《基于英语学科素养下的课例研究》读后感
《基于核心素养的英语有效阅读教学研讨会》观后感
《基于核心素养的英语有效阅读教学研讨会》观后感2017年4月26-28日，我有幸聆听了《基于核心素养的中心小学英语有效阅读教学观摩研讨会》，参加会议的都是英语教育权威专家、国内外优秀一线教师，中外名师献课，专家对课例进行讲评，教师同台辩课，着实是一场视觉和听觉上的授课盛宴，令我受益匪浅。
会议邀请了教育部义教阶段《英语课程标准》研制专家组成员、明师国际教育研究院院长鲁子问教授做了关于《基于核心素养的有效英语阅读教学》的主旨报告，鲁教授引用了美国案例，就阅读展开了现实性的探讨，他指出全世界阅读做的最好的国家是美国，并举出数字对比：中国每年人均读书1.4本，而美国人均阅读每年达到10几本，这就是明显的差距。
从数据来看，我们中国人的阅读培养还任重道远。
此外鲁教授还讲到了英语教育教学的严谨性，从一个字母的发音开始层层递进。
更重要的是鲁教授提到了一个核心素养的问题，所谓核心素养就是培养学生的语言能力、文化品格、思维品质和学习能力。
英语教学不仅仅只是知识点的传道授业解惑，更多地应该培养学生对优秀文化的认知，形成英语式思维习惯，提高学生多元思维能力。
就如文字本身所固有的特点，汉语本身具有模糊性，“这辆车没有锁。
”汉语就有“是没有上锁还是没有锁上”这两层含义，而英语语言本身具有较强的逻辑性，若翻译成英语则：The car isn’t locked. Or The car didn’t have a lock. 翻译出来清晰明了，并没有歧义。
1996年课程大纲就指出“要理解语句之间的逻辑关系”，因此，培养和提高学生的思维品质则是非常重要的。
大会邀请了国内外优秀一线教师进行授课，有湖北宜昌市外国语实验小学、郑州外国语中学、河师大附属中学、北京府学胡同小学还有外教Nathan Allison的精彩授课，更有鲁子问、禹海军、张敏等知名专家评课辩课，每一位教师授课各有千秋，其中给我印象最深的就是禹海军教授在评郑州外国语中学优质课一等奖教师关瑞老师的课时，语言犀利，评课言简意赅、戳中要害，关瑞老师讲的是“Why do you like pandas?“是一节阅读课，整体教学思路清晰，过程严谨流畅，通过Pre-reading—Fsat-reading—Careful-reading展开，层层递进，学生配合良好，算是一节比较成功的课了。
最新小学英语课例研究的心得体会
小学英语课例研究的心得体会（通用5篇）英语是一门语言，学习语言是为了用于交流，我想这是语言学习的最终目的。
所谓交流就需要人与人之间的互动，记得自己中学时代，长期处于“坐中学”的教学环境中，教师采用的也是传统的教学模式。
我认为小学英语教育应抓住学生爱说爱闹、敢想敢说、好奇心和求知欲强的心理特点，创造一个开放宽松的教学环境，使学生们怀着轻松愉快的心情投入学习，自然就敢大胆发言，积极思维，不断产生英语和施展能力的兴趣。
以下就谈谈我自己对小学英语教学的几点心得。
英语教学大致可以分为课堂教学和课外教学两部分。
对于课堂教学我想要注意以下几点：一、激发学生兴趣。
小学生生性好动，注意力容易转移，要避免这种不利因素的影响，最好的方法是兴趣。
这就需要在教学中创造愉悦的教学环境，好的开始是成功的一半。
因此，在课堂教学中，我特别注意利用上课前的十分钟来热身。
首先我会使用教材中的Let`s Sing和Let`s Chant来活跃课堂气氛，让他们进入状态。
我认为在课堂中，这部分知识就是不可缺少的“调和剂”和“xx”。
每当学生感到疲劳注意力不集中时，我就会用Let`s Sing拉回他们的注意力。
二、采用多种教学形式，尽可能激发小孩子学习英语的兴趣。
三、要学生对英语感兴趣，你还要学生对你感兴趣。
那你就要培养一种和谐的师生关系，爱是其中的核心要素。
爱需要教师对学生倾注相当的热情，对其他各方面给予关注。
对学生关心，也会激起学生学习的动力。
对学生鼓励，会引发学生学习信心。
老师更要多表扬和鼓励那些成绩不太理想的学生要多肯定他们做的好的地方，及时发现他们的闪光点，增强他们的信心。
而且小学生一般都比较胆小，缺少勇气来表现自己。
教师可以在课堂上给学生一个舞台，鼓励他们走上讲台，尽情地来表现自我四、要让学生对你的课感兴趣，让课堂气氛活跃起来。
要善于选用身边的物品，教学内容贴近学生的实际生活，在课堂中我会尽可能的让学生运用课文中的重点句型来谈论身边的事物。
基于学生核心素养的英语学科能力研究读后感
基于学生核心素养的英语学科能力研究读后感基于学生核心素养的英语学科能力研究读后感认真品味一部名著后，大家心中一定有不少感悟，是时候抽出时间写写读后感了。
你想知道读后感怎么写吗？以下是小编帮大家整理的基于学生核心素养的英语学科能力研究读后感，欢迎大家借鉴与参考，希望对大家有所帮助。
最近读了由王蔷教授主编的《基于学生核心素养的英语学科能力研究》一书，很有收获。
这本书分为基于核心素养的英语学科能力理论研究、基于核心素养的英语学科能力表现的评价设计、英语学科能力表现的总体评价、英语学科核心能力、聚焦阅读和写作能力表现、影响学生学科能力表现的因素研究、促进学科能力发展的教学改进研究。
读后收获很多。
首先，这个研究的目的就是为了促进学生关键能力的发展，推动教师教学理念与实践的革新。
课题组围绕中小学生英语学科能力的内涵、构成、表现指标及测评诊断开展了五年多的理论探索与实证研究，基于这一研究成果，与某市部分区县的学校和教师合作开展了针对测评薄弱项的教学改进活动。
经过后期测评和观察跟踪，课题组发现课堂教学改进项目对提升学生的学科能力薄弱项起到了显著的作用，对教师教学观念转变，从关注“教”转向关注“学”，实施指向提升学生英语学科能力的教学实践产生了重大影响。
其次，这个研究具有重要的理论价值和实践意义。
从理论层面看，这个课题构建了一套学生英语学科关键能力的指标体系，提出了英语学科核心素养的培养框架，为落实学科核心素养，探查学生英语学科核心素养和学生学业质量标准提供了理论基础和实证依据。
从实践层面看，该指标体系可直接用于测查学生的学科能力表现水平，对教师了解学生现有学科能力水平表现，诊断自身教学不足，并有针对性地改进教学，提高教学实效，提升学生的学科能力，落实核心素养的培养起到了积极的促进作用。
读这本书给我启发特别多的是：这本书中提供的教学案例不再只是教学设计或者教学环节实录，而是有针对具体教学案例的分析和专家指导建议，还有任课教师针对专家所提建议如何进行下一步修改，修改后如何再进行上课，上课后如何再进行反思，还有如何为之后的教学设计明确方向。
基于学科核心素养培养的高中英语写作教学课例研究
基于学科核心素养培养的高中英语写作教学课例研究1. 引言1.1 研究背景随着教育改革的不断深化，高中英语教学也面临着新的挑战和机遇。
传统的英语教学模式已经不能完全适应学生的学习需求，尤其是在写作教学方面。
随着社会的不断发展，写作已经成为一项重要的能力，而高中英语写作作为培养学生语言表达能力和思维能力的一种重要形式，也受到了广泛重视。
当前高中英语写作教学存在一些问题，如写作的形式化程度高、学生的写作能力培养不足等。
急需一种全新的教学模式来提升学生的写作水平。
在这样的背景下，结合学科核心素养理念来进行英语写作教学研究，成为了当前教育领域的一个热点问题。
通过引入学科核心素养，可以更好地培养学生的批判性思维、跨学科能力和创新能力，从而提升他们的写作水平。
本研究旨在探讨基于学科核心素养培养的高中英语写作教学模式，旨在为高中英语教师提供有效的教学策略和方法，提升学生的写作能力和综合素养，进一步完善高中英语写作教学体系，促进学生全面发展。
1.2 研究目的研究的目的是通过探讨基于学科核心素养培养的高中英语写作教学课例，分析其对提升学生写作能力的效果，为高中英语写作教学提供新的思路和方法。
具体来说，本研究旨在通过对学科核心素养在英语写作教学中的重要性进行分析，探讨基于学科核心素养的英语写作教学模式，并结合实例分析和效果评估，验证学科核心素养对学生写作能力的提升效果，从而为高中英语写作教学提供更具针对性和有效性的指导。
通过本研究，希望能够为提高学生写作水平和整体素养水平提供有益的参考和启示，促进高中英语写作教学的不断改进和发展。
1.3 研究意义本研究的意义主要表现在以下几个方面：本研究可以进一步探讨基于学科核心素养的高中英语写作教学方法，为提高学生的写作能力提供有效的指导和实践。
通过深入分析学科核心素养在英语写作教学中的重要性，可以为教师在实际教学中的教学设计和方法选择提供理论支持和实践参考，有助于优化教学过程，提高教学效果。
英语课例研究感想
英语课例研究感想申丽今年我有幸来到十九中任教，更有幸加入了十九中这个强大的英语团队，此次也万分荣幸参加了张老师指导的课例研究活动。
这次活动，我不仅得到了学校领导和同事们的帮助，还获得了与专家面对面交流的机会，并且得到了指导。
首先要感谢学校和教研组给我这次学习提高的机会，特别感谢张老师多次来校进行听课、评课和对我们老师的逐一指导。
这次活动，让我感触很多，收获也很多，对我来说，也更是一次成长的机会。
下面我就谈一下我在这次活动中的收获体会。
1、对课例研究有了初步的理解在此之前，我还没参加过任何这种课例研究的活动，基本上对课例研究是不了解的。
通过这次活动，我对英语课例研究有了初步的认识和理解。
我自己上了一堂听说课，同事们还上了不同的课型的课，有听说课，有阅读课，有写作课，有语法课，有完形填空课。
这给我提供了一次很好的学习的机会。
整个课例研究活动，每一次交流，每一次反思，张老师都给我提出了要求，这让我学到了很多平常没法学到的东西。
我们交流反思对教材的处理，对教学策略、教学技巧的选择，对教学情景、教学任务的安排和设置，还反思了教学设计的理念，学生收获的实际效果怎样教学中的亮点是什么教学中最大的问题在哪里每一次听完课，就进行评课，张老师做了细微的点评和指导之后，全组人员再进行修改教案，集体备课，准备第二次上课。
在张老师的帮助下，很明显看到了进步。
另外，我觉得教师的群体智慧是很必要的，能够取长补短，合作学习，帮助教师把教育理念落到行为，来提高课堂教学效率，从而提高英语教学的质量。
2、对教学知识本身的学习是至关重要的我想“手里有粮，心里不慌”这个道理也很适合老师的。
作为老师，在给学生讲授知识的时候，自己对所讲的知识的内涵和外延，一些具体内容是否明确，直接关系到教学效果。
给我印象深刻的是，张老师讲到一个例子：一个英语老师拿着一把量角器来问学生是什么学生回答是尺子，老师说不是，学生反问那是什么这时那位英语老师无言以对。
基于学科核心素养的英语教学课例研究读后感
基于学科核心素养的英语教学课例研究读后感全文共3篇示例，供读者参考篇1A Reflection on "A Case Study of English Teaching Based on Core Subject Literacy"As an English student, I found the case study on teaching English based on cultivating core subject literacy to be insightful and thought-provoking. The idea of moving beyond just imparting knowledge and instead developing key competencies that allow students to effectively acquire, construct and apply knowledge resonated deeply with me. Too often, English classes feel like an endless cycle of memorizing vocabulary and grammar rules without any deeper understanding or application. This new approach promises to make English learning more meaningful, engaging and practical.The case study followed an English teacher named Ms. Wang as she implemented the core literacy instructional model in her English reading class. Rather than simply lecturing on the text, she facilitated an exploratory process where we students discovered key language points and constructed knowledgethrough analysis, discussion and practice activities. By making us the active constructors of knowledge, the reading material took on more relevance and became easier to understand and internalize.One aspect I particularly appreciated was how Ms. Wang guided us to build core literacy in linguistic skills. Instead of just going through vocabulary lists, we analyzed example sentences to uncover rules and patterns in word formation and usage ourselves. Grammar instruction felt more intuitive and natural as we derived principles inductively from model texts. Even pragmatic skills like discourse analysis and understanding cultural context were seamlessly integrated. No longer were these areas separated into isolated modules, but fused into a holistic experience of comprehending and utilizing English as a complete meaning-making system. The iterative process of observing, hypothesizing, verifying and applying solidified my linguistic competencies far better than rote memorization ever could.Developing thinking skills was also a major emphasis of the core literacy approach. Whether it was making predictions, identifying main ideas, inferring implicit meanings or evaluating arguments, each reading task pushed us to use higher-ordercognitive abilities. I was constantly prompted to think critically and go beyond just surface-level decoding or literal comprehension. Honing such analytical capabilities has already helped improve my academic performance in writing, research and other subjects beyond just English class.Perhaps what struck me most powerfully, however, was the shift towards self-directed learning and autonomoussense-making. Rather than passively absorbing information delivered by the teacher, we engaged in an open, exploratory process of discovering meaning ourselves through close reading, collaboration and guidance. I learned to formulate my own questions, substantiate claims with evidence, and take responsibility for constructing understanding. This self-driven, inquisitive mindset cultivated my ability for autonomous learning - an invaluable asset for lifelong learning in our rapidly evolving world.Admittedly, the transition to a core literacy-driven pedagogy was not without its challenges. Having been conditioned by years of conventional instruction methods centered on teacher lecturing and student note-taking, it took time to adapt to this more open-ended, student-centered dynamic. Some classmates struggled with the lack of clear-cut answers or step-by-stepformulas initially. However, as we grew accustomed to this inquiry-based process through scaffolding and support from Ms. Wang, the sense of agency and engagement became quite rewarding. I found myself more motivated, no longer just mindlessly completing assignments but genuinely invested in the learning journey. The harder work paid off in deeper understanding and satisfaction.Group discussions were another area that took some adjustment. Working collaboratively to co-construct knowledge by pooling ideas, clarifying confusion and negotiating meanings was immensely valuable but could also be challenging. Coordinating different perspectives, resolving disagreements through reason rather than force of personality, and articulating viewpoints clearly required practice. Progressively, however, these discussions became highlights of the lessons as our teamwork skills improved. I not only gained insights from my peers' diverse interpretations but also developed crucial communication abilities for the 21st century workplace.While this instructional approach placed more onus on students to take charge of their learning, Ms. Wang was far from a bystander. Her role evolved into that of a facilitator and guide, deftly prompting our thinking with probing questions, providingmetacognitive strategies to assist our sense-making, and filling in knowledge gaps through timely mini-lectures. This supportive scaffolding prevented us from floundering and incrementally fostered the skills needed for self-directed exploration.On the whole, experiencing English instruction through the lens of core subject literacy was a paradigm shift that reinvigorated my passion for the language. No longer was English a set of disconnected knowledge points to cram, but a living system for making and expressing meaning that opened up worlds of communication, cognitive development and personal growth. While there were inevitable hurdles in adopting such a radically different pedagogical model, the focusing on cultivating core competencies over inert knowledge proved immensely rewarding.I can already see the benefits extending far beyond just English achievement scores. The critical thinking, autonomous learning, linguistic analysis and collaborative skills harnessed will undoubtedly serve me well across all academic disciplines and future careers. Perhaps most importantly, this learner-centered approach rekindled my innate curiosity and desire to actively construct understanding rather than just consume information passively.As our world grows increasingly complex and interconnected, nurturing adaptable problem-solvers adept at navigating uncertainty will only grow more crucial. Teaching methods centered on imparting core literacies - the competencies that empower lifelong learning - are a necessity to thrive in this new paradigm. Based on my experience, the English core literacy instructional model is a powerful vehicle to drive this educational transformation. I'm deeply grateful to have experienced it first-hand and been equipped with the tools for self-actualized learning. My sincerest hope is that more educational institutions prioritize such approaches to unlock every student's fullest potential.篇2A Reflection on "A Case Study of English Teaching Based on Core Academic Literacy"As an English student, I found the paper "A Case Study of English Teaching Based on Core Academic Literacy" to be an insightful and thought-provoking read. The author's exploration of incorporating core academic literacy into English language teaching resonated deeply with my own experience as a learner. Throughout the paper, I found myself nodding in agreement andgaining a newfound appreciation for the significance of this approach.The concept of core academic literacy, as defined in the paper, refers to the fundamental knowledge, skills, and dispositions that students need to succeed across all academic disciplines. It encompasses critical thinking, problem-solving, communication, collaboration, and self-directed learning abilities. By integrating these essential competencies into English language instruction, the author argues that students can develop a more well-rounded and transferable skill set, better preparing them for academic and professional success.One aspect of the paper that struck a chord with me was the emphasis on moving beyond rote memorization and purely linguistic proficiency. Too often, I have found myself in English classes where the focus was solely on mastering grammar rules, vocabulary lists, and exam-oriented drills. While these elements are undoubtedly important, they fail to fully equip students with the higher-order thinking skills necessary for truly meaningful language learning and application.The case study presented in the paper demonstrated how English lessons could be designed to foster critical thinking and problem-solving abilities. For instance, the author described alesson where students were tasked with analyzing and evaluating different news articles on a controversial topic. Not only did this exercise challenge us to comprehend the language and content, but it also required us to think critically, weigh evidence, and formulate well-reasoned arguments. Such activities cultivated our ability to think deeply, question assumptions, and engage in substantive discussions – invaluable skills that extend far beyond the confines of the English classroom.Another key aspect that resonated with me was the emphasis on communication and collaboration. In the case study, students were often grouped together for interactive tasks, such as role-playing scenarios or group presentations. These activities not only provided opportunities for us to practice our English speaking and listening skills but also taught us how to effectively communicate ideas, negotiate meanings, and collaborate with peers. In today's interconnected world, the ability to work in teams and communicate across diverse backgrounds is essential, and I appreciated how the author recognized the importance of developing these skills within the English curriculum.Moreover, the paper highlighted the significance ofself-directed learning and fostering a growth mindset. By encouraging students to set their own learning goals, reflect ontheir progress, and take ownership of their learning journey, the author argued that we would develop the resilience and intrinsic motivation necessary for lifelong learning. As a student, I found this approach empowering, as it placed me at the center of my own educational experience and instilled a sense of agency and responsibility.However, the paper did not merely present a theoretical framework; it also provided practical examples and strategies for implementing core academic literacy in the English classroom. From incorporating authentic materials and real-world scenarios to employing formative assessment techniques and leveraging technology, the author offered a wealth of actionable insights for educators. As a student, I could envision how these approaches could enhance my learning experience, making it more engaging, relevant, and aligned with the demands of the 21st century.Reflecting on my own English learning journey, I can see how the principles of core academic literacy could have enriched my experience. Too often, I found myself disengaged from the content or struggling to see the relevance of what I was learning. By integrating critical thinking, problem-solving, communication, and self-directed learning into the curriculum, I believe I could have developed a deeper understanding and appreciation forthe language, as well as a more transferable set of skills applicable to various academic and professional contexts.That being said, I also recognize the potential challenges and barriers to implementing such an approach. Curricula are often rigid and exam-driven, leaving little room for innovation and exploration. Additionally, teachers may face resistance from students accustomed to more traditional, passive learning methods or from educational systems that prioritize standardized test scores over holistic skill development.Nonetheless, the case study presented in the paper has inspired me to seek out educational experiences that prioritize core academic literacy. As I continue my English language learning journey, I will actively look for opportunities to engage in critical thinking, problem-solving, communication, andself-directed learning activities. I will strive to develop a growth mindset and embrace challenges as opportunities for growth, rather than obstacles to be avoided.In conclusion, the paper "A Case Study of English Teaching Based on Core Academic Literacy" has provided me with a fresh perspective on language learning. By highlighting the importance of integrating critical thinking, problem-solving, communication, collaboration, and self-directed learning intothe English curriculum, the author has made a compelling case for a more holistic and transformative approach to language education. While challenges may exist, I am convinced that embracing core academic literacy is essential for equipping students with the skills and mindset necessary to thrive in an ever-changing global landscape.篇3Subject Core Literacy in English Lessons: A ReflectionAs an English student, I've always found the subject fascinating yet challenging. Learning a new language requires not just memorizing vocabulary and grammar rules, but developing a deeper understanding of the culture, context, and nuances behind the words we speak and write. Recently, our class had the opportunity to participate in an English lesson that focused on subject core literacy, and it truly opened my eyes to a whole new approach to language learning.The lesson began with our teacher introducing the concept of subject core literacy, which encompasses the essential knowledge, skills, and dispositions that students need to master in a particular subject area. In the case of English, this includes not only the linguistic components but also the ability to thinkcritically, communicate effectively, and appreciate diverse perspectives and cultures.One of the first activities we did was analyzing a short story written by an author from a different cultural background. Instead of solely focusing on the plot and characters, our teacher guided us to explore the underlying themes, symbolism, and cultural references woven throughout the narrative. We had to not only comprehend the literal meaning of the words but also interpret the deeper, contextual significance.Initially, I found this exercise quite challenging. As anon-native speaker, I often struggled to grasp the nuances and implied meanings that native speakers might take for granted. However, through our class discussions and the teacher's insightful prompts, I gradually began to unravel the layers of meaning embedded within the text.What struck me the most was how this activity fostered not only our language skills but also our critical thinking abilities. We weren't just passively absorbing information; we were actively engaging with the material, questioning assumptions, and drawing connections between the literary work and broader cultural and societal issues.Another aspect of the lesson that resonated with me was the emphasis on communication and collaboration. We were frequently assigned group tasks where we had to negotiate meaning, exchange ideas, and reach collective understandings. This not only honed our speaking and listening skills but also taught us the invaluable lesson of considering multiple perspectives and working towards a common goal.One particular group activity that left a lasting impression was when we had to create a short film based on a poem we had studied. Not only did we have to analyze and interpret the poem, but we also had to translate our understanding into a visual medium, taking into account elements such as symbolism, tone, and cultural context.The process of brainstorming, debating, and ultimately bringing our shared vision to life was both challenging and rewarding. It pushed us to think creatively, communicate clearly, and appreciate the nuances of language and artistic expression.Throughout the lesson, our teacher consistently encouraged us to reflect on our learning process, identify our strengths and weaknesses, and set goals for improvement. This metacognitive approach not only enhanced our self-awareness but also instilleda growth mindset, fostering a desire to continuously learn and improve.One of the most valuable takeaways from this lesson was the realization that language learning is not just about memorizing rules and vocabulary; it's about developing a holistic understanding of the culture, values, and perspectives that shape the way we communicate. By embracing subject core literacy, we were able to transcend the boundaries of mere linguistic competence and delve into the rich tapestry of human expression and experience.As I reflect on this lesson, I can't help but feel a sense of gratitude for the opportunity to explore English in such a dynamic and multifaceted way. It has not only strengthened my language skills but also cultivated invaluable transferable skills such as critical thinking, creativity, and cultural awareness.Moving forward, I am determined to approach language learning with a renewed sense of curiosity and open-mindedness. Instead of merely memorizing words and phrases, I will strive to understand the cultural contexts, historical backgrounds, and societal influences that shape the language I am learning.Moreover, I will endeavor to incorporate the principles of subject core literacy into my study methods, actively seeking outopportunities to engage with authentic materials, collaborate with peers, and challenge my assumptions and preconceptions.Ultimately, this lesson has taught me that language is not just a means of communication; it is a window into the human experience, a bridge that connects cultures and perspectives. By embracing subject core literacy, we can not only become proficient language learners but also develop into morewell-rounded, culturally aware, and globally-minded individuals.。
基于学科核心素养的英语教学课例研究读后感
基于学科核心素养的英语教学课例研究读后感English:After reading the research on lesson study in English teaching based on subject core literacy, I am impressed by the focus on developing students' critical thinking, creativity, collaboration, and communication skills in the classroom. By incorporating subject-specific content and skills into the lesson design, teachers are able to provide meaningful and engaging learning experiences for students. The emphasis on integrating language learning with disciplinary knowledge allows students to make connections between different subjects and apply their English skills in a variety of contexts. This not only enhances students' language proficiency but also fosters a deeper understanding of the subject matter. Additionally, the collaborative nature of lesson study promotes professional growth among teachers, as they work together to reflect on and refine their instructional practices. Overall, this approach to English teaching not only improves students' language abilities but also nurtures their overall academic development and critical thinking skills.Translated content:阅读基于学科核心素养的英语教学课例研究后，我对课堂上注重培养学生的批判性思维、创造力、合作能力和沟通能力深感印象深刻。
《英语教学课例评析》心得体会
《英语教学课例评析》心得体会在《英语教学课例评析》这门课程中，我通过对不同英语教学课例的学习和分析，获得了许多宝贵的经验和启示。
以下是我在这门课程中的心得体会。
首先，在教学设计方面，一个好的教学设计是成功教授一堂英语课的基础。
一堂好的英语课应该具备明确的教学目标和合理的教学步骤。
在观摩了一些优秀的英语教学课例后，我明白了教师在设计教学目标时应该充分考虑学生的语言水平和学习需求，并根据这些需求合理地安排不同的教学活动。
比如，在一堂中级英语课中，教师的教学目标是帮助学生学习如何用英语描述人物的外貌特征。
为了达到这个目标，教师可以设计一系列的教学活动，包括观看图片，听录音，分组讨论等，通过这些活动帮助学生掌握相关的词汇和句型。
通过观摩了这个课例，我深刻地意识到了一个好的教学设计对于学生的学习效果起到了至关重要的作用。
其次，在教学过程中，教师的角色也非常重要。
一个好的英语教师应该具备良好的教学能力和丰富的教学经验。
在观摩了一些优秀的英语教学课例后，我发现教师在课堂上要起到引导学生学习的作用，而不是单纯地传授知识。
教师应该通过提问、讨论或者演示等方式激发学生的学习兴趣，引导学生积极参与到教学活动中来。
比如，在一个高级英语听力课例中，教师通过设计一系列的听力练习，引导学生运用听力策略和技巧提高自己的听力能力。
同时，教师还利用教学材料中的语言问题引发学生的思考，通过学生合作讨论的方式对问题进行解答。
通过观摩了这个课例，我明白了一个好的教师应该具备开放性、灵活性和创造性，能够根据学生的需求和兴趣设计并调整教学方法，使学生能够主动参与到教学活动中来。
最后，在教学评价方面，我认识到教学评价是教学过程中至关重要的一环。
通过观摩了一些优秀的英语教学课例，我发现教师在评价学生的学习成果时应该采用多种多样的评价方式。
教师可以通过观察学生的表现、听取学生的发言或者要求学生完成一些小组活动和个人练习来评价学生的学习情况。
同时，教师还应该根据学生的表现给予及时的反馈，帮助学生发现和改正错误，进一步提高学生的学习效果。
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《基于英语学科素养下的课例研究》读后感
《基于英语学科素养下的课例研究》读后感
燕蕾
本书首先很详细的介绍了英语核心素养，我认为，英语核心素养需要老师仔细揣摩，因此在阅读完本书，我觉得英语核心素养非常的重要，英语学科老师必须要深刻体会并认识的，英语核心素养由语言能力、文化意识、思维品质和学习能力这四大要素构成。
语言能力是指在社会情境中以听、说、读、看、写等方式理解和表达意义、意图和情感态度的能力。
文化品格是指对中外文化的理解和对优秀文化的认同，是学生在全球化背景下表现出的文化意识、人文修养和行为取向。
思维品质是学生通过英语学科的学习而得到的心智发展。
（需要指出的是，这里说的思维品质主要指与英语和英语学习有关联性的思维能力，而不是一般意义的思维能力。
）学习能力是指学生积极运用和主动调适英语学习策略、拓宽英语学习渠道、努力提升英语学习效率的意识和能力。
可见，核心素养并不只是针对中小学生的，更是面向人人的，实为“国民核心素养”。
英语学科确定四项学科核心素养：语言能力、文化意识、思维品质、学习能力。
“核心素养”是在国际、国内新形势下，在原有教育目标基础上的新发展；是从国家发展，学生个体发展和生存需要的更长远视角、更宏大格局来反思和提升现有教育目标的顶层设计；我认为随着时代的发展，赋予了英语学科新的生命力，要求老师所教的学生要具备比较高的素养，同时也需要老师更好的发展自身素质，要让同学们能在学知识的同时有能力的提升。
学生需要提升自身素养然后把这种素养华为能力，变成在学习中的一种技能。
简单说：核心素养教育目标，就是教师不仅要教书，更要育人。
学生不仅学知识，更要全面发展；不仅读书，更要成人。
提“核心素养”，不意味着之前的教育目标错了或过时了。
应当是更加全面并且注重了之前的目标，令其更为具体和可操作了，拿英语学科来说，并不是要用“核心素养”来取代或否定之前的知识、技能、综合语言运用能力、人文素养等各项目标。
根据2016年《中国学生发展核心素养》总体框架，中国学生发展核心素养，以科学性、时代性和民族性为基本原则，以培养“全面发展的人”为核心，分为文化基础、自主发展、社会参与三个方面。
综合表现为人文底蕴、科学精神、学会学习、健康生活、责任担当、实践创新六大素养。
本书后半部分是介绍了很多英语的教学实例，通过专家点评，来明确什么的课堂是符合英语核心素养要求的，传统初中英语教学研究大多注重词汇，语言形式的传授和语言技能的培养，而忽略学生思维品质的塑造和学生能力，品格文化等其他素质的培养，通过本书，我觉得基于学科核心素养理论的英语教学，会体现“教什么+怎么教”，”学什么+怎么学”,我觉得很重要的是关于阅读课型的课例。
通过书中体现的课例，我觉得专家点评的很到位，其中专家的想法体现了如何展示初中
的英语教学，初中英语阅读教学中，教师必须提高英语阅读教学的有效性，来保证学生的英语能力得到提升。
教师应当选取适合学生学情的篇章，认真备课，通过背景知识的补充，尤其是根据读前，读中和读后的内容补充，让学生能够通过阅读，从而锻炼各方面的能力，通过对学生进行阅读材料的难度，学生参加英语阅读课的兴趣，学习动机的激发，传授阅读技巧，验证阅读策略，教师阅读教学模式的选择，初中设置英语阅读课的必要性，评价阅读效果。
通过培养核心素养来提升和锻炼学生的英语阅读能力，从而提升学生的英语能力。
尤其是在读中，教师的对于学生的思维梳理能力的提升也还是很重要的，尤其是思维导图的设置，能够让学生更好的提升自身的对阅读材料中知识总结提升的能力。
通过分层阅读教学的方式，将能力水平想接近的学生放在一起进行分层阅读学习，是建立在尊重学生的基础上，提高阅读教学效率的有效手段。
分层阅读教学满足了不同阅读能力的学生的需求，是因材施教原则的具体体现。
分层阅读教学培养了学生的学习兴趣，对学生的阅读能力的提升起到了积极作用，培养了学生的核心素养。
教师通过增加阅读技巧的培训，端正阅读动机，来培养学生的英语阅读兴趣，增强学生的阅读能力，培养学生的核心素养。
阅读后，老师布置任务，激发学生自主阅读的能力，通过自主学习能力的培养来激发学生对英语阅读学习的兴趣，并叫大部分学生体会到阅读带来的收获和进步，提升了学生的核心素质，对整个英语教学具有着十分重要的意义。
阅读后，学生应当更多的加以练习，从而更好的积累知识，同时教师通过分析英语阅读教学中的重点和难点来实践学生学习的自主能力培养。
教师在阅读教学过程中要积极地展开学生阅读策略的指导和培养。
增强学生在阅读过程中的成就感。
提高学生的英语阅读能力，提高学生的英语语言学习水平。
教师进行阅读策略的培养帮助学生在阅读中少走弯路。
对学生的核心素质培养起到了关键的作用。
总之，教师要以“学生的发展”为中心，立足课堂、教材、语篇，引导学生融入有意义的、创造性的整体语言学习中。