question ③ and ④.
Task 1
T: Now, Group 7 please show your answers of task 1.
Student J in Group 7 write their answers on the blackboard.
Para.1 → No.6 Para.2 → No.1 Para.3 → No.7 Para.4 → No.4
Para.5 → No.2 Para 6 → No.5 Para.7 → No.3
Student K in Group 7: Do you have any problems in this part?
Ss: No.
T: Group 7 have done a good job, now you all have a clear understanding about the main idea of each paragraph.
Task 2
T: Now, let’s go to the next task.
Student L in Group 9: The answer to the first question is “She is in England to study at a university. She has been in England for six months.”
T: Then, for what does she study in the university?
Student L in Group 9: She studies in the university for a business qualification.
T: So the answer to the first question should be…
Student L in Group 9: She is in England to study in a university for a business qualification.
T: Do you agree?
Ss: Yes.
Student M in Group 9: I will explain the next question: Why is she doing a preparation course first? The answer to this question is on Page 38, Line 18 and 19: Studying here is quite different from studying in China, so you need some preparation first. Do you have any different idea? (ask the other students)
Ss: No.
Student N in Group 15: Question 3: Why did Xie Lei feel like a child when she first arrived in England? The answer to this question is: She had to learn almost everything again. Do you agree with me? (ask the other students)
Ss: Yes.
Student O in Group 15:I will explain the answer to Question 4: Which two types of people have helped Xie Lei most since she came to England? Please look at Page 38, Line 34: Xie Lie lives with a host family who give her lots of good advice. From the Paragraph 5,we know the tutor helped her write an essay and encouraged her to contradict the authors she had read. So the answer is: Her host family and her tutor have helped Xie Lei most. Are you clear? (ask the other students)
Ss: Yes.
Task 3
T: Now, please say something about the qualities that we learn from Xie Lei.
Student P in Group 13: I think she is adaptable. She left her city to go to England even though she had never traveled abroad before, and after several months, she feels at home in a strange country.
Student Q in Group 2: I think she is fearless. Because she dares to study abroad alone.
Student R in Group 14: I think she is easy??going. For she is getting on well with her host family and other college students.
Student S in Group 6: Our group believe that she is serious about her work, and the evidence of our idea: Above all, she did research on the Internet for her essay. Besides, when her tutor didn’t give her a good mark, she went to her tutor to ask the reason. Thirdly, she overcame many difficulties, and became a more autonomous learners in the end.
Student T in Group 5: I think she is persevered when she first arrived, she had problems, but she tried her best to overcome them.
Student U in Group 8: I also think she is persevered because she didn’t give up when her first essay failed.
T: From your discussion, I know you have a better understanding of the text and know more about Xie Lei. She is a fearless, adaptable, easy??going, persevered girl, and she is serious about her work. These are good qualities, so I hope you will also have these qualities.
Conclusion:
T: From this period, we know the advantages and disadvantages of studying abroad. A student studying abroad may meet with some difficulties just as you have found. Besides, we also understand the text better, know some good qualities Xie Lei has.
T: Now, class is over, see you!
Ss: See you.
课后反思：上完本节课，我有一个很深的体会：只要给学生一个展示自己的舞台，放手让他们去做，他们会做的很好。任务一和任务二是针对课文的理解而设计的，本来部分学生在自主学习时，语言的组织上存在一定的问题，但经过小组讨论，这些问题基本解决了，学生在讨论中改正了自己的错误。展示课中对于问题的分析也很到位。任务三是在理解全文的基础上分析文章主人公谢蕾的优秀品质，学生们的发言真的超出了我的预期，他们多方位、多角度地分析，把谢蕾的优秀品质提炼了出来。这个过程也引导了学生在学习、生活中要有坚强的意志，要有克服困难、迎接挑战的决心。这节课的所有教学任务基本上都是由教师引导下，通过学生的展示完成的。在教学过程中充分发挥了学生的主动性和积极性，激发了学生的学习兴趣，营造了宽松、和谐的学习气氛，充分体现了老师的主导地位、学生的主体地位，基本达到了预期的教学目标。
三、“学案”教学的优点
（一）充分挖掘教师集体资源，克服个体资源不足
学案的编制要求教师的教必须以学生的学为基础，这就要求教师以学定教，必须根据课堂上的情境不断形成新的专业知识或技能，以适应教学的新要求。为了适应上述要求，教师之间应实现智慧碰撞，集思广益，取各家之长，在深思熟虑的基础上达到对英语教科书的深度理解，以便更好地把握教学。
（二）充分利用学生资源，弥补教师单方面资源的不足
“学案”教学将教与学更妥善的结合，可以实现学生学习方式的转变。学生把传授知识也当成自己的任务，而不只是老师的职责。因此，它能够把学习变成人的主体性、能动性、独立性不断生成、张扬、发展、提升的过程，充分发挥了教师的引领作用，学生资源得到了开发和应用，达到了教学相长的效果。
（三）“学案”教学有利于培养学生捕获、判断和利用信息的能力
学案是学生的学习方案。学生拿到学案首先要自主学习，根据学案创设的问题情境、语用任务，结合教科书，寻求相关信息，达到理解的目的。这能够培养学生捕获、选择、搜集、加工、传递、吸收利用信息的能力。
（四）“学案”教学有助于培养和开发学生的创新和研究能力
学生在教师的指导下，结合学案中开放性的生活情境材料，运用已有的知识，去发现问题，尝试解决问题，并通过发挥他们自己合理的想象，提出新的构想，在新发现和原有知识迸发碰撞的过程中，优化他们的知识结构，从而使他们的创造力得到真正的提升。
- 上一篇：情感教学在英语教学中的应用
- 下一篇：多媒体在现代教学中的作用
