作业标题：结合高效课堂谈谈如何开展高中英语试卷评讲课 作业周期 : 2019-05-21 — 2019-06-05
所属计划：高中外语教学计划
作业要求： 试卷评讲课是高中英语课型中的一种，但由于在高一和高二的试题评讲频率较低，试卷评讲课并未引起大多数老师的重视。同时随着高效课堂模式的提出与实施，高三年级的英语教师越来越重视试卷评讲课的高效性。无论您现在是否担任高三，请结合本次任务要求谈谈如何高效的开展试卷评讲课。 附：试卷评讲课教学案例 高中英语试卷评讲课教学设计 Something about the students: As for most senior students , they have accumulated a number of words and expressions ,but still they get low scores in the part of reading comprehension in exams. Many students lack an effective way to solve reading comprehension questions. Most of them know little about the rules and features of the questions, and they also don’t know how to improve the skills and scores in reading comprehension, so when meeting a little more difficult questions, they feel puzzled and made mistakes. Teaching aims： 1. To analyze the results in the test paper 2. Help the students learn the rules of designing questions in reading comprehension. 3. Lead the students to find solutions to avoid similar mistakes in the future 4.Let the students accumulate useful words and expressions from the passages Teaching important points： 1. Help the students learn the features of main idea nd word guessing questions of the reading comprehension 2. Improve the students’ability of answering questions of reading comprehension Teaching difficult points: 1. Train the students to solve main idea and word guessing questions accurately 2.Train the students use rules to answer questions correctly。 Teaching strategies ： 1. Work in groups to solve questions 2. Different examples to consolidate what has been learned. procedure: Process Teacher’s activities Student’s activities Purposes Time planned Step 1 Preparation（analyze the results of the test） Analyze the results in the test paper and praise the students who did well Make a self-analysis Let the students know their main problems and encourage the students who did well 3mins Step 2 Discussion Ask the students discuss main idea questions36,47 Discuss main idea questions36,47.in groups Guide the students to think of the rules and conclude the methods to solve such questions 3mins Step3 Presentation 1. Ask the students to explain how they choose the best answer. 2. Present the steps of doing the two questions 3. conclude the methods 1. Explain the reasons of choosing the best answer 2.Talk about their usual ways of doing main idea questions 3.learn more ways Let students know and master the steps of doing main idea questions 5mins Step 4 Practice 1. Ask the students to skip the passage to get the topic sentence. 2. Ask the students to tell the methods used in the questions. 1. Skip the passage to get the topic sentence 2.Train the students to use the methods to solve the main idea questions Consolidate the steps of doing main idea questions 5mins Step 5 Check answers 1. Guide the students to discuss in groups about the answers. 2. Ask some students to present their answers and explain the reasons. 3. Collect the students’ problems and help them whenever necessary. 1. Discuss in groups about their choices. 2. Some students present their answers and reasons, while the others listen and think. 3. Think about the skills they used while doing the reading questions 1.Improve their confidence by cooperating with others 2. Train the students’ ability to summarize the skills themselves 3mins Step6 Discussion Ask the students discuss main idea questions35,39,45 Discuss main idea questions35,39,45.in groups Guide the students to think of the rules and conclude the methods to solve such questions 3mins Step7 Presentation 1. Ask the students to explain how they choose the best answer. 2. Present the steps of doing the three questions 3.conclude the methods 1. Explain the reasons of choosing the best answer 2.Talk about their usual ways 3.Learn more ways Let students know and master the steps of doing word guessing questions 3mins Step 8 Practice 1. Ask the students to skip the passage to guess the meaning of the underlined words 2. check the answers . 1.Use the methods learned to get the meaning of a word Consolidate the steps of doing word guessing questions 5mins Step 9 Check answers 1. Guide the students to discuss in groups about the answers. 2. Ask some students to present their answers and explain the reasons. 3. Collect the students’ problems and help them whenever necessary.4.Ask the students to tell the methods used. 1. Discuss in groups about their choices. 2. Some students present their answers and reasons, while the others listen and think. 3. Think about the skills they used while doing reading questions 1.Improve their confidence by cooperating with others 2. Train the students’ ability to summarize the skills themselves 5mins Step10 Words accumulation Make a list of the useful expressions and ask the students to give the Chinese meanings by means of dictionaries 1. Give the Chinese meanings by means of dictionaries 2. Read the expressions. Enlarge the students vocabulary 3mins Step11 Homework Assign homework Know what they need to do after class Consolidate what they have learned in class 1 min 板书设计： Correct answers Students answers Group work 课后反思：这堂课内容较多，一堂课处理起来较难，应做一些删减。 学生讨论思考时间充分才能更有学习效果，
发布者：李亚飞
提交者:学员付闪闪 所属单位:沈丘县第一高级中学 提交时间: 2019-05-21 11:56:39 浏览数( 4 ) 【举报】
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试卷讲评，作为教学活动中的一个环节，是我们教师经常做的工作。在传统的试卷讲评课中，教师往往采用"从头到尾，逐题讲解，满堂灌"的方式，而学生只是被动接受，听得头脑发涨，更有甚者昏昏欲睡，整个课堂气氛沉闷，教师讲得口干舌燥，而学生获之甚少。因此，怎样上好英语试卷的讲评课，并通过讲评充分发挥考试对教学的评价功能，提高教学效率呢？笔者认为，在试卷评讲过程中应遵循以下几个原则：
一、精挑细选原则
在平时的试卷评讲过程中，我们有的老师总担心知识考点有遗漏，生怕学生对知识点掌握不彻底，往往是满堂灌，并对有些知识点不断进行拓展。结果拓展的越宽，学生越感到迷糊，学生心理压力往往会由此而生。按这样的模式评讲下来，两个教学课时都还不够，效果也可想而知。传统的讲评课的教学模式以灌输知识为主，以讲得深、讲得透为好，所以教师往往独统整个课堂，学生只是被动地接受答案，很少有机会参与到讲评课中去，也很少有反思质疑的时间。事实上，英语试卷讲评作为一种知识的重构过程。笔者认为，试卷评讲课也应该预习在先。评讲之前，应有课代表提前告知答案，让学生先对找答案找自己的问题并提前做好笔记，评讲时采取学生快速提问的方式，有针对性的进行评讲。此时学生的注意力也更集中，收到的效果也更好。因此，只有师生双方共同参与，互相交流，在思想的碰撞中，在彼此的探索、合作学习中，才能有所感悟，才能有所收获，也才能更有效地学习。
二、教师的引导性原则
现代教学理念中教学是一种交往，试卷讲解交往的"话题"是试题。教师作为组织者、引导者，要充分发挥其主导作用。只有导航方向正确，才能做到有的放矢。教师的引导作用主要表现在以下几个方面：第一，查漏补缺。教师可以利用阅卷过程中统计各题的得分率、正确率、等数据，找出错误症结，估猜学生受阻环节。上课时针对学生答案所指的带有普遍性的问题，结合学生实际情况进行讲解，让学生了解其错误的性质及根源，明晰今后的学习方向；第二，拓宽深化。教师所选择的问题不仅要适合学生现有的水平，而且要考虑到能促进学生向高层次水平发展。比如在讲评书面表达时，教师可以根据学生写出的一些简单句，启发学生尝试用一些较高级的词汇或一些复合句去表达同样的意思。在单项填空题中，也可将某一知识点进行横向的拓宽与纵向的延伸，也可以适当地引经据典，让学生能够举一反三，触类旁通。
三、学生的情感体验原则
试卷评讲课上，学生启而不发，呼而不答，课堂气氛沉闷的情况与学生的心理和情感有着很大的关系。在激烈的学习竞争和高考的压力下，学生衡量自身成败的标准并不成熟，自我心理调整能力还不强。因此我们教师要对学生进行心理指导，帮助他们分析成功之处，失败之因。学会正确的自我肯定和否定。教师要营造和谐宽松的课堂氛围，多给予学生肯定和激励，与学生一起分享成功的喜悦的同时，更要一同面对挫折和失败的过程。教师还要运用教育心理学的知识来化解他们的心理负担和压力，使他们保持健康的心理状态。总之，要让学生放下包袱，端正态度，积极主动地参与到课堂教学中来。
四、教学相长原则
试卷讲评对师生双方而言是个互惠互利的过程。师生双方不仅在讲评课中得到了许多的反馈信息，而且也是双方共同反思评价、调节教学的过程。从学生方面而言，学生从同伴和教师所给的信息反馈中注意到自己的弱点，并通过互动来克服弱点，从而提高认知水平。另外，学生在老师的指导下把试卷中的题目建到自己的错题库中，以便随时反思，查找自己的考试失误，以免再次犯错。而对教师而言，教师通过试卷讲评了解到学生的认知过程，也从参与学生的小组讨论中学到很多新东西，因为有时学生所说的内容和词汇教师并不一定知道。其次，通过试卷分析、讲评，教师对自己的教学方法、教学内容、教学思想等进行修改、调整，找出教学中的薄弱环节，剖析其中存在的问题，以便更扎实地推进教学，力争取得最佳的教学效果。