1、,破茧而出，化蝶飞舞,记录How life began on the earth阅读课的研磨历程 温岭市箬横中学 傅玲莉,研课备课磨课上课,研课从文本解读开始,1. 文章标题的与众不同：How life began on the earth2. 文章结构一目了然：第一段“引入”、中间三段介绍“生命起源”以及最后一段“结语”。3. 文章结尾段中颇具挑战的语句：So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solv
2、ed.4. 文章语言丰富、复杂，含有太多的复合句以及优美的结构。5. 文章体裁：科普类说明文。,Step 1: Lead-inHow do you think life began on the earth?Each religion and culture has its own ideas about how life began on the earth.【理念1】导入要结合学生实际，从学生兴趣出发，为接下来在阅读铺垫。,备课 以教学理念为导向,Step 2: Fast reading Q1. When did the “Big Bang” happen? Q2. What form w
3、as the earth after the “Big Bang”?Q3. How did water come into being on the earth?Q4. What was important to the development of fish?Q5. What made possible the rise of mammals on the earth?Q6. Why are mammals different from all life forms in the past?【理念2】快速阅读，俯瞰文章，抓住核心主线。,Step 3：Careful reading 【理念3】
4、让学生成为学习的主体，通过自主阅读，提取、分析、归纳、综合评价文本语信息内容，构建知识。,Step 4：Language Learning【理念4】让学生在感知、品味和理解语言的过程中去掌握和运用语言。,Step 5：ConclusionSo whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.（1）Do you think this problem can be solved?（2）What will th
5、e world be like in the future?（3）What do you think we should do from the day on?【理念5】学生的评判性思维培养是阅读教学的最终目的。,磨课 以处理技巧为核心,1. 导入的处理 What do you want to know？Predict what the passage will be about.,【分析】预测有利于提高阅读的质量。,2. 文本内容的处理将学生分成4人一组，开始自主探究与合作，完成以下5项任务。Task 1：Answering questions：快速略读全文，回答问题。Task 2：Fill
6、ing in blanks：围绕2-5段，根据理解完成填空。Task 3：Imitating voice：根据视频及生命起源进程图，进行模仿配音。Task 4：Appreciating sentences：教师呈现文本中有难度的美句，让学生学会赏析。Task 5：Discussing topics：根据结尾段的妙句，抛出思考的话题。 【分析】任务的层次递进设计有利于阅读的顺利开展。,3. 活动设计的处理,【分析】活动设计有利于教学内容“活化”。, What it was to become was uncertain until between 4.5 and 3.8 billion year
7、s ago when the dust settled into a solid globe. It was not immediately obvious that water was to be fundamental to the development of life. What many scientists believe is that the continued presence of water allowed the earth to dissolve harmful gases and acids into the oceans and seas. So whether
8、life will continue on the earth for millions of years to come will depend on whether this problem can be solved.【分析】再次体会和赏析有利于阅读文本的语言、内容、思想融为一体。,4. 文本语言的处理,上课 以教学有效性为衡量标准,导入的有效性设问的有效性信息内容梳理的有效性评判性思维训练的有效性,反思与感悟,从被动接受向主动阅读的华丽变身 read between lines read behind the lines read beyond the lines2. 思维需要语言，思维更需要时间 在课堂上，教师应有足够的耐心及足够的胆量，要敢于提供学生充分的阅读时间，要乐于提供学生充分的思维空间。3. 取舍之道，有舍才有得 只有根据文体特点、学情教情、及教学目标有的放矢，才会更有收获。,Thanks a million,
