让课堂充满激情 让教学更加科学
——2007年“情满课堂”教学比武中学组回顾
越城区文教局教研室 唐健安
我被分配在2007年“情满课堂” 中学组教学比武中当评委，听了九节课，涉及的学科有语文、数学、英语、社会、科学。我们都知道隔行如隔山，那么多学科，要说点评，恐有胡言乱语之嫌，因而只能从教学的共性和自己相对较为熟悉的学科上说几句。
语文教学 引领得当
在我的印象中语文课是比较难上的课，它需要教师有很广的知识面，否则课堂就会陷入就事论事、单调乏味的困境中。这次“情满课堂”教学比武中，语文课的内容是初一丰子恺的《竹影》，讲课老师对课文的分析比较透彻，而且能引导学生自我分、步步深入，体现出“授人以渔”、“教是为了不教”的教学思想。教师在指导学生如何概括文章，体现了较好的基本功，在引导“童趣”的分析中，入木三分。整堂课师生双向互动合理，学生的求知欲望得到了激发。
但是，教师对课文的背景教学讲授不够，丰子恺之所以写《竹影》？丰子恺既是文学家又是画家, 那么从《竹影》中折射出什么？教师是否应该拓展。另外教师的讲授、语言表达能力还需进一步修炼，这一问题其实在这次活动中，诸多教师均有不同程度的存在。
自然科学 要讲科学
有三位老师上自然科学，课题是讨论二氧化碳的性质。由于教材本身的要求，三位老师均用实验的方式，让学生根据实验现象，推出二氧化碳的性质，应该说课堂中都体现出探究性学习的特点，而且每位老师无一例外地用到了“狗在山洞奇怪死亡的故事”，由此来培养学生的逻辑推理能力和加深二氧化碳的性质。但是，在课堂中，科学的逻辑性不够强，如在未证明二氧化碳比空气重之前，有的教师就用烧杯中的二氧化碳倒入另一只烧杯中来灭火（如用雪碧中的二氧化碳充入到烧杯中来灭火也许更科学）。又如在未证明雪碧中含有二氧化碳气体之前，就用它来作为二氧化碳气体的实验材料，也是缺乏科学性的。自然科学的新课程标准强调要培养学生的科学思维能力、动手能力，本节课本来可以得到着力体现，象雪碧中的二氧化碳气体，如何把它导入到烧杯中，这是培养实验动手能力、创新能力，教师应该让学生想象各种方式，启发、引导，最后才能水到渠成地得出所用到的方法。
总之，自然科学要体现科学性，要从实证性实验转向探究性实验，刻意培养学生的科学探究性思想，这样我们的自然科学才能体现出它的特点来。
社会科学 史实中讲科学
有二位老师上社会科学，课题是《屈辱的岁月》。基本内容是“虎门销烟”、“鸦片战争”、“甲午战争”、“马关条约”、“八国联军”等。虽然这些都是史实， 但是讲课教师还是从社会科学的角度引导学生分析这些事件的成因，体现出社会科学是史实中的科学。因果关系的分析有助于知识点的记忆，强化知识的系统性和科学性，更能加强爱国主义的教育。
不过本人觉得讲课教师在引导学生分析这些事件的过程中，背景分析欠强化。另外，教师的讲课艺术有待提高。充满激情的教师可以在讲授“马关条约”、“八国联军”、 “甲午战争”中义愤填膺，让学生热泪盈眶，在讲授“虎门销烟”中，群情振奋，拍手称快。记得在中学读书时，我的政治老师在讲“甲午战争”中，神采飞扬，把当时敌我双方的军事实力、双方战舰队形等分析的非常引人入胜，绘声绘色的语言表达，至今还记忆犹新。
就事论事的课堂教学会使原本生动的历史知识变得枯燥乏味，因此教师要努力培养自己的语言表达能力，这一点，东湖镇中的高秀凤老师有较好的语言天赋。
英语教学 重点突出
I used to be an English teacher, and still have the passion for English teaching. So I would like to make some comments on the lesson by Ms Lulu from Jianhu Junior High. The contents of the lesson are from Unit 7. It’s the first lesson of the unit. The theme is to practise the sentence pattern , “What does he look like? He is…/He has…”Generally, the lesson has many high lights. The patterns are quite fully practised. Students and the teacher interact profoundly on each other. Students cooperate well with the teacher due to her skillful conducting. The digital medium plays a significant role in the lesson. Though we have the high lights mentioned above, I would like to make some suggestion. In the lesson, students are required to learn to express “He is of medium height”. But the teacher ignores the fact that students don’t know the meaning of the word medium. With no preparation for the presentation of the pattern “He is of medium height”, the teacher asks the students to practise the pattern directly. Maybe the teacher believes that no Chinese should be spoken in an English class, which has been the consensus among the English teachers. Generally, it’s true. But it must be practised on the base that you are able to make yourself understood. If not, you should try your best to make the difficult points understood with the help of body language, gestures, pictures etc. or even a little Chinese is ok. In this case, teacher can show some pictures of shirt labels on which there are letters like “S”, “L”, asking the students what the letters stand for respectively. Students are easy to guess that “S” stands for small while “L” stands for large. Then you can ask the students what the letter “M” stands for. Students are prone to guess M for middle. By then you should be satisfied, for they have generally guessed the meaning. I think this is the right time to tell the students M here stands for medium. Thus students are easy to learn the pattern, “He is of medium height”. (notice: we can say he is tall/the building is very high). To the question, what does he look like? We can say he is tall/strong/thin/heavy/big-nosed/of medium height etc or he has blonde hair/strong broad shoulders/some white hairs/a big nose etc. To emphasize the usage of “be of medium height”, we can review like this. The shoes are small. They are of small size.
All in all, the lesson is quite a success. If there is anything you would like to discuss with me, please contact me through email:sxtja@163.com.
这次“情满课堂”教学比武让我学到很多，数学课有机会再谈，上述看法是本人一孔之见，也许有许多错误，望能引起大家的争鸣。
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