打造高中英语高效课堂
以提升学生能力为本,构建高中英语高效课堂
以提升学生能力为本,构建高中英语高效课堂摘要：高中英语高效课堂的建立，要以提升学生能力为本，这是新课改的基本要求。
而真正实现提升学生能力，构建高中英语高效课堂还需要围绕“自、精、合、练”的教学方法展开教学。
通过对“自、精、合、练”教学方法的深入实践，提出了以提升学生能力为本，构建高中英语高效课堂的具体途径。
包括：注重学生自主学习，夯实高效课堂构建的基础；完善课堂精讲环节，充实高效课堂构建的过程；开展课堂合作学习，营造高效课堂构建的平台；加强课后练习巩固，完善高效课堂构建的体系。
关键词：学生能力；高中英语；高效课堂一、引言英语不但是高中阶段升入大学学习的必修课程，而且是形成学生综合素质的必要课程。
高效课堂，是课堂教学的最高境界，也是各阶段英语教学孜孜以求的教学目标。
但在高中传统英语教学模式下，诸多弊端不同程度地影响着高效课堂的构建，导致英语课堂过于呆板，学生学习积极性不高，另外学生的能力提高缓慢，课堂有效性较差。
新课改的实施，为高中英语教学提供了新的思路。
因此，以新课改理念为基础，以提高学生能力为平台，构建新时期的高中英语高效课堂，已经成为新课改背景下高中英语教学的必由之路。
对此，新课改提出，评判标准应该包括学生在知识与技能、过程与方法、情感态度与价值观的三维课程目标培养受益程度，受益愈大则课堂教学的效率愈高。
笔者所在学校针对上述问题，提出了四点创新环节，即在课堂教学中，必须满足“自、精、合、练”四字。
其中，“自”是自主学习，“精”是精讲，“合”是合作学习，“练”练习巩固。
本文拟通过对“自、精、合、练”这四字教学方法的创新，真正形成以提升学生能力为本的高效英语课堂。
二、以提升学生能力为本，构建高中英语高效课堂的主要思路自主学习是学生能力提高的基础，也是高效课堂构建的基础，而精讲为自主学习提供了理论指导，合作学习则为精讲提供了丰富的授课模式，而练习巩固又为精讲提供了更多评价平台。
所以说，“自、精、合、练”四字密不可分，相辅相成。
高中英语高效课堂构建策略探究
高中英语高效课堂构建策略探究【摘要】分析高中英语构建高效课堂的背景，提出高中英语高效课堂构建的三方面策略。
【关键词】高中英语高效课堂构建策略高效课堂教学是一种提升学生语言综合能力的重要模式，也是对学生学习资源进行充分挖掘的一种新课程理念。
高效的英语课堂要求教师在有限的课堂时间内，通过精心的教学组织、巧妙的启发诱导，让学生的学习潜能得到最充分的开掘，使学生听、说、读、写的基本能力及知识结构取得最大限度的进步和发展，并且让不同层次的学生在同一堂课里，都能有效地获得自己所需求的知识和技能。
当然，教师在追求高效课堂的同时，更要注重充分发挥学生的内在动力，应认识到学生是最主要的教学主体，也是主要的教学资源，只有这样，高效课堂构建才能“立得稳、站得住”。
随着素质教育和高中英语教学改革的不断深入，英语教学所提倡的高效理念和教学实践变革正在显示出其内在的价值，对高中英语教学实践具有重要意义。
主要表现在：首先，高中英语高效课堂充分体现了英语新课标的改革要求，并且进一步的优化了高中英语教学过程和教学理念，为课堂教学实践打下了基础。
其次，高效课堂进一步提升了高中英语课程教学的教学效率，大大提升了学生对英语学习体验的理解。
最重要的一点是，高中英语高效课堂的建构与发展彻底改变了以往的教学惯例，有效地提升了教学效能，促使学生语言知识的理解能力和综合运用能力都得到很大提升。
高中英语高效课堂建构是一个系统化的发展流程，要让学生在英语学习中由被动收听转变为主动求学，并且充分调动学生“思考、实践、应用”等方面的功能自主参与学习，这就需要教师的“教”和学生的“学”有效地融合在一起，传统教学与现代教学相互配合，课外教学氛围与课内教学实践相互呼应，从而形成立体互动的系统化教学模式。
只有这样，英语课堂方能彰显出“高效”的内涵、“高效”的形式、“高效”的效能。
一、构建自主课堂：让学生因自主而发展英国教育家斯宾塞曾说过：“人完全是在自我教育中进步的”。
新课程下如何构建高中英语高效课堂
新课程下如何构建高中英语高效课堂随着新课改的全面展开，原有的“满堂灌”即灌知识、灌方法的教育体制严重制约了教育质量的提高。
如何在有限的教学时间内使教师的教学和学生的英语学习取得最佳效果已成为全教育界以关注的问题。
要构建英语高效课堂，就必须把学生看成是课堂的主体，这样教师不仅能实现良好的教学效果，而且学生也能完成一定目标下的学习任务。
教师的“教是为了不教”，强调了对“课堂”的理解。
在教学过程中，教师要简化一切可以简化的东西，追求的是如何让学生和课程更好地融合在课堂中。
课堂方式的简单化是为解放学生的心灵，让学生能够自由发展。
在传统课堂上，学生被禁锢着、限制着，他们没有自己的空间，对所学的内容也都没有太大的兴趣，更无所谓“乐学”。
学生是不同的个体，是不断发展变化的，我们却在用相同的要求做规定。
忽略学生的个体特征，漠视学生的自然要求，结果是学生会的我们还在“滔滔不绝”，学生不会的却在“略讲甚至略过”。
因此，我们需要加强对学生的了解，了解他们的需求，了解每位学生的所思所想，发展其个体优势，让每位学生都有收获。
使他们收获的不仅仅是成绩单上单调的数字，更应该是学习的能力、驾驭知识的能力、展示自己的能力等。
一、过程与方法原中南大学教授蔡言厚对历届高考状元的工作现状做了一项调查，得到的结论是：高考状元不一定是将来职场顶级人物。
高考状元的诞生依托的条件很多——考生的天赋、情商、志向和勤奋；家庭的生活条件、生存环境和教育方式；学校的教育理念、办学水平、教学方法和考场发挥的完美结合。
而在职场中主要需要职员具备人际交往和解决问题的能力，众多成功人士的共同特征是兴趣、敬业、持之以恒。
因此，一个学生能否最终成才关键看他（她）的兴趣爱好是否得到最大限度地尊重，是否有足够空间发挥自己的潜能。
所以，我认为在教学过程中，应让学生的个体优势得到合理地运用，适时地开发。
若学生爱说，应让他们充分去表达；若学生爱较劲，就让他们在学习小组中去带动别的同学思考、讨论、相互矫正、追求真理；若学生爱玩，就让他们来管理班级的日常生活，参与班规的制定、小组的划分，制度的制定人有一定的权力也相应的有权限。
外研版高中英语6+1高效课堂模式案例
外研版高中英语6+1高效课堂模式案例全文共6篇示例，供读者参考篇1The 6+1 Classroom Is So Much Fun!Hi there! My name is Lily and I'm 10 years old. I just started learning English this year and I love it! My teacher uses this really cool method called the "6+1 Effective Classroom Model" and it makes English class super engaging and fun.Let me tell you all about the 6 parts first. The first part is called the "Entry Task" or warm-up. We usually start class with a quick activity to get our brains working in English mode. Sometimes we sing a silly song, other times we play a guessing game or do a fun quiz. It's a nice way to ease into the lesson.Next is the "Study Cylce" which is the main learning part. This has 3 steps - we first figure out the learning goals and strategize how to achieve them. Then we go through the textbook materials like reading passages, listening exercises, vocabulary etc. While we work through these, the teacher walks around providing guidance tailored for each student's needs. The last step is where we practice using the new knowledgethrough interactive activities. My favorite part is doing roleplays and skits in groups!The third component is "Learner Scaffolding" where the teacher supports us in areas we're struggling with. They use different techniques like prompting, modeling, and giving us tools or graphic organizers to make things more understandable.I really appreciate this individualized help."Learning Strategy Focus" is the fourth part where we learn different strategies for skills like reading comprehension, vocabulary building, public speaking and so on. Having a bunch of strategies in our toolkit makes language learning easier and more effective.Number five is "Fluency Development" which has activities to get us using English more spontaneously and naturally. Examples are free-talking time, games, and reading passages out loud. Practicing fluency like this reduces our hesitation over time.Then there's "Lesson Comprehension" where the teacher checks how much we understood through quick formative assessments. They might ask us to summarize key points, do a mini-quiz, or rate our own comprehension levels.Lastly, there's the "+1" component which gets switched up constantly with things like project-based learning, extensive reading/listening, test-taking strategies and more. The variety keeps every lesson fresh and interesting!I love this 6+1 model because it makes learning English an incredibly rich and multidimensional experience. We get exposed to all four skills - speaking, listening, reading and writing through diverse materials and activities. The different components allow us to build a wide range of competencies beyond just language skills too.For instance, the cooperative learning activities have taught me how to communicate and collaborate effectively in a team setting. The teacher also emphasizes building learner autonomy, so I've become skilled at setting goals, monitoring my progress, and finding ways to improve independently. We even work on public speaking and presentation skills through the fluency practice.What really makes this model work though, is the supportive classroom environment created by my wonderful teacher, Ms. Roberts. She's extremely encouraging and caters to all our individual needs through the scaffolding and strategy instructioncomponents. The atmosphere is never intimidating - we all feel safe to take risks and make mistakes while learning.Another thing I appreciate is how Ms. Roberts relates the English lessons to our lives and cultures. The materials come from diverse, relatable contexts rather than being too disconnected from our experiences. She also facilitates lots of discussion around the topics, helping us explore different perspectives. My English skills are developing hand-in-hand with important life skills like critical thinking, empathy andcross-cultural understanding.Overall, the 6+1 model has transformed English class from something that could have been boring into an enriching, empowering experience. I've gained so much more than just English proficiency - I've become a motivated, independent learner ready to take on any challenge. I can't wait to see how much more I'll grow through continuing with this fantastic model in the coming years. Learning English is awesome!篇2The 6+1 Efficient Way to Learn EnglishHi everyone! My name is Lily and I'm 10 years old. I just started using these really cool new English textbooks at schoolcalled the "New Secondary School English Textbooks." They use this thing called the "6+1 Efficient Classroom Model" to help us learn English better. At first I was like "What? 6+1? Is this some kind of math problem?" But then my teacher Ms. Roberts explained it all to us and it actually makes a lot of sense!Basically, the 6 is for 6 different classroom activities we do to practice our English skills. The +1 is for using technology and multimedia as a helper. Let me tell you about each one:Learning InputThis one is when the teacher introduces the new language and concepts to us. But it's not just lecturing at us the whole time. The textbooks have lots of fun pictures, dialogues, and texts that make it way more interesting. The teachers use videos, audio clips, and PowerPoint slides too. It's a very multi-media learning experience.ReinforcementAfter we learn the new material, we practice over and over again until it really sticks in our brains. We do all kinds of exercises and activities that reinforce what we just learned. My favorite is playing language games where we have to use the new words or grammar.Skill DevelopingThis part focuses on improving our skills in the four areas: listening, speaking, reading, and writing. The textbooks have loads of practice activities for each skill, ranging from simple to super challenging. I'm working hard on improving my writing skills this semester.Integrated PracticeHere's where things get fun! We get to use everything we've learned in a more holistic way through extended activities and projects. We might have to give a presentation, conduct an interview, or analyze a long reading passage. It's great practice for real-life English application.AssessmentExtensionThis last classroom activity is all about going above and beyond. We get to explore topics more deeply, work on research projects, read supplemental materials, and just generally extend our English abilities past the textbook content. For students who are really passionate about English, this is our favorite part!+1. Technology IntegrationAh yes, the all-important +1: technology! These new textbooks make such great use of educational technology. We're always using the interactive e-books, watching videos, exploring online resources, even making our own multimedia projects sometimes. It makes learning English feel very modern and engaging.So that's the 6+1 model in a nutshell. I think it's a really smart way to structure our English classroom. By combining so many different activities, exercises, and technologies, it becomes a totally immersive experience. We're not just mindlessly memorizing textbook pages. We're actively using and practicing English in creative, social ways.My classmates and I have definitely leveled up our English abilities since starting these textbooks. The reading passages are a lot more challenging now, and I hardly ever panic when we have to communicate in English class. I'm speaking more fluently, writing longer compositions, and understanding most of what I hear and read. Best of all, my confidence has gone way up!I have to give a huge shoutout to our awesome teachers too. They work so hard to plan engaging lessons using all the different components of 6+1. Last week, Ms. Roberts had us do this multi-part unit on environmental protection that integratedevery single one of the 6+1 activities. We read articles, watched videos, did listening exercises, gave presentations, wrote reports, and even created an English podcast at the end. It was intense but so rewarding.Anyway, those are my thoughts on this 6+1 Efficient Classroom Model we're using. I'm really grateful to have such an interactive, multi-dimensional way of building my English skills. Who knows, maybe I'll be an English teacher myself one day so I can pass on this awesome model to future students! For now, I'm just going to keep working hard, step-by-step, using 6+1 to its fullest. English mastery, here I come!篇3My Big Sister's Cool English ClassHi friends! Today I want to tell you about my big sister Amy's English class. She's a junior at Central High School and her English teacher Mr. Wang is really awesome. They use this thing called the 6+1 classroom model and it makes Amy's English classes super fun and interesting!The 6 in 6+1 stands for six different activities they do in class - reading, writing, speaking, listening, viewing, and performing.The +1 is for putting it all together through a project at the end. I'll tell you about each part.ReadingFor the reading part, they don't just read boring textbook passages. Mr. Wang finds really cool articles, stories, and books for them to read. Sometimes it's something from popular culture that Amy and her friends are interested in. Other times it's classic literature. But it's always stuff that gets them engaged and thinking critically.They take turns reading parts out loud and discussing what they read. Mr. Wang asks them tons of questions to get them analyzing the deeper meaning and sharing their own perspectives. Amy says it really helps her comprehension and vocabulary instead of just memorizing definitions from a list.WritingThe writing part is where they get to be creative. Mr. Wang has them write all sorts of different things - stories, poems, scripts, letters, essays, you name it. But he doesn't just assign a boring prompt from the textbook. He relates it to the reading materials or finds inspiring prompts online that fire up their imaginations.They also do lots of freewriting, where they just write whatever comes to mind for a set time without stopping. Amy says this helps get her ideas flowing when she has writer's block. After drafting, they revise and edit each other's work, giving constructive feedback. By the end, they've crafted really polished creative pieces.SpeakingThis is one of Amy's favorite parts - she loves being able to practice her English speaking skills in a safe, supportive environment. Mr. Wang has them do all kinds of speaking activities like role plays, debates, presentations, and discussions.For debates, they get assigned controversial topics and have to research both sides, then debate in teams. The presentations are on engaging topics they get to choose, like trends, social issues, hobbies, etc. This gives them a chance to teach the class about something they're genuinely interested in.The role plays get them using English in realistic situations, like shopping dialogues, job interviews, meeting new people, and more. Sometimes they even put on little English play performances for the class!ListeningListening is hugely important for learning a language, so they practice it a ton. Mr. Wang has them listen to all kinds of recordings - podcasts, videos, songs, radio clips, you name it. The topics are always really relevant to their lives and interests as teenagers.After listening, they discuss what they heard, answer comprehension questions, and sometimes extend the activity into debates or presentations. Amy says it's helped her listening comprehension improve a bunch because the content is so engaging.ViewingFor the viewing part, they analyze all kinds of multimedia in English - movies, TV shows, ads, music videos, you tube clips, you name it. Sometimes it's just for fun, but often Mr. Wang has them break it down and analyze the deeper meanings, cultural context, persuasive techniques, and so on.It's really gotten Amy thinking critically about the media she consumes instead of just zoning out. She's become an advanced viewer instead of a passive one. Plus, she gets exposure to so many different accents and varieties of English through all the multimedia.PerformingThis part lets them get up and move around instead of just sitting at their desks. They'll act out skits and role plays they've prepared. Or they'll recite English poems, speeches, and tongue twisters just for pronunciation practice in a low-stress way.Sometimes they even put on little English talent shows where they can dance, sing, play music, or do stand-up comedy routines in English. Amy says this boosts their confidence like crazy to perform in front of a friendly audience. It's also just a blast!The +1 ProjectAt the end of each unit, they have to do a big culminating project that pulls together everything they've learned - the reading, writing, speaking, listening, viewing, and performing. Mr. Wang lets them choose the topic and design of the project themselves.Some that Amy's class has done are English videos, blogs, magazines, radio shows, picture books, and more. The projects are always so creative and allow them to share their diverse interests and skills with the whole class.Working on these big projects makes the units feel meaningful and lets them apply all their learning in an enriching, authentic way. Plus, it means they get to spend lots of class time working together in groups, building teamwork and cooperation.So yeah, that's the 6+1 model that Amy's English class follows. I'm only in 4th grade, but I already can't wait for my English classes to be that engaging when I get to high school! Mr. Wang seems like such an awesome, innovative teacher. Thanks for reading about Amy's cool English class!篇4My English Class is Really Fun!Hi there! My name is Xiaoming and I'm 10 years old. I go to an elementary school here in Beijing. Today I want to tell you all about my amazing English class and how we use this really cool method called "6+1".In my school, we use these English textbooks that are green and yellow. They're from a company called the Foreign Language Teaching and Research Press. My English teacher, Miss Wang, is the best! She always makes learning English super interesting and fun.The "6+1" method we use has 6 main parts, plus 1 extra part. Let me explain each one:Pre-class PreviewBefore each lesson, Miss Wang has us preview what we're going to learn. We look at the pictures, read the titles, and try to guess what the lesson will be about. It's like a warm-up to get our brains ready!In-class LearningThen in class, we dive into the actual lesson. Miss Wang uses all kinds of activities to make it interactive. Sometimes we watch videos, other times we play language games or act things out. We practice listening, speaking, reading and writing. It's never boring!After-class AssignmentAfter we learn something new, Miss Wang gives us homework to practice on our own. The assignments aren't too hard and they help reinforce what we just learned in class. My mom sometimes helps me if I get stuck.Self-evaluationMy favorite part is the self-evaluation! We get to rate how well we understood the lesson and identify what we need to work on more. It's like giving ourselves a little test.Extended LearningFor topics I find really interesting, there are extended learning resources like extra readings, audio clips, or even apps and websites to explore. Miss Wang encourages us to dive deeper into what fascinates us.Cultural ExperienceEnglish comes from countries with such fascinating cultures! We get to learn about their foods, customs, music, and more. Last month we made Christmas cards and sang carols. It's an amazing way to experience different cultures.And what's the +1? It's...Learning Strategy GuidanceThroughout each unit, Miss Wang teaches us strategies for how to learn English more effectively. Things like memorizing new words, improving pronunciation, or taking better notes. These strategies help make me a better student overall.With the "6+1" approach, English class is always an adventure! We get to explore the language through so many fun ways. Even though I'm just a kid, I feel like I'm becoming a great English learner.Miss Wang is always telling us that the key is taking an active role. The textbook gives us a clear path, but we have to engage and apply what we learn. Sometimes it's challenging, but I know I'm building really important skills.My friends think English class is boring, but they just don't realize how much fun we actually have. Thanks to the "6+1" method, I'm excited to continue my English journey. Who knows, maybe I'll be an amazing English speaker when I grow up!Well, that's all I wanted to share about my awesome English class. Let me know if you have any other questions! I'll do my best to explain. Okay, gotta run - Miss Wang is waiting for me! Bye!篇5My English Class is Super Fun!Hi everyone! My name is Timmy and I'm in 5th grade. I really love my English class this year because my teacher Mr.Thompson does things in a really cool way called the "6+1 Model." It makes learning English fun and easy to understand.First, there are the 6 parts that happen every class:Building the "Field"At the start of each unit, Mr. Thompson introduces the broad topic we'll be covering. Like for the unit on sports, he showed some videos of people playing different games and asked us what sports we liked. This gets us thinking about the theme.Modeling the TextThen we read through a main text about the topic, like an article or story. Mr. Thompson models how good readers think by asking questions, making predictions, and tracking confusing parts. It really helps me follow along better.Joint ConstructionAfter reading, we work together to analyze the text. Mr. Thompson has us identify things like the main idea, supporting details, word meanings, and text structure. We build understandings as a class through discussions.Independent ConstructionNow it's our turn to practice on our own! We might read another text independently and answer questions, or write a paragraph summarizing the key points. I feel prepared after the modeling and joint practice.Individual SelectiveThis part focuses on skills we each need to improve. Some classmates work on vocab, others on grammar. I usually practice speaking and listening. The activities match our personal goals.Class SelectiveTo wrap up, we all do an activity together targeting a common need. Like before a test, we review the strategies for analyzing texts or writing effective paragraphs. It's great reinforcement.On top of those 6 parts, there is 1 more essential piece:+1. Sustaining FeedbackThroughout every lesson, Mr. Thompson gives us tons of helpful feedback. If we are reading aloud, he gently corrects mispronunciations. When we answer questions, he praises strong points and guides us to improve weak areas. The feedback keeps pushing us forward.I'll give an example of how all 7 parts worked in our last unit about sports. In the Building the Field stage, Mr. Thompson had us discuss our favorite sports. I said I like basketball because it's fast-paced and exciting.Then for Modeling the Text, we read a magazine article profiling a famous basketball player. Mr. Thompson tracked the text structure, noting how it described the player's early life, biggest achievements, and future goals. He asked prediction questions like "What challenge do you think she'll face next?"During Joint Construction, we analyzed the word choices and imagery the author used to make the player sound determined and hardworking. Like describing her as "tenacious" and "leaving it all on the court."For Independent Construction practice, I wrote a paragraph summarizing the key details about the player's career using examples from the text.In the Individual Selective part, I worked with a partner taking turns asking and answering questions about the text to build our speaking skills.Then as a whole Class Selective activity, we learned strategies for analyzing nonfiction texts, like identifying the author's purpose and looking for bias.The best part was all the Sustaining Feedback throughout the lesson. When I mispronounced "tenacious", Mr. Thompson had me repeat it correctly. He also circled areas to improve in my paragraph, like using more transition words. The feedback really helps me get better!I've learned so much from the 6+1 model this year. The reading, writing, listening and speaking practice have all come together to boost my English skills. Plus, it's interactive and fun with all the discussions, teamwork, and personal practice.I'm so glad my school uses this approach to teaching English. It makes every class engaging and lets us build our abilities step-by-step. I'm already looking forward to next year's English course! Hopefully they'll use the 6+1 model again because it really works for kids like me.That's my take on this awesome way of learning English. Let me know if you have any other questions! Thanks for reading about my super fun class!篇6Yay, Story Time! The 6+1 Cool Way to Learn EnglishHey there, friends! Today, I'm going to tell you an exciting story about a super cool way of learning English. It's called the 6+1 Effective Classroom Model, and it's like having a bunch of awesome helpers to make your English classes even more fun and interesting!First, let's meet the six helpers. They're called the "Six Key Elements," and they're like superheroes with special powers to make your English learning experience amazing!The Questioning HeroThis hero is all about asking questions. They'll help you learn to ask great questions in English, so you can understand everything better and never feel lost or confused.The Summarizing Super。
基于核心素养下的高中英语高效课堂模式
5.注重学生的学习能力培养：教师要注重培养学生的学习能力，包括学习策略、学习方法、自主学习能力等。通过教授学习方法的授课，指导学生学会自主学习，培养学生的学习兴趣和学习能力。
6.关注学生的跨文化交际能力：高中英语课堂应该注重培养学生的跨文化交际能力。教师可以通过介绍不同的国家和文化背景，让学生了解并尊重不同的文化差异。教师还可以组织学生进行英语演讲、讨论等活动，提高学生的跨文化交际能力。
通过以上基于核心素养的高中英语高效课堂模式，可以提高学生的学习效果、培养学生的综合能力。教师要注重学生的个性差异，根据学生的实际情况灵活运用教学方法，让学生在积极参与和合作学习的过程中实现个人发展。教师还要充分借助现代化的教育技术和教学资源，创设良好的学习环境，激发学生的学习兴趣和动力，提高教学效果。
2.思维能力：学生能够运用英语进行逻辑思维和创新思维，解决问题、表达观点。
3.学习能力：学生能ቤተ መጻሕፍቲ ባይዱ自主学习、合作学习，培养学习策略和方法。
4.跨文化交际能力：学生能够了解和尊重不同文化，通过英语与他人交流。
二、高效课堂模式：
1.激发学生的学习兴趣：通过引入先进的教育技术，如多媒体课件、互动游戏等，激发学生对英语学习的兴趣。选择与学生生活和兴趣相关的话题和素材，使学习内容更加贴近学生的实际需求和兴趣。
2.提供多样化的学习资源：教师要充分利用各种教学资源，如课本、课外读物、网络资源等，为学生提供多样化的学习材料。通过多样化的学习资源，学生可以根据自己的兴趣和能力选择合适的学习内容，提高学习效果。
核心素养背景下高中英语高效课堂构建策略
核心素养背景下高中英语高效课堂构建策略摘要：高效课堂也被称之为高效率的课堂、高效型的课堂，建立高效课堂就是将课堂的各个环节进行优化，提高教育教学的影响力，提升学生学习的深度和广度。
在高中英语的教学过程当中构建高效课堂，一方面符合新课程改革对于高中教育的要求，另一方面还能够通过高效的教学帮助学生形成良好的英语学科核心素养。
因此，高中英语教师应当在英语教学的过程当中加大高效课堂的构建力度，最大限度地发挥出英语教学的价值和意义，提升高中阶段学生的英语学习能力，为学生核心素养的形成创造有利的前提条件。
关键词：核心素养；高中英语；高效课堂；构建前言：高效课堂的特点包含有两个层面的内容，从表层来看高效课堂是一种全新的教学模式，具体表现为课堂教学氛围轻松，教师教的轻松，学生学的轻松。
从深层来看，高效课堂是一种教学理想，它出现的意义是为传统的教学提供全新的动力，是教学的风向标。
在核心素养的背景之下，高中英语教师应当把建立高效英语课堂作为永恒的目标，并采取有效的教学策略，以此提升学生的英语学习能力。
一、利用思维导图展开高效的英语教学思维导图作为一种创新型的教学手段，能够有效地激活学生的大脑，促进学生的思维发展，让学生的学习更加高效。
此外，利用思维导图的教学模式，还能够帮助学生对所学的知识进行联想、建模和推理，提升学生的学习能力，使学生建立起良好的知识网络系统。
在高中英语高效课堂的构建过程当中，将思维导图的教学模式有机地融入其中，能够使得高效课堂的构建更加迅速。
因此，高中英语教师应当积极的利用思维导图，为学生设计丰富多样的教学模式，将良好的教学形式与科学的教学方法相融合，为学生的英语核心能力提升奠定夯实的基础。
例如，词汇学习是高中英语教学当中的重点，同时也是基础。
相较于初中和小学来说，高中英语词汇更为复杂并且数量繁多，学生记忆词汇的难度也大幅度增强，并且在记忆的过程当中学生很容易出现记忆的混乱，使得自身的英语学习能力无法得到提升。
如何构建高中英语高效课堂
浅谈如何构建高中英语高效课堂摘要：新课程理念下，如何构建高中英语高效课堂，即如何在有限的课堂教学时间内投入最小的教和学的精力，从而取得良好的教学效果，完成新课程的教学目标。
这就要求我们高中英语教师必须转变观念，构建全新的英语课堂教学模式，转变教师和学生的角色，引导学生改变传统的学习方式，以学生为学习的主体，激发学生学习的积极性和主动性，使学生全身心的融入到整个课堂教学中来。
关键词：高中英语；高效课堂；构建策略传统教学理念在我们的教师、家长和学生的脑海里已根深蒂固，受此影响我们很多的教师还在采用“满堂灌”的教学模式（尤其是很多农村中小学），学生被动地学习英语知识，课堂上教师讲得龙飞凤舞，学生听得昏昏沉沉，教师只关心知识讲得全面不全面、语法讲得清楚不清楚等，不重视学生的理解能力和消化能力，这在很大程度上制约着学生的自主思考和自主学习，也泯灭了学生对于英语知识的学习兴趣，导致英语教学效率不尽人意。
要想改变这种状况，就必须构建高效的高中英语课堂，提升课堂教学的活泼性和趣味性，全面地提高高中英语课堂教学的效率和质量。
那么，怎样构建高中英语高效课堂呢？下面笔者根据多年的实际教学经验谈谈自己的看法。
一、让学生正确认识学习英语知识的重要性从实际的高中英语教学中我们不难发现，很多学生对于英语的学习不够重视，他们认为学习英语只是为了应付高考，岂不知英语作为国际通用的交流手段在现代信息高速发展的大背景下是人才不可或缺的基本技能。
随着国际之间交往的日益频繁，社会对于具有高素质的英语人才的渴求越来越迫切，所以教师必须让学生从根本上认识到学习英语知识的重要性，及其对个人以后的发展所起到的不可替代的作用，这就要求我们教师在日常的高中英语教学中要引导学生正确认识英语知识的学习，树立正确的学习观念。
二、明确教学目标，课前精心准备教师在上课之前要制定明确的教学目标，有了明确的教学目标才能更好地实施教学任务。
教师制定教学目标时必须要根据本班学生对英语知识的认知能力及学生的心理接受能力，而且目标的实现要切实可行。
如何打造英语高效课堂
如何打造英语高效课堂【摘要】在新课改理念下，英语教师树立全新的教学理念，灵活处理所用教材，合理使用并创新教学方法，在提升自身素质的同时把知识的巩固落实到位，打造英语教学的高效课堂，让每个学生得到发展，提高学生语言的综合运用能力。
【关键词】教材处理合理方法课堂语言落实巩固新课改正在如火如荼的进行，如何适应新课改要求，如何在新课程标准的指导下进行有效的英语课堂教学，成为当前英语教师急需解决的的问题。
就高中英语教学存在的现状，我在教学实际中对如何提高英语课堂教学的有效性这一问题进行了初步探索，以求在有限时间内培养和提升学生的英语综合运用能力，打造英语高效课堂。
一、灵活处理教材，充分备课，树立全新的教学理念在新课程理念的指导下，教师必须改变传统观念，改变”教教科书”理念为“用教科书教”。
不能完全依赖教材，对教材的处理要以”考试大纲”为依据，课前教师要深挖教材中的重点难点以及高考中的考点。
充分把握新课程标准，针对”大纲”确定教学目标，结合学生实际学习情况，对所给教材进行深加工。
对学生来说根本学不会的内容要删掉；对学生来说深入思考才会懂得知识老师要作为重点讲透；对于学生讨论讨论能搞懂的问题要预设课堂讨论的时间和效果；对于学生自己看看读读就能记住和理解的问题要让学生自己在课下解决，老师只需在课上留有检查和巩固的时间等等，从而使课堂教学更具针对性和实用性。
比如我有时会利用连排课让学生进行分组讨论，学生自己在讨论交流中识记和总结重点和考点。
针对于words部分，我会在课前做好两手准备：先放手让学生自己讲解，如果进行不下去老师在接手。
前一两次不是很顺利，老师就和学生联手进行，发现学生的不足之处及时指出，同时提出修改建议。
结果把主动权还给学生之后，课堂效率明显提高，学生们的积极性很高，课堂异常活跃。
学生们自己给自己制定切合实际并行之有效的课堂讨论规则：回答是声音洪亮，其余同学要quiet；有质疑或者问题时，又及时提出，不小声议论；共同的难点，如gather ＼ along with ＼ together with 的用法，要交于老师解决等。
如何打造高效高中英语课堂
如何打造高效高中英语课堂作者：于娜来源：《读写算·素质教育论坛》2013年第12期打造高中英语高效课堂，有利于提升教学活动的趣味性、活泼性，从而全面提高高中英语的教学效率。
随着新课改的不断深化，传统的“满堂灌”和“一言堂”已经不适应新形势、新要求了。
如何在高中英语课堂上有效改变“死气沉沉”和教学效率低下的问题？如何有效解决新课标的教学理念与实践教学相冲突？如何将实际教学与新课标教学理念有效结合，全面打造高中英语高效课堂？这些问题很值得一线英语教师深思。
本文阐述了英语课堂教学的意义，英语教学的深入透析，教学内容的优化改革，以及教学情境的布局调控等内容。
一、英语课堂教学的意义高中英语承担着培养学生能力与影响学生未来升学发展的重要职责，因而丰富其课堂设计，广泛激发学生的学习兴趣、提高学生学习效率，具有重要意义。
首先，满足教学目标需要。
高中英语在承接小学、初中阶段英语入门学习的基础上，主要是进行技能培养和能力训练，对语言交流的运用的要求有所提高，而课堂教学是学生接受语言学习、学会交流运用的最直接环节，因而丰富高中英语课堂设计，提高课堂传授语言技能的实际能力，可有效达到训练学生语言运用水平的教学目标。
其次，提高学生学习成绩。
高中学生因受升学压力影响，课业繁重，对枯燥无味的传统授课学习兴趣较低，而英语科目又占据着决定学生升学情况的重要地位，所以应该丰富课堂设计以增加课堂趣味性、激发学生浓厚的学习兴趣。
这对加强课堂学习效果、提高知识的接受率，最终提高学生英语成绩具有重要的促进作用。
二、英语教材的深入透析打造高中英语高效课堂必须要深入系统地了解教材，这也是构建高中英语高效课堂的重要条件。
但是有不少高中英语教师虽然能够在备课过程中了解教材的细节，例如：重点句子、词汇及语法等，但是不能从宏观角度把握和理解教材。
很多老师在备课时，只是需要什么备什么、看到什么备什么，不能比较系统地从一个单元整体去备课，整体了解教材，往往会人为地割裂教材之间各个单元、各个环节的联系，不能创造性使用教材。
浅谈高中英语高效课堂的构建
浅谈高中英语高效课堂的构建富源县第二中学唐老五摘要：本文是一片关于对高中英语高效课堂的构建的一些观点和建议，集中描述了构建高效课堂的过程中容易遇到的困难和问题并提出一些解决方法，希望能对高下课堂的构建和推进有所帮助。
关键词：高中英语高效课堂构建高效课堂是一种新的相对于传统教育来说更适合培养学生的各方面能力的一种新的教育教学方式，尤其是针对高中生，更具有深远的影响和积极的作用。
但如何构建高效课堂，却是一个每个老师都必须面对和考虑的问题。
通过一年来的教学实践和观摩，我认为构建高中英语高效课堂应注意以下几个方面。
一是的思想观念问题。
首先思想观念必须尽快转变，教师一定要明白我们是引导者，不是灌输者。
不能再用传统的填鸭式教学对学生进行满堂灌，自己总觉得有些东西必须要自己讲解，必须要自己讲到，但实际上这既是加重了自己的教学负担，又是对学生的能力的轻视。
要改变以往的那种一节课老师总是从头讲到尾的那种吃力不讨好的教学观念。
教师一定要相信自己，相信学生，相信在自己的组织下学生能够把这些东西做好。
以一种他们乐意的方式达成教师既定的教学目的。
二是把握好对课堂的驾驭和引导。
比如有的学生起来展示学习成果的时候把握不好时间，这样就会耽误其他组或者其他同学对时间和机会的有效利用，所以最好在上课时就规定好适当的时间，以保障学习或讨论能够兼顾大多数同学，能够继续有效进行。
另外就是当有同学在黑板上或者在原小组进行展示时，其他同学各行其是，根本不认真听或者是不进行思考，自己做其他事情。
因此，一定要要求学生在有同学起来表达结果或者上台展示的时候，其他同学必须认真记录或者倾听，让他们知道自己每一刻都应该动起来，每一个人都是课堂的主体，每一分钟都知道自己该干什么。
三是对课堂的准备一定要充分。
要做到主次分明，目标清晰；还有就是导学案的设计编排要合理，尤其是英语学科，各种课型具有不同的模式和教学手段，也具有不同的教学要求。
但我们面对的是高中生，学案以及内容的科学性和灵活性很重要。
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打造高中英语高效课堂 ---“以生为本，异步合作”活动课初探 丁胜英 随着新课程改革的不断深入,提高课堂教学有效性的呼声日益高涨,而打造高效课堂更是目前普通高中英语教学面临的又一个挑战 。 那究竟什么是教学的有效性呢?有效教学(effective teaching)是指在有限的时间和空间内，投入尽可能少的人力和物力，通过采取恰当的教学活动和任务，使学生在体验、实践、参与、合作与交流的过程中掌握语言知识和语言技能，增强跨文化交际意识，形成积极的情感态度和正确的价值观，实现全面发展。任何一种形式的有效教学必定要促进学生的当前发展,同时对学生的长远发展产生积极影响。这就要求教师通过设计和实施各种教学活动以提高学生的语言运用能力,使学生的思维能力、想象力、合作能力及创造力等综合素质得到发展,从根本意义上提高教学的有效性。而自从新课程改革以来，英语教学确实发生了巨大的变化，课堂气氛逐渐宽松活跃，教学活动形式多样，学生热情高涨，综合语言运用能力也有很大的提高，但还是普遍存在英语整体素质较差的问题和很多“高分低能”、“哑巴英语”的学生。广大英语教师要切实转变观念、转变角色、转变功能,从用好教材中的素材做起,打造以“以生为本，异步合作”活动课的高效型课堂。 一、以生为本是异步合作学习的基础和保障，我认为要做到以下几个方面 ： 1．尊重学生在教育教学过程中的主体地位，让学生成为课堂的主人，充分调动其积极性、主动性和创造性，充分表现自己的才能，发展自己的个性, 让其体验到成功的喜悦。 2 . 教学是“教”与“学” 的统一，二者是相辅相成的。只有师生、生生积极互动才能让课堂教学充满激情，焕发出生命的色彩。师生获得的不仅仅是学术性信息的交流，还有人与人之间情感的交流。和谐的师生关系不仅可以激发教师工作热情，而且可以促进学生全面发展。还要发扬教学民主，给学生一定的自主选择的权力。在异步合作学习中构建一种平等、理解、双向 、和谐的师生和生生关系是至关重要的。 3 .尊重学生的个体差异性。不歧视学习能力差的学生，但创新性课堂教学也不能象过去那样“一刀切”、“齐步走”，而应通过实施异步教学最大限度地满足学生个体差异发展的需要。 4. 重视知识发生过程的教学，展开对学生的思维训练，培养学生的创新性思维能力。
5. 教师要对某些教学内容实施开放型教学，既不拘泥于教材，也不局限于自己的知识视野；不满足于课本、权威、所谓的标准答案等，这样才能让学生在课堂上真正做回学习的主人。 二、开展异步合作活动课的理论依据 1、辩证唯物主义的普遍性与特殊性统一的原理： 人在发展过程中客观存在群体发展的普遍规律与个体发展的特殊规律，因此在教学过程中应该根据学生的个性差异，因材施教这样才能发挥最大的教育效能。只有进行异步活动，根据学生不同的知识基础和接受能力，提出不同的教学要求，并在安排教学内容、教学速度以及教学方法，使之符合学生知识水平和接受能力，符合学生实际学习的可能性，才能真正做到面向全体，整体提高。 2、人脑的潜能开发理论： 学生时期大脑的可塑性很强，潜能巨大，只要教师积极诱导 通过特定的活动就能培养，因此在异步活动课中，我们突出强调学生主体地位的发挥，学生主动参与，培养其判断、推理、实验、组织、探究、创新、合作等各种能力。科学家指出，人的大脑一生中的运用率仅此为其总能量不足1%的量。 3、多维互动是学生全面发展的唯一途径 ： 多维互动的指的是，交往双方中任何一方发出的交往意愿或活动都能得到另一方的积极回应。所谓教学活动，从本质上讲，不是教师教学生学，而是教师正确地恰当地组织学生的学习活动，以实现教学过程的积极化。而能否实现其积极化，关键是看在教师的调控下课堂教学中能否形成一种多维互动的交往关系，即师生互动、小组互动和生生互动，使教与学两个动态过程同步展开 。 异步教学法由湖北大学黎世法教授创立的，它是一种既有理论指导，又具操作系统的理想教学方式。它是一种“教师指导，学生主动地富有个性地学”的现代教学方式，是一种师生科学互动、积极互动的现代教学方式,是人类第三种教学方式的里程碑. 三、开展异步合作活动课的原则 1.活动课教学必须与课程类型相适应。对于语法课、词汇讲解课，还是通过系统的传授来进行效果最为显著。而将知识变为语言技能、只有在教师组织的语言交际活动中才能为学生所掌握、熟练和个性化。归纳性、情感性较强的知识通过活动实施教学，从而适应学生的发展水平和个性特征。 2. 活动教学应和教师指导与学生自主活动相统一 。应坚持活动形式多样化：个人活动、小组活动、班级活动、班际活动、学校活动以及校际活动相结合，灵活运用。还应考虑实际环境和教学条件。在进行异步合作活动时，对于小知识要进行异步走，对于大知识段要进行齐步走。 四、异步活动课学生分组方法 首先做好动员工作 ：介绍异步活动课的要求及目标，使学生在思想上、心理上接受异步活动课的指导思想、教学原则、具体实施要求等，以便使学生在课堂上更好地配合教师的各个步骤。 然后对学生进行合理化的分组：将全班分为A、B、C三个层次,分别为优等生、中等生、后进生，在此基础上，将全体学生均衡搭配成若干自主合作学习小组，建议6人一组，一般大致分为9或10个小组，每组中每个层次的学生各含2名。形成这样的自主合作学习小组，采用让学生相互辅导的办法，体现“兵教兵”的学习原则。具体办法是：直接对A层学生进行辅导，B层学生由同组A层的同学进行辅导，C层学生由同组B层的同学进行辅导，这样，将全体同学的积极性都调动起来，从而形成同小组内既互助又竞争的活跃气氛，在整个学习过程中，使每个层次的学生都感到求教有对象，竞争有目标。而且这种模式在课内课外都可以开展。 在异步活动课堂上，采取按教学需要就座的办法。有时按A、B、C三个大组即三个层次的学生，有时按9或10个小组来组织教学。上课铃一响学生便带好自己必备的英语学习用书和文具，到英语课的座位上，当下课铃一响，学生重又回到自己的自然位上去，不影响任何学科的秩序。安排座位时也要讲究，应当是照顾困难，关心少数。一般把成绩较差的学生安排在比较好的位置上，这样更有利于调动全体学生的积极性。最终目标使A组学生逐渐强大，BC组学生逐渐减少，从而达到共同提高的目的。 在课堂上，教师要通过各种方式和手段来激励和培养学生主动提出问题、主动解决问题、主动探究问题、主动帮助他人、主动参预活动、主动参预思考、主动参预合作的各种优秀品质。 五、异步合作活动课的课型 通过分析，整合教材，我认为 一般每个单元可以分为五种课型即交际会话课----语篇阅读分析课----语言综合运用课----语言分析运用课----“自由市场”课 。在交际会话课、语篇阅读分析课中，不对语言点进行具体讲解。在学生对对话、语篇充分理解甚至能够熟练背诵的基础上再进行语言知识的学习、总结、归纳，也就是说，语言的处理不同于传统方法，我们是先让学生对对话、课文的内涵完全掌握的后再进行各种语言综合训练，最后进行语言归纳总结，使之系统化。 1、语言交际课 一堂好的英语口语交际课，只有重视了交际的实践活动，给学生充足的时间、空间，才能培养和提高学生的口语交际能力。教师不应或尽最大可能地减少对对话中新出现的语言现象进行讲解或进行较大规模的语言练习，而应让学生充分体验语言的功能。此课型建议采用分小组教学，能使学生有机会相互切磋求解，相互合作，课堂教学中的小组活动是学生的独立活动，每个学生都是学习活动的主人，积极主动的协调者和创造者。教师只是指导者、参与者、观察者，其主要的任务是向学生讲解小组活动开展的方法和要点，学生在自己开展活动时所须运用与掌握的语言知识点。 2、语篇阅读分析课 此课型建议采用分大组教学即A 、B、C 三个层次并且对三个组提出不同的目标要求。语篇阅读分析课主要指通过语篇阅读，学会迅速、准确地捕捉信息，学会读懂作者。A组在阅读前能进行各种直接和间接认知准备，能就课文中的某些现象或观点进行小组讨论。在阅读过程中能迅速捕捉信息，不仅了解文章的表层含义、细节，还应把握文章的深层含义、作者的观点、态度、篇外音。能对课文进行背诵，不同形式的复述，能够根据课文写出与课文相关话题的短文，能就课文内容进行各种活动，如表演、讨论、辩论，能自行通过查阅工具书排除语言障碍，能总结各种语言的用法。B组在阅读课上能较为迅速地捕捉文章信息，能了解文章的表层及深层含义。基本能够背诵课文， 在老师的帮助下能进行浅层次的讨论，并进行语言学习。C组能理解文章大意，读懂文章大部分内容，能够翻译，在教师帮助下学习各种语言现象，熟练掌握文章中出现的字词、句型、语法。对写作不作过分要求。 3、语言综合运用课 语言综合运用课具体指各种形式的习题或试题训练，包括教材每单元的第三、第四课中的各种语法、语言现象的综合训练，包括教材后的各种习题综合训练，还包括各种与教材配套的基础训练、学习手册、英语报刊等。处理的方式是给ABC三个层次明确指出本层次该做的习题和不该做的习题。每个层次都要求在规定的时间完成。在讲解核对答案时，教师只集中讲解AB组的问题，然后由A组和B组中新产生的优等生辅导C组的学生 。 4、语言分析运用课 语言分析运用往往是教师最难上的课，把握不好，就成了一言堂，知识点、语言点开花，成了学生消极被动地听、记笔记。而运用异步合作活动课进行语言分析学习，很容易避免这些弊端。具体步骤如下：教师在进行完语篇分析课后，学生已基本把握了文章的具体内容，对于语言点也比较熟悉，教师应和同学们一道找出文章中的重点、难点，在语言分析课上，A组的学生主要是通过查阅资料、字词典，归纳总结各种语言的规律和具体用法，此时，可让A组的部分速度较快的学生到黑板上进行语言要点板书。在A组进行自我语言分