基于智慧教室的中職英語(yǔ)互動(dòng)式閱讀教學(xué)課例分析

金潔

【摘要】本文旨在探討基于智慧教室的中職英語(yǔ)閱讀課互動(dòng)式教學(xué)設(shè)計(jì)和課例分析，教師在充分利用智慧教室的軟硬件配置的基礎(chǔ)上，將信息技術(shù)與中職英語(yǔ)課程深度整合，讓學(xué)生在步步推進(jìn)的教學(xué)過程中，始終保持足夠的積極性和專注度參與到閱讀過程中。學(xué)生在圖文并茂、人機(jī)交互、即時(shí)反饋的英語(yǔ)學(xué)習(xí)環(huán)境中，通過小組合作學(xué)習(xí)探究、模擬求生演練、在線課堂評(píng)價(jià)等教學(xué)手段，實(shí)現(xiàn)互動(dòng)式閱讀功能。學(xué)生發(fā)揮主動(dòng)性和自主性，真正在“做中學(xué)”，成為課堂的主體。

【關(guān)鍵詞】智慧教室 中職英語(yǔ)閱讀課 互動(dòng)式教學(xué)

一、研究背景

信息技術(shù)與學(xué)科整合一直是教學(xué)上的熱點(diǎn)。信息技術(shù)應(yīng)用教學(xué)的變革歷程：由最初掃電腦盲開始，提倡人人課堂使用PPT 教學(xué)，發(fā)展到基于跨越式課題進(jìn)行網(wǎng)絡(luò)班教學(xué)，再發(fā)展到電子白板課堂普及使用，現(xiàn)迎來了人手一臺(tái)教育pad的“智慧教室”年代。2015年江陰中等專業(yè)學(xué)校正式引進(jìn)智慧教室Hiteach教學(xué)系統(tǒng)和Irs反饋系統(tǒng)，進(jìn)入一個(gè)信息化教學(xué)的新的臺(tái)階。

二、智慧教室的定義

智慧教室的定義為：在云技術(shù)環(huán)境下，“智慧”體現(xiàn)學(xué)習(xí)者在學(xué)習(xí)過程中實(shí)時(shí)反饋及檢測(cè)學(xué)生的學(xué)習(xí)進(jìn)度，并能進(jìn)行智能分析、智能判斷學(xué)生學(xué)習(xí)狀態(tài)，然后根據(jù)學(xué)生學(xué)習(xí)狀態(tài)進(jìn)行資源推送，進(jìn)行分層學(xué)習(xí)或個(gè)性化學(xué)習(xí)，此時(shí)所需的資源為微課、課件、不同層次的題庫(kù)等大量的云資源。因此，智慧教室在硬件設(shè)備上需要高端技術(shù)的支持，必須配置交互式智能一體機(jī)、錄播系統(tǒng)、應(yīng)答系統(tǒng)、教育云平臺(tái)以及人手一臺(tái)平板電腦。云技術(shù)環(huán)境下的智慧教室有利于互動(dòng)式學(xué)習(xí)，它提供教師能獲得更快速的學(xué)生學(xué)習(xí)信息反饋的評(píng)測(cè)工具，促使教師真正實(shí)現(xiàn)關(guān)注差異，因材施教。根據(jù)知識(shí)建構(gòu)的三個(gè)層次（知識(shí)的系統(tǒng)建構(gòu)、知識(shí)的意義建構(gòu)、知識(shí)的協(xié)作建構(gòu)），教師引導(dǎo)學(xué)生在課堂上進(jìn)行個(gè)性化的自主學(xué)習(xí)。這與傳統(tǒng)教育模式中職學(xué)生的被動(dòng)授課的學(xué)習(xí)有著本質(zhì)的區(qū)別。依托“智慧教室”的學(xué)習(xí)是主動(dòng)的，而學(xué)習(xí)資源更為豐富有趣。學(xué)生按個(gè)人所需，平臺(tái)按需輸送學(xué)習(xí)的信息或解決問題和探討問題的方式，基于學(xué)生認(rèn)知的初始水平，以學(xué)生的知識(shí)和能力的發(fā)展為目標(biāo)的個(gè)性化學(xué)習(xí)過程。

三、“智慧教室”下互動(dòng)式閱讀教學(xué)模式的探索

課例選自江蘇省職業(yè)學(xué)校文化課教材配套教學(xué)用書《英語(yǔ)》第六冊(cè)第二單元中的Reading閱讀課Life on a Desert Island，授課班級(jí)為13級(jí)機(jī)電五年制大專班的學(xué)生。在智慧教室Hiteach授課環(huán)境下，教師充分利用智慧教室的軟硬件配置，將信息技術(shù)與英語(yǔ)閱讀課程深度整合，發(fā)揮智慧教室的優(yōu)勢(shì)，運(yùn)用信息技術(shù)為學(xué)生創(chuàng)造出圖文并茂、人機(jī)交互、即時(shí)反饋的英語(yǔ)學(xué)習(xí)環(huán)境，通過小組合作學(xué)習(xí)探究、模擬求生演練、在線課堂評(píng)價(jià)等教學(xué)手段，學(xué)生積極性被充分調(diào)動(dòng)。學(xué)生發(fā)揮主動(dòng)性和自主性，真正在“做中學(xué)”，成為課堂的主體。下面將本節(jié)課基于智慧教室下的互動(dòng)式教學(xué)設(shè)計(jì)總結(jié)如下：

Quiz

Qs： 1. Why was Alexander Selkirk stuck on the island？ （A）

A. He guessed his ship would sink and chose to leave before it really happened.

B. He wanted to prove that he could live on the island on his own.

C. His ship sank and he swam to the island.

2. How long did Alexander Selkirk live on the island？ （B）

A. About 10 years.

B. About 5 years.

C. About 16 years.

3. Who wrote the book Robinson Crusoe？ （A）

A. Daniel Defoe

B. Alexander Selkirk

C. Robinson

Lead-in

A picture of an island is shown to students.

Ask them： Is it beautiful？ Do you want to live there， but with no one around you？ Can you imagine if you were stuck on the island， what would you bring？

Watch a micro-video made by some of the students.

After that， ask them：

Who do you think made the smarter choice， Jiang or Wang？ Wang.

What would Wang bring？ A bottle of water and a knife.

Who does he learn from？ Bear Grylls.

With the experience learned from Bear Grylls， students must be ready to go on an adventure with Alexander Selkirk.

Listen to the tape on the platform and circle the things and tools that Alexander Selkirk brought from the ship. Students do it on their own pads.

Para1 Clothes， bedding， gun， gunpowder， bullets， tobacco， hatchet， Bible，

Para 2 pot，

Para 3 knife， shoes.

Match the things vand tools with their functions

Replacement& Reuse

When time passed by， the things and tools that he brought from the ship gradually wore out.

What are the things and tools that gradually wore out mentioned in the text？ Clothes， shoes， bedding， gunpowder， knife.

What did he do to replace them？

How to replace gun and bullets， hatchet and pot？

Work in groups. Students can search online or watch videos uploaded onto the QQ group.

Students offer different ideas.

We can find food by catching fish， making a trap…

We can use a sharp stone tied onto a piece of wood to make a hatchet.

We can barbeque， cook food in a coconut or on hot stones， eat raw food…

Summarize the text by filling in the blanks.

Interview

Watch a video. Then ask them：

Was he brave？ Yes！

Why did not he give up？ Because he wanted to go home alive.

Finally he did it and was rescued by a passing-by ship. Suppose Alexander Selkirk were invited to our class， students mast have a lot of questions to ask him. Prepare for the interview. Students can practice asking and answering with group members.

Ask one student to play the role of Alexander， and the other students can ask him questions freely.

Part 3： Challenge

Recently the shocking news that some young travelers put their lives in danger while hiking in the mountain make students think it necessary for them to practice survival skills.

There are four bags full of stuff that may help students. Each bag has a mission card in. Each group should work together to complete the mission. Then compete to see which group is the first to finish.

Then each group should come to the front to show their results.

Mission 1：Make a fish trap

Mission 2： Make a water filter

Mission 3： Three ways of tying a knot

Mission 4： Send signals for rescue

Part 4： Presentation

Show students some of their creative works.

Students vote for their favorite.

Share with them some achievements that senior students made.

Part 5： Assignment

Must-do：

Write a composition

If I were stuck ___________________________， how could I survive？

Write a composition of 100 words on the topic. You can choose from

in the forest， in the desert， in the snow mountain

Send your writings to e-mail 33380949@qq.com

Alternative：

Follow me on the Wechat platform and do some supplementary reading.

Part 6： Real-time Assessment

Students log onto the message board and leave some messages or make comments freely.

四、智慧教育的未來

展望未來，融合新技術(shù)的支持，無論是在教育管理、教學(xué)過程、教學(xué)工具、學(xué)習(xí)方法、校園生活等方面，在智慧教育技術(shù)的幫助下，整個(gè)校園都充滿著智慧。教師所需要的教學(xué)素材，智慧系統(tǒng)主動(dòng)給予選擇，資源范圍更加廣泛。教學(xué)活動(dòng)更加有效風(fēng)趣，通過大數(shù)據(jù)平臺(tái)將會(huì)更加了解學(xué)生的真實(shí)情況，為教師制定針對(duì)性的教學(xué)提供意見幫助。學(xué)生的學(xué)習(xí)在大數(shù)據(jù)智慧平臺(tái)的幫助下，學(xué)習(xí)過程更加有趣，智慧系統(tǒng)能夠感知學(xué)生最有效的學(xué)習(xí)是什么，控制學(xué)習(xí)過程，評(píng)價(jià)學(xué)習(xí)成果。教育管理者通過智慧教育大數(shù)據(jù)平臺(tái)的教師教學(xué)質(zhì)量分析、群體優(yōu)良率分析、學(xué)生班級(jí)發(fā)展評(píng)價(jià)分析，及時(shí)了解教育水平，有效提升智慧教育的卓越績(jī)效。這樣的教育完全顛覆了我們現(xiàn)在的模式，展現(xiàn)的是另外一種革新景象，可以說這就是我們的智慧教育。