开放英语课堂教学目标 师生平等对话 探究创新
◎ 敖显平
《英语课程标准》提出“将学生的发展作为英语课程的出发点和归宿”，制定了“知识与技能，过程与方法，情感态度与价值观三位一体”的课程功能，旨在帮助学生掌握学习英语的方法，培养学生终身学习的能力，这充分体现了“以人为本”的教育理念。在围绕课堂教学目标的前提下，英语教学应创设一种互动的，开放创新的教学关系。为此：
一、教师要扮演好教师角色
教师不仅仅是语言知识的传授者，还应该是学生技能的培养者、学生个性发展的辅助者、学生学习的指导者。师生共享信息，共同欣赏文章，共同了解异国文化，彼此交流感情和观点，实现教学相长，共同发展。在教学中教师要关注学生的情感态度，要激发学生学习兴趣及探究精神，要帮助学生养成有效的学习方法，关注学生的个体差异，帮助学生构建积极向上的健康的文化意识。
二、教师要用好教学方法
在教学方法上，教师应采用开放式的教学形式，亲用个人言表、小组讨论、问题引路、寻找难点、讨论解决、教师补充讲解等方法。学生在这样的教学过程中始终处于主体地位，是学习的参与者，通过感知、体验、实践、合作实现任务目标。而教师是协助者、调控者。教师在教学过程中注意观察学生的表现：是否积极学习，积极参与小组讨论，积极举手发言，积极参与活动。对于积极的学生给以表扬与鼓励，对于性格内向的学生也要为他们创造练习的机会，鼓励他们大胆参与语言实践。
三、教师要以理论为指导落实实践
即教师要把“开放英语课堂目标 师生平等对话 探究创新”这一理论具体落实在必要的英语课堂中。例如：在随机集中教学（人民教育出版社初中英语第三册 Grammar）“被动语态教学”片段时——
（一） 、直接导入教学目的
学会掌握一般现在时、一般过去时、一般将来时和情态动词的被动语态
（二） 、课堂实录
T：We are going to learn a new grammar“passive voice”.Do you know the passive voice? （discuss in group）
S：Yes.
T:：“Passive voice”means 被动语态. Last period, I asked you to go over the three forms of the verbs and preview the new grammar, Have you done it?
S：Yes.
T：You’ll done,Now I think all of you have done it well.Class,let’s go over the three forms of the verbs. Do you all know the three forms?
S：Yes.
T：The root form,the past form and the past participle. OK. Now class. Please look at the word. And tell me the three forms one by one.Ready?
S：Yes.
T：Start.
S1：push，pushed，pushed. (余例略)
T：Very good. These words are regular verbs, so we can plus-ed. Now Let’s go over the irreegular verbs.
S8：Write,wrote,written.(余例略)
T：Good.So much for this. You must learn these words by heart after school. Class,look at the blackboard. There are two sentences.我们每天打扫教室。And the passive voice sentence,教室每天被我们打扫。Who can tell me the difference between these two sentences？（discuss in group）
S：第一句是强调我们每天打扫教室。第二句是强调教室是被我们每天打扫的。
T：Very good. 第一句是强调我们打扫，教室是打扫的对象。而第二句把打扫的对象教室作为句子的主语。这种句是式称做什么？
S：被动语态。
T：那么在汉语中怎么来表达英语的被动结构呢？是在句中加上“被”、“由”等来表示的。而英语又是怎么表达的呢？Let’s look at the dlackboard. There are four sentences. I give you two minutes to prepare. Read these sentences and put them into Chinese by yourselves. (discuss in group）
O.K. NO.1.
S1：We clean the classroom every day. 我们每天打扫教室。
T：Good, No.2.
S2：The classroom is cleaned by us evry day. 教室是被我们每天打扫的。
T：Good, Sit down ,please. No.3. (余例略)
T： O.K. Now,class, “is cleaned”and“was broken”都表示句子中被动语态结构。Who can tell me what part of speech are“cleaned”and “sproken”？（discuss in group）
S：过去分词。
T：Right. We can say when we want to express the passive voice, we can use the sentence pattern“be” Plus...root form,past form or past participle of a transitive verb?
S：Past participle.
T：Very good,“被/由某人”we can use “by sb”.
If it is a pronoun,we must use object case, such as by us,by them, not by we,by they. Now I ’ll give you a verb-make. Can you tell me the three forms of “make”？
S：Make，made，made.
T： O.K.You know , the structure of the passive voice is “be+p.p.”. Now I ’ll ask you to change the present tense, the past tense, the future tense and the modal verbs：can, may, must and should,Prepare by yourselves. （discuss in group）
O.k. Now if you can, please raise your hands.the present tense.
S1：am/is/are made.
T：Very good ,the past tense.
S2：Was/were/ made.
T：Right. Sit down, please. The future tense.
S3：Will be made.
T： Can you use another way?
S3：Am/is/are going to made.
T： Yes. Sit doen,please. Modal verb can.
S4：Can be made.
T： Right,must..
S5：Must be made.
T： Right, should.
S6：Should be made.
T： Now,class,Let’s look at the picture. These are the sentense patterns. Read after me, am/is/are made.(The students read after the teacher about the passive voice)
T： Now look at this picture. This is a boy. He is Tom. What is he doing? He is watering the flowers.Does he often water the flowers? Yes,he waters the flowers every day. Now let’s use“the flowers”as the subject. I’ll give you another phrases. “everyday”，You may say... (discuss in group）
S：The flowers are watered by Tom everyday.
T：Good.Sit down,please.Yesterday. (余例略)
T：Very good,let’s look at the second picture. Who is she? She is Mary. What is she doing now? She is cleans the car. Does she often clean the car?
S：Yes,she does.
T: All of you think so. Yes,Mary cleans the car evey day. Can you make a sentence with “the car” as the subject. (discuss in group）
S：The car is cleaned by Mary every day.
T：Good,yesterday.(下同, 例略)
T：Right,Now let’s do pairwork. Say something about picture two. One will say the active form. The other will say the passive pattern. (The students do pairwork)
T：Good. The car is cleaned by Mary every day. Who can change it into negative form? (discuss in group）
S：The car isn’t cleaned by Mary every day .
T：Yes,Then the interogative sentence. (discuss in group）
S：Is the car cleaned by Mary every day?
T：Good. Let’s do some exercises. (下同, 例略)
T：Good.Now,class,please open your books. Turn to page63. Let’s look at the picture. It’s a map of China. Please answer my questions about the picture. Where is tea grown? (discuss in group）
S：It’s grown in the south of China.
T：Where’s salt produced? (discuss in group）
S：Tts produced in the east and south of China.
T：Where are trains made ? (discuss in group）
S：They are made in Su Zhou.
T：Now,class.Let’s do pair work according to the picture. (discuss in group）
S1：Where’s cotton grown?
S2：Tt ’s grown in Beijing. (下同, 例略）
T:：Let’s look at the six picture. No.1,What s this in English? (discuss in group）
S: It ’s a knife.
T: What’s this made of ? (discuss in group）
S：It’s made of metal and wood.
T：What’s it used for? (discuss in group）
S：It ’s used for cutting.
T：Now look at the next picture. You may ask questions. (discuss in group）
S1：What’s this in English?
S2：It ’s a machine.(下同, 例略）
T：OK. I thiink all of you learn this grammar very well. So much for today.
Today’s homework ,:Learn the grammar by heart and read these models again and again after school. And try to change the active into passive. That’ s all for today.Goodbye.
S: Goodbye.
四、教师要善于反思归结
通过上述教学案例，我们发现既激发了学生的学习兴趣，又培养了学生探究创新精神。课前有预习满足了学生的展现自我能力的欲望；课后有作业使学生对所学知识得到巩固。本课的设计主线以“被动语态”为中心，课堂上通过师生平等对话与共同活动，对“被动语态”的内涵、时态类型结构、句型、运用都循序渐进，由易到难一一道破，获得了课堂教学良好效果。学生小组讨论问题及难点，形成互助互动的、开放的学习环境，增强了口语练习的机会。学生主动参与，大脑处于积极活跃的状态，对于接受新知识大有好处。难点讲解之后，进一步地设置引领，使师生得以及时了解自己的教学及学习情况，搭建了发展语言技能的平台，拓宽了知识面，加深了对“被动语态”的运用理解，使所学语言活了起来。学生从书本走进现实生活中，在日常交往中有效地进行表达，实现了学习英语的现实意义。
总之，“开放英语课堂目标 师生平等对话 探究创新”是新课标的要求，使用好这一教学理论，师生在课堂教学中都能取到相得益彰的良好效果。
（作者单位：贵州盘州市大山镇中学）
