思维品质在小学英语课堂教学中的培养
2018-09-18 14:45阅读：
思维品质在小学英语
课堂教学中的培养
英语学科核心素养
学习能力
思维品质 文化意识
语言能力
英语学科核心素养体系涵盖：
•将语言知识和语言技能整合为语言能力；
•增加了思维品质素养；
•在文化意识中凸显了家国情怀、情感态度、审美
情趣等要素在学科育人中的渗透性；
•将原课标中学习策略修改为更为凸显育人意义的
学习能力，丰富了内涵。
英语学科核心素养
英语学科核心素养：文化意识
文化意识指对中外文化的理解和对优秀
文化的认同，是学生在全球背景下表现
出的跨文化认知、态度和行为取向。
英语学科核心素养：文化意识
有世界眼光和家国情怀
有文化修养和社会责任感
英语学科核心素养：文化意识
文化意识
跨文化
认知 态度 行为取向
中外文化
理解
优秀文化
认同
英语学科核心素养：文化意识
文化意识体现英语学科的价值取向。文
化意识的培育有助于增强国家认同和家
国情怀，坚定文化自信，树立人类命运
共同体意识，学会做人做事，成长为有
文明素养的社会责任感的人。
元认知策略
认知策略
交际策略
情感策略
英语学科核心素养：学习能力
英语学科核心素养
关键能力
语言能力 学习能力
必备品格
思维品质 文化意识
语言能力是基础要素，文化意识是价值取向，
思维品质是心智表征，学习能力是发展条件，
共同服务于课程总目标。
相互渗透，融合互动，协调发展。
英语学科核心素养
培养具有：中国情怀、国际视野
和跨文化沟通能力的人。
情怀、视野和能力
passion, vision and action
提 纲
思维、思维能力、思维品质
思维的逻辑性、批判性、创造性
思维品质培养的途径
一
、思维的逻辑性、批判性、创造性
• 思维：是人脑对客观事物本质属性以及事物之间内在联
系的规律性作出的直接和间接的反应。(think)
• 语言与思维：人类有非常系统、完善的语言符号，所以
人类具有深刻、复杂的思维能力。
• 思维能力：包括理解力、分析力、综合力、比较力、概
括力、抽象力、推理力、论证力、判断力等能力。
(clever or not)
• 是一个人的“思维个性特征”
，反应其在思
维的逻辑性、批判性、创造性等方面所表现
的能力和水平。
• 反映每个个体智力或思维水平的差异。
• 优秀的思维品质源于优秀的逻辑思维能力。
学习和掌握一门以上的外语有利于弥补单
一语言带来的局限，发展多角度认识世
的能力，全面提高学生的思维品质。
思维品质发展有助于提升学生分析问题和
解决问题的能力，从跨文化的视角观察和
认识世界，对事物作出正确的价值判断，
促进学生的深度学习。
内 容 具体表现（能力和水平）
逻辑性 思维的规则和规律，具体涉及概念、判断和
推理等心智活动。
批判性 在于质疑、求证事物的态度和行为，通过正
确的途径，求证事物的真假。
创造性 侧重于求异、求新，不墨守成规，敢于想象
，善于改变，推成出新。
思维的逻辑性、批判性、创造性
思维的逻辑性具体表现：
观察、比较、分析、
推断、归纳、建构。
是获取信息的一种知觉活动。有目的、
有计划、比较持久的行为。
观 察
•在阅读活动中，课引导学生先根据标题
和封面猜测文章的主题，或在阅读中根
据配图猜测故事内容的发生、发展、结
局等。
教学活动中如何培养？
是判断两种事物间共同点与不同点的方法。
比 较
教学活动中如何培养？
让学生自己探究，通过比较语言结构、语义等的
异同，学习语言知识。
•名词单复数比较；一般现在时和一般过去时比较
；adj与adv的比较等；在语篇中体验两种结构
表达的不同意义。。
Find the differences and describe
是将研究对象的整体分为各个部分，
并分别加以考察的认识活动。
分 析
教学活动中如何培养？
如在语篇中，分析人物的外貌特征、心理特
点、情绪变化等。 Charlie’s chores
根据词汇的前缀、后缀和词根等理解词汇的
含义，或分析文本中关于某个话题的不同看
法，找出正面或反面证据。
• 挖掘文本内容主题，设
计活动主线
• 用活动推进语言学习，
体现人物的情感变化
• 学生学会遇到问题寻求
帮助，调适自己心情
• 学生懂得帮父母干家
务活是一种好习惯
• 设计讨论活动，培养
思辨能力
• 读写结合，发展思维
和写作能力
Is it important for children to do chores?
Yes No ?
根据事实和前提进行推理和判断事实
的因果关系的心智活动。
基于信息或线索作出合理的推测。
推 断
Odd One Out Which
one?
• 总结文章或段落大意，推测作者意图、预测
人物行为等。
• 在阅读中，训练学生借助上下文的语境，推
断语言表层结构下的深层意思。（Read the
lines, read between the lines, read
behind the lines）
分析语句、
段落之间的
逻辑关系
Mike asks Mum the time because______ .
Mum says “No” because ________ .
Mum says “Be careful” because _________ .
六下 U3 Where did you go?
Where are they now?
Why are they there?
Why did John show the photos to Amy?
五五下下U3U3
Oliver and Chen Jie both love autumn. Find the
difference of their love. Why is it different?
What is the Chinese name of “the Great Wall”? Why
is the English name not “the Long City”?
指从许多个别的事物中概括出一般性概
念、原则或结论的思维方法。
归纳和比较、观察等常常是相连的。
归 纳
教学活动中如何培养？
如在语法学习中，让学生体验大量语言结构
和该结构所表达的功能意义，在学生有了一
定的感性认知的基础上，引导他们概括语言
结构的特点和功能。
合成词：
blackboard, classroom, warm-hearted,
seaweed, goodbye, ice-cream, postcard,
mooncake, breakfast, midnight, Mid-autumn,
sitting-room, living-room, play-ground,
chopsticks, handwriting, thanksgiving, T-shirt,
E-mail, good-looking
是人类在认识过程中，从感性认识上升到理
性认识，把感知的事物的共同本质特点抽象
出来，加以概括，形成概念式思维惯性。
概 念
•在学习英语词汇时，要帮助学生建构音
形关联的概念。
•hide and seek的概念建构
•be+doing的概念建构
教学活动中如何培养？
• 是一种反思性思维，依据一定的标准评价思维，进而
改善思维。
• 是一个主动的，经过审慎考虑的并利用知识、证据来
评估和判断其假设的过程。它包括对自己及他人的思
维的分析和评估。
• （创新型人才最重要的心理特征是critical thinking）
批判性
思维
• 是指以现有的思维模式，利用现有的知识和物质，
在特定的环境中，提出有别于常规或常人思路的见
解和方法。
• 是以感知、记忆、思考、联想、理解等能力为基
础，以综合性、探索性和求新性为特征的高级心
理活动。
创新
思维
•人类表达自己的观点就是一种创新。是按
照语言的规则，根据信息表达的需要，临
时组合语音、词汇。
•在教学中多鼓励学生创造性地使用语言，
促进语言水平的提高，也是促进学生创新
思维能力的发展。
Critical-creative thinking 培养
需不懈追问、双向质疑、拿证据说话
培养学生批判性思维能力
故事：狼来了( Wolf! )
• Why did villagers help the boy at the boy’s first time
and second cry?
• Which is the reason why the villagers did not
believe the boy at last, telling a lie or telling too
many lies?
• What do you think that boy’s parents might do if
they appeared in the story?
• What questions do you want to ask the villagers, the
boy and his parents?
Is the schedule
clear?
Is it reasonable?
Think and answer
•Is this schedule clear? If not ,what
is not clear?
•Is this schedule good for you? Why
or why not?
•Is there a schedule good for every
one?
Why or why not?
•What should we learn from Robin?
续编对话
...
Sarah: What else?
Wu Yifan: ___________________ .
Sarah: Do you like table tennis?
Wu Yifan: No, I don't.
Sarah: You don't like table tennis but you
have three table tennis classes a week. It's
a not good schedule for you.
Day Mon. Tues. Wed. Thur. Fri. Sat. Sun.
sports
Do the task: Make a good weekly
schedule for sunshine sports
programme for youself
Present and comments
Samples for comments.
• It's a good schedule for you. You have
different sports every day.
• It's a good schedule for you. You have
football on Mondays, Wednesdays, fridays
and Sunday morning.
Samples for comments.
• It's not a good schedule for you. You don't
like table tennis but you have three table
tennis classes a week.
• It's not a good schedule for you. You have
football classes on Mondays, tuesdays and
wednesdays. You will be very tired.
批判性思维 创新思维
帮助学生学会观察、比较、分析、推断、
归纳、建构、辨识、评价、创新等思维方
式，增强思维的逻辑性、批判性和创造性
，提高思维品质。
C
HOTS
LOTS
低
阶
思
维
高
阶
思
维
认知目标分类 具体表现
记忆：从长时记忆中提取相关知识 识别、回忆
理解：从口头、书面和图像等交流形式的教学
信息中建构意义
解释、举例、分类、总
结、推断、比较、说明
应用：在给定的情境中执行或使用程序 执行、实施
分析：将材料分解为它的组成部分，确定之间
的相互关系，以及各部分与总体结构或棕目的
之间的关系。
区别、组织、归因
评价：基于准则和标准作出判断 检查、评价
创造：将要素组成内在一致的整体；将要素重
新组织成新的模型和结构 产生、计划、生成
认知分类
高阶思维能力
(Thinking
skills)
高阶思维的问题提示
(Thinking process
question)
学生回答问题的句干
(Sentences stem)
分析
(Analyze)
Differentiating
Organizing
What is the
important?
Why is it better ?
Which part is your
favorites?
This is important
that…
It is better
because…
评价
(Evaluate)
Checking
Critiquing
What is your opinion?
What do you think?
I think
…because…
I agree with …
because…
I disagree with …
because…
创造
(Create)
Planning
Producing
Can you think of a
different ending?
What would happen
if…?
I think …will
happen because…
不同思维质量下的学习，产生不同
的结果。
• 记忆性学习，结果是遗忘；
• 理解性学习，结果是掌握；
• 批判性学习，结果是创新。
三、学生思维品质的培养途径
1.借助课堂提问培养学生的
思维品质
What a bad dog!
Brainstorming
What is a bad
dog like?
?
?
? ?
?
What a bad dog!
Brainstorming
What is a bad
dog like?
?
make your
run room dirty
everywhere
bite
people
?
What a bad dog!
Floppy went on the concrete. Floppy went in the
mud. Floppy pulled the washing down. Floppy
pushed the Lego over. “What a bad dog!” said
Mum.
Floppy barked and barked. Dad couldn’t sleep.
“What a bad dog!” said Dad. Dad was cross.
The tray was on fire. What a good dog!
• T: Why did Floppy barked and barked? Guess!
• T: Dad couldn’t sleep. Who else couldn’t
sleep? Guess
（联系生活 换位思考）
S1: Floppy barked and barked because a
thief is coming.
S2: Floppy barked and barked because
he is ill.
S3: Floppy barked and barked because
he is hungry.
S4: ……
S1: I think Mum couldn’t sleep.
S2: I guess grandma couldn’t sleep
too.
……
The Lion and The Mouse
A Lion is sleeping. A little mouse runs on his
neck and wakes him up. The lion holds the
mouse. the mouse says:……The Lion lets her
go.
• T: Guess! What does the little mouse say?
（换位思考 体验角色）
S1: Please don’t eat me.
S2: I’m so small.
S3: Let me go.
S4: I’m a good mouse.
……
The next day, the lion was caught in
a net. The hippo couldn't help him.
The giraffe couldn't help him. The
tiger couldn't help him. The lion
says:…
老师将一张黑色的网子套在扮演狮子的学
生头上，收紧网子问道：If you are the
lion, what will you say and what will
do? (角色体验 深刻理解故事)
S: Help me! Who can help me? Let
me go. I don’t want to die. …..
2.借助思维导图培养学生的
思维品质
Thinking Map
Dr.David Hyerle
Circle map
My cat
don’t like hot dog
fat
5 years
old
afraid of
mouse
girl
playful
tabby
Bubble map
Ice
cream
deliciouse
wet
smooth sweet
cold
Double Bubble map
Tree map
Brace Map
Brace map
Hobbies are
fun
Why hobbies
are fun?
…can help
build
confidence.
…
What can be
hobbies?
…outdoor
activities.
…
When people
begin a hobby?
…never too
late
…
rain
water
sun
light
The rain gives water.
Bridge Map
3.借助活动培养学生的思维品质
小组讨论，设计发展学生思维的活动。
• The Three Little Pigs ( Who do
you like? wolf? Why?)
• Birthday Party ( What kind of
party?)
• My hobby ( good or not good ?)
小组讨论展示： The Three Little Pigs
Assess:
• Why the mother asked them to build the
houses themselves?
• What’s the differences between the houses?
• What kind of material is good for building a
house?
• If you have a chance to build a house, how to
build?
Assess:
• Why is the wolf dead finally?
• How to avoid to be eaten by a wolf?
• Who / which character do you like? Why?
• Can you think of a different ending of the story?
小组讨论展示： The Three Little Pigs
Assess:
• Winter is coming, the three little pigs are very cold,
what do they need?
• Do you want to leave your parents? Why?
• How to build a house?
• Where do you want to build?
• Which house do you like best? Why?
小组讨论展示： The Three Little Pigs
Assess:
• Who do you want to invite?
• What food do you want to prepare?
• How to decorate the party?
• What are your wishes?
• Do you think it is good to have a big birthday party?
小组讨论展示： Birthday Party
Assess:
• What do you want to get at your birthday party?
• Tell us something about your past birthday
experience.
• Who will prepare for your birthday party?
小组讨论展示： Birthday Party
Assess:
• What is your hobby?
• Why do you like it?
• How do you choose your hobby?
• Is your hobby helpful for your study?
• What should your prepare for your hobby?
小组讨论展示： My Hobby
Assess:
• Who has the same hobby with you?
• Are your hobby good for your health? Why?
• How does it change your life?
• Why do you choose it?
小组讨论展示： My Hobby
4.借助阅读教学培养学生的
思维品质
PEP五年级上
Unit 5 What can he do?
Careful-reading：
低阶思维
Hu Bin Sarah Robin
What does he/she
like?
sports Using
computers
science
What does he/she
want to be?
coach secretary scientist
Where is he/she going
to work?
gym office university
高阶思维
What′s the main idea of the passage? Hobby and Job
Hu Bin likes sports. What does he
want to be?
A coach.
What do you like ?What do you want
to be?
Singing; Singer.
If Hu Bin wants to be a coach, what
else should he do from now on?
……
小组活动：
调查同学的兴趣爱好及志向，给出合理的建议。
Reading with careful judgment：
绘本阅读：
Hats and Monkeys
Scan the story and answer:
• Where is the man?
• What does he do?
• What do the monkeys do?
•
……
Questions of low order thinking
• The monkeys stamp their feet, are they angry?
Why?
• What do you do if you are the man?
• What does the man think of the monkeys?
• What do you think of the man now?
• What do you think of the monkeys now?
Questions of high order thinking
5.借助写作培养学生的
思维品质
Name Bob
What do you like?
What do you want to be ?
Where are you going to work?
What should you do from now on?
PEP 六年级上
Unit 3 MY weekend play
B Read and write
• 重新审视教材内
容的时代性
• 结合学生的生活
实际设计写作任
务，培养想象力
、创新思维
Let’s write:
Activity :Design your Mid-Autumn
Festival (What are you going to do on
your Mid-Autumn Festival ?)
Ideal Mid-Autumn Festival (What are
you going to do on your ideal MidAutumn
Festival ?)
要知行相伴、思行相伴，不要无“思”奉献！
要teach the person ,
不要teach the lesson,
不要teach the language it self.
要teach beyond the language itself.
不要有语无文，有文无人，有人无思，有思无展。
要把语言的工具性、人文性、
教育性、思辨性体现出来。
新时代英语教师
应做到：
develop language skills
with thinking skills,
develop thinking skills
through language skills.
新时代英语教师
