初中英语教学中的小班化教学

湖州新世纪学校

初中英语教学中的小班化特色
    凡事都有共性和特性。共性指事物的普遍性，特性指规律中的特例。我们在初中英语中开展中教加外教的小班化教学可以说是现阶段初中义务教学的一个特色。在我们湖州地区可以称得上是教学中的创新。
一、英语小班化任务型教学策略
所谓小班化教学即在教材上我们使用人教版《Go For It》与美国原版教材《Connect》交叉教学，每班学生在20人左右。在授课方式上我们采用“5+3+2”的教学模式，每周5节中英课3节外教课，由2位英语老师互为补充（即一位中教和一位外教相互配合）的教学模式。这样更加体现了英语任务型教学的互动性、合作性、分层教育和角色扮演。
　　1.互动性。小班化课堂教学中，改变过去教师“满堂灌”，学生被动接受的单一的教学传递方式。在实际教学中具体体现为：教学目标变单一的知识技能传授为多元的综合素质培养，教学结构变师讲生听、师问生答为学生自主学习、多向交流，教学方法变学生的被动参与、部分参与、形式参与为主动参与、全员参与、实质参与，教学组织形式变个体独学为集体共学、多向学习。
　　2.合作性。组建各种不同的合作学习小组，让每个学生按不同的教学需要，参加不同的合作学习小组。小组学习的进程一般是：提出学习任务 ---- 启发独立思考 ---- 导入讨论 ---- 巡视，及时调整 ---- 全班交流，师生评价 ---- 围绕课程，深入学习。让学生在合作学习中相互协助，相互竞赛，相互促进，为学生营造了一个平等、自由的学习氛围。
　　3.分层教学。分层教学法实际上体现因材施教，以人为本的教学原则。它要求针对不同层次的学生实行分级教学，分散教学中的难点，注重对以前知识的复习与联系，使差生可以在课堂上和课堂下得到更多的关注。对于优生可以给他们提出更高的要求。当然分层教学在大班中也可以实施，但教师的精力显然顾不过来。分层教学的另一含义就是在教学计划，教学目标，教学要求，课堂提问，作业布置等等方面体现出来，使优中差的学生根据自身的能力经过努力在学习上都有所收获。
4.角色教学。我们都知道，英语中有大量的对话练习和短剧，这些教学内容如果采用角色教学策略，效果将非常好。学生参与的热情高，非常投入，留下的印象深刻，最能充分地体现“在用中学”的英语教学原则。它给人数少的班级的学生提供了自我表现的机会，使他们能充分体会到学习英语成功的喜悦。
二、英语小班化教学的特征
    一方面小班化教学扩大了学生探究活动的空间，即在一个不变的空间中增加学生活动的人数，从而扩大了学生活动的范围。另一方面小班化教学增加了学生个体参与活动的时间。上课发言的机会要比大班学生大的多，使学生对生活的好奇心，求知欲望得到了展现，教师也能在指导过程中发挥因势利导的作用，为每个学生提供思考的机会、发展的机会，从而使每个学生的个性得到了张扬。英语小班化教学更有利于师生课堂的有效互动，有利于学生的创造与实践能力的培养。小班教学，教师可根据不同的教学内容，改变座位排列方式，使课桌摆放与教学有机的结合起来，如：小组围坐式、圆桌式、排队式、“U”字形等多样性的排放形式使学生对教学环境产生了新鲜感，更重要的是加强师生合作、生生合作的教学互动。这种教学方式将个人之间的竞争转化为小组之间的竞争，有助于培养学生的合作精神和竞争意识，师生之间、生生之间的共同探讨是高密度的交互，不只是认知过程，同时还是一个交往与审美的过程，是深层次情感体验的过程。只有双方的情感达到共鸣才能发挥双边的最大效应。规模庞大的班级，座位拥挤、人数众多、层次不一，客观的环境阻碍每一个学生参与课堂发言与讨论机会，往往是那些性格内向、不善言谈或能力较差的学生，他们受到不公平的待遇，自然会产生失落感，失去主动参与英语课堂活动的信心，甚至与老师产生隔阂。而在一个小班化班级里，每一位学生都有参与英语课堂活动的机会，进行双边活动，共振的频率增多、密度加大，调动了学生的积极主动性，即使是性格内向的学生也会在融洽的氛围之中变得快乐而自信，对老师产生亲近感。在小班化的课堂里，新的教育理念下，教师更容易改变学生的固有的学习方式，从学生的学习需求出发，了解学生学习新知识的先决条件。完成新知识的学习习惯、方法、策略等。这样更容易指导学生确立目标，为每一个学生量体裁衣，制定学习进度，调动智慧，去发现问题、解决问题，并倾注情感，从学习中获得积极的情感体验。更容易指导学生学会列自学提纲并作为一项学习常规来制定，要求内容体现目标、结构体现层次，问题要有指向性。
三、英语小班教学的体会
    英语是一门实践性很强的课程,而实践是使语言知识转化为熟巧的关键,是提高外语教学质量的关键。在小班教学中,学生实践的机会一堂课可以达到多次,任何一位同学都不会成为盲点。这是大班教学无法相比的。除了师生互动,小班中的生生互动更可采取二人组、三人组、多人组等各种形式,以符合不同的教学需要。平心而论,一堂课操练的核心项目不过三五个,但通过精心设计,可使操练的形式、情景、难度有不同的变化,使学生处于一种仿真的语言情景中,始终保持积极参与的情趣,从而提高教学效果。而大班环境下,即使教师具有较新的技能,也难以实施。在小班环境下,素质教育的重要概念,如面向全体、注重差别、开发潜能、主动发展等等,相对来说,比较容易物化为教师的教学行为，而大班教学把学生禁锢在各自的座位上,课堂实践只能局限于少量的师生互动及同桌学生之间的互动,教师因时间关系,很难做到让每个学生参加操练,久而久之就会导致某种程度的“哑巴英语”。此外,英语小班教学从某种程度上还满足了家长及社会对高质量教育的需求。外教课的开设，让同学们能直接与外教对话，感受地道的英语，锻炼学生的口语及交际能力。

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