5月课题组学习记录

学习内容

文本再构与教材整合的思考

学习心得思考

所谓文本再构，就是把教材本来的内容进行重新组合和构建，这种建构是基于教材，基于学生，对教材内容进行的再度开发，从而形成新的教学内容，使我们的教学内容形成一个具有情境和现实可操作意义的一个可观、可读、可感的一个独立的文本。它是上海市教研室英语教学专家、资深教研员、特级教师朱浦老师提出的“文本再构”。同时，文本再构也是新课程背景下中小学英语教师专业化发展的有效途径之一。

整体再构，即整合或合理调整语言材料以注入更多的语量，体现一定的创造性、情境性和整体性

小学牛津英语每册教材都是分几个大模块，每个大模块下面分几个小单元，小学中低年级的教材内容比较简单，每个小的单元中要求掌握的单词和句型都比较少，而且教材编写的顺序一般是把对话放第一部分，要求掌握的四会单词放第二部分，后面又跟游戏，儿歌之类的教学内容。若按教材顺序上课，将费时费力，还不一定有好的教学效果。所以我对教材进行了一些思考，并根据教学的重点和难点，对教材的顺序上进行了一些小小的调整，把相关的内容进行了重新整理和设计，使内容更丰富，联系更缜密。

在教学过程中我们努力寻找学生现有的语言知识和学生的生活经验之间的切合点，通过衔接学生的生活经历和情感体验，展开合理的想象为我们的语言交际创设合适的情境，这样不仅可以激活学生的语言知识，激发学生内在的情感体验，建立课堂内外的联系，还可以增强孩子主动运用语言进行交际的内在兴趣，从而培养孩子主动运用英语表达的良好思维习惯，真正体现英语语言的交际性和功能性。

    五年级下册unit5 Helping our parents主要是围绕Mike在家帮助父母做家务这个话题展开，文本用现在进行时态展示Mike一家人忙碌的一天，画面感很强。那么我们也可以模仿文本进行写作表达和输出，说一说我们的一天《My day》，学生结合生活实际可以完整地描述自己家人的一天。如：写作指导《My day》我的一天

It is Saturday morning. My father and mother do not go to work.We are doing housework at home. Look,my father is reading newspaper. I'm reading fairy tales.

My mother is cooking breakfast in the kitchen.　She’s cooking eggs for us.

My sister is doing her homework in the study.

My little brother is sleeping in the bedroom.

He often gets up late. He’s too young. He cannot do much housework.

It's in the afternoon. My cousin Jimmy comes.

My mother is busy cooking dinner. My sister and I are helping her.

I'm cleaning the table. My sister is washing the dishes.

My brother and my cousin are watching TV in the living room.

They are eating fruit too.

This is my day. We are all very happy.

学生放学后在教室打扫的场景也是孩子们熟悉的画面，同学们也可以发挥想象来描述一下放学时教室的情景。如：《School is over》

School is over. Some students are busy cleaning the classroom. Look,LiuTao is cleaning the desk. Suhai is sweeping the floor and Suyang is mopping the floor. Mike is cleaning the window. Yangling is cleaning the blackboard. And some children are not cleaning the classroom. They are playing the games and doing their homework.Our teacher is helping us put the desks and chairs in order. We are all very happy.