瑞安中学 鲍艳桦
一、 问题的提出
1996年国际21世纪教育委员会在《学习：财富蕴藏其中》提出了教育的四大支柱。即学会认知(Learning to know)； 学会做事(Learning to do)；学会共同生活(Learning to live together)；学会生存(Learning to be)。而今，科技全球化、当代经济全球化和未来人才全球化流动的竞争和合作对学校培养人才提出更高的要求。要适应未来社会，仅仅靠在学校接受的教育已不够受用终身，而终身教育又要求人们能够培养独立于教师和课堂的自主学习能力。
而在笔者一年前所做的英语学习问卷调查（我校高一、高二学生，各两个班共187人）中发现，很多学生对英语学习重视不够，英语自主学习能力普遍较低：46%的学生缺乏学习兴趣，50.8%的学生缺乏学习动机。85.8%的学生如果没有师长的督促，不会主动学习。63.9%的学生几乎没有预习习惯。有75.8%的学生自己不制定学习计划，一切主要由老师安排。46.7%的学生把自己目前英语成绩的不理想归因于学校没有良好的英语学习氛围。50.6%的学生阅读时把握不住要点。67.4%的学生不愿意参与课堂英语交际活动。而90%的学生没有利用过网络阅读、收集有关写作资料，只有2%的学生经常利用现代网络进行学习。
总的看来，大部分学生学习相当被动，缺乏积极的学习动机，没有良好的学习习惯和学习策略。在随后的访谈中笔者了解到，学生感到课本上的内容枯燥乏味，为了应付考试，他们依赖教材，依赖老师，习惯于等老师传道授业解惑，等老师的指令。但又不喜欢“教师讲、学生听；教师写、学生抄”的“填鸭式”、“灌输式”的教学模式，也不喜欢尽是老师一言堂的语言知识讲授课和语法分析课；他们希望得到更多的学习自由，又不知怎么做。
基于以上问题，笔者进行了英语自主学习课堂教学的实践研究，希望能在高中英语课堂上更快更好地培养学生的语言运用能力、唤起学生的主体意识、激起学习需要、调动自身的学习潜能，进行自主学习，使学生真正成为课堂学习的主人。
二、理论依据
我国华东师大庞维国教授认为，自主学习(self-regulated learning)与他主学习相对立，指学生自己主宰自己的学习。它可分三个方面：一是对自己的学习活动事先计划和安排；二是对自己实际学习活动的监察、评价、反馈；三是对自己学习活动进行调节、修正和控制。他还将“自主学习”概括为：建立在自我意识发展基础上的“能学”；建立在学生具有内在学习动机基础上的“想学”；建立在学生掌握了一定的学习策略基础上的“会学”；建立在意志努力基础上的“坚持学”。
当前，国外的自主学习理论有多个派别，如以罗杰斯为代表的人本主义理论认为，必须树立“以学生为中心”的教学和学习思想，教学的目的在于培养“全面发展的人”(fully functioning person)；以皮亚杰为代表的认知建构主义理论认为：学习是在原有图式的基础上建构新的认知图式的过程。知识是学习者在一定的情境即社会文化背景下，借助其他人（包括教师和学习伙伴）的帮助，利用必要的学习资料，通过意义建构的方式而获得的。教师是意义建构的帮助者、促进者，而不是知识的传授者与灌输者；学生是信息加工的主体，是意义的主动建构者，而不是外部刺激的被动接受者和被灌输的对象-----这是自主学习课堂的本质特征。
三、创建自主学习课堂
《国家英语课程标准》（实验稿）提出，高中英语的主要任务是学生能发展自主学习和合作学习能力，形成有效的学习策略，培养自身的综合语言运用能力，为他们的终身学习和发展打下良好的基础。
教师在课堂教学过程中应与学生积极互动、共同发展。要处理好传授知识与培养能力的关系，注重培养学生的独立性和自主性，引导学生质疑、调查、探究。在实践中学习，促进学生在教师指导下主动地、富有个性地学习。即使在统一授课式的课堂上，教师也要充分关注学生的个体差异，满足不同学生的学习需要，创设能引导学生主动参与、合作探究、自主学习的课堂环境，并使学习活动能有效地延伸到课外，以激发学习动机和热情，提高学生综合语言运用能力，让每个学生都得到充分的发展。
充分利用信息技术和网络资源，优化教学内容的呈现方式、学生的学习方式、教师的教学方式和师生互动方式。努力寻求信息技术与英语课程的最佳整合点，为学生的学习和发展提供丰富多彩的教育环境。
四、教学实例
本案例的教学内容是新编英语高一(下) Unit 14 Festivals的 Reading部分。这是一篇介绍Kwanzaa(宽札节)的说明文。通过学习Kwanzaa产生的背景、庆祝方式及创办的宗旨，使学生更多地了解西方的节日文化，并领会举办各种节日的真实意义。
【学习目标】
1. 语言知识 (Language knowledge)
Be familiar with some world festivals and talk about them; Know something about Kwanzaa, like the background of the festival, the aim of creating such a festival, etc.
Words: honour /honor(Am.E), ancestor, principle, nation, purpose, creativity, faith, commercial, joy, light (v.)
Phrases: in common, as well as, get together, keep…alive
2．语言技能 (Language skills)
Develop the ability of self-regulated learning. Develop reading skills of skimming, scanning, careful reading, generalization and inference; Develop the ability of searching, gaining, consulting and integrating information; Develop the ability of creating.
3．情感态度 (Emotion & attitude)
Develop the senses of cooperation、helping and learning from each other. Strengthen the sense of team work. Get the students to know the significance of a festival. Get the students to respect their history and culture.
4．学习策略 (Learning strategies)
Develop strategies as follows: Affective strategies (情感策略), Memory strategies (记忆策略), Cognitive strategies (认知策略), Social strategies (社会策略) and resource strategies(资源策略).
【重点难点】
Focus: To know how Kwanzaa was created
Difficulty: To know the true meaning of festivals
【教学方法】
Self-regulated learning, P-T-P in reading
【学习任务】
Before class: Give four groups different tasks.
Group one-get information about Chinese festivals;
Group two-- get information about foreign festivals;
Group three--get information about how the Chinese spend the Spring Festival;
Group four-- get information about how the Spring Festival came into being.
Each group leader integrates the information and make a PowerPoint, ready to give a report in class.
In class: Use self-regulated learning method, finish the reading task and understand the relation between festivals and culture. Take an active part in all activities and be masters of the class.
After class: Have self-evaluation and get further information through various channels. Express their opinions and suggestions on BBS of the 21st Century
【学习环境】
A classroom with the multimedia teaching system
【教学模式及流程】
教师 程序 学生
【教学过程】
教 学 步 骤 设计思想及理论依据
Step1. Pre-reading
Play DVD “Jingle Bell” during break
Activity 1: Festival quiz show (PPt.)
1. Guess the Chinese festivals. (hosted by Group one)
2. Guess the foreign festivals. (hosted by Group two)
3. Report how we Chinese spend the Spring Festival.
(by Group three)
4. Report how the Chinese Spring Festival was created.
(by Group four) 学生通过课前查阅资料，整理资料，编辑资料，在课上主持竞赛和汇报，充分体现自主学习理念。学生个个异常兴奋，很快就融入到课堂活动中。由春节的由来自然导入新课。
Activity 2: Guess
Look at the title of the passage: “The Birth of a Festival”, what do you guess the author will tell us?
Activity 3: Picture talking (PPt.)
What do the special things about Kwanzaa in the picture stand for?
Seven candles: seven days of the festival
Black: the black people
Red: their struggle
Green: for the future and hope that comes from their struggle.
The candle holder:
symbolic of their roots ---- continental Africans
Corn: Symbolic of the black people’s children and their future which they embody.
Thinker: Thinking of the seven principles.
The crops and vegetables:
Symbolic of African harvest celebrations
Gifts (some books…):
Emphasizing the African value and tradition of learning.
Step 2. While-reading
1. Skimming (PPt.) (2’)
Go through the whole passage quickly to find out which of the following items are mentioned:
a. The origin of Kwanzaa.
b. The purpose of celebrating Kwanzaa.
c. The characteristics of the African first fruit festivals.
d. The commercial activities of Kwanzaa.
e. The contents of the seven principles.
f. The safety measures to celebrate Kwanzaa.
g. The differences between the Chinese Spring Festival and Kwanzaa.
2. Scanning (PPt.) (4’)
Activity 1: Analyze the organization of the passage. Think how many parts the passage consists of and sum up the main idea of each part.
Part1(Para1-2): background information of creating Kwanzaa
Part 2 (Para 3-8): seven principles
Part 3 (Para 9): detailed information about Kwanzaa
Part 4 (Para 10): effects of creating festivals
Activity 2: Find the main idea of the passage .(c)
A . How Karenga created Kwanzaa.
B. What are the seven principle of Kwanzaa.
C. Why Karenga created Kwanzaa.
D. How Karenga got the idea of creating Kwanzaa.
3. Careful reading (PPt.) (7’)
Find out more information about Kwanzaa.
When: It was born in 1966 . It is celebrated from December 26 to January 1.
Who: Dr Karenga created it. African Americans celebrated it.
Where: It is celebrated in America.
Why: To celebrate the culture and history of African Americans.
What: Unity, Self-determination, Living together, Working together, Purpose, Creativity, Faith
How: 1. Light a candle each day.
2.Discuss one of the seven principles of Kwanzaa.
3. Gather to enjoy a large meal and to celebrate the new year.
Step 3. Post-reading (PPt.)
Activity 1:Discussion
1. Of the seven principles, which one do you think is the most important? Why?
2. What’s the significance of holding festivals?
They help us understand who we are.
They help us remember where we come from.
They help us remember our history.
They help us understand our culture.
They help share our hopes for a happy future.
They give us the chances to relax and reunite.
They promote friendship and understanding between us.
They develop tourism.
They promote peace, happiness and nature…
培养学生预测的能力
小组合作
发挥想象，充分交流
了解背景，带着疑问，急于揭开宽札节的神秘面纱
个人活动-同伴交流
先快速浏览文章的开始段和结尾段及各段首句或结尾句，作出判断，再和同伴交流，然后全班交流。
培养学生快速阅读能力
个人活动-同伴交流
理清文章脉胳
培养学生概括能力
为下一步找出细节作好铺垫
个人活动-小组交流
让学生带着问题寻找特定的信息，并鼓励学生通过上下文猜测词义，培养良好的阅读习惯。通过交流，获得更多信息，并进行归纳整理，然后输出
小组交流-全班交流
开放性的问题，不同的学生有不同的结论，旨在鼓励学生学会思考，形成自己的观点，并敢于用自己的语言表达出来
以两大组竞赛的方式，刺激英语思维，提高竞争意识
Activity 2. Consolidation
1: Find out useful words and expressions and where they have problems. Then discuss the problems in groups of four. Deal with some common problems in class.
2: Think of the right words according to the explanation, then choose one letter of each word to form a new word which is the key word of this unit. (PPt.)
1) a strong belief : faith
2) two sides of one’s face below the eyes: cheeks
3) the act of destroying something: destruction
4) a country: nation
5) to touch with one’s lips to show love: kiss
6) a written or spoken request to a party, a dinner or a meeting: invitation
7) members of your family who lived a long time ago: ancestors
8) to greet someone or show respect with a formal gesture: salute
festival
3: Comprehension (PPt.)
1) According to the seven principles mentioned in the text, people should NOT ______. (B)
A. be independent B. change any of the old traditions
C. respect their ancestors
D. help to develop their own industry.
2)Which of the following is NOT true according to the text? ( C )
A. Kwanzaa is a young holiday.
B. The word Kwanzaa means first fruit in Swahili.
C. Dr Karenga created Kwanzaa to celebrate American culture and history
D. Kwanzaa is based on old African festivals
3) “…in that way we keep our culture alive.” (The last paragraph) What does the underlined part refer to? (D)
A. To create a new festival.
B. To celebrate history and culture.
C. To create new festivals every year
D. To celebrate a festival and change it a bit.
4) Is there a festival celebrated between ____Christmas and New Year’s Day in the world? (A)
A. /;/ B. the;/ C./; the D. the; the
5) On National Day, people sing and dance to___ the birth of our country. (B)
A. congratulate B. celebrate C. greet D. salute
6) Sometimes I really wonder how I could make friends with a man who has little___ with me. (B)
A. in ordinary B. in common C. the same D. in similar
7) The conflict spread everywhere, into the villages, ____ into the cities. (C)
A. rather than B. or else C. as well as D. instead of
8) ---Some young people today seem to _____ nothing more than fashion and pop music. (B)
--- I agree. But they should seek after elegant taste.
A. agree with B. believe in C. interest in D. go with
Activity 3. Role play----- Interview
Pair work. One plays the role of a reporter from China Daily, the other an African American. Finally the teacher invites some pairs to act out their interview.
Activity 4. Reflective thinking
How to keep our traditional festivals alive? And take one festival for example.
Six students work together(sitting in a circle). One is the editor, writing down all the opinions. One is the leader, encouraging everyone to express themselves. And one is the reporter, reporting their opinions to the class later.
Step 4 Expended reading
My Christmas Story (by Barbara Block)
1.) The writer writes this article to tell people ________.
A. the coming of Christmas
B. how she and her family celebrate Christmas
C. the necessity of having a frugal Christmas
D. what Christmas gifts to buy each other
2.) The following is true of the writer except ________.
A. She is warm-hearted.
B. She is living a poor life.
C. She once bought her husband expensive gifts.
D. She has no children now.
3.) The writer is probably a(n)________.
A. English B. American C. Canadian D. Australian
4.) The underlined word “lesson” in paragraph 7 means __.
A. 功课 B. 课程 C. 教训 D. 一段圣经 个人活动-小组交流
留出时间给学生，让他们自己去发现归纳。通过自学和协作，借助工具，解决阅读中的难点及重点
个人活动-同伴交流
理解巩固本课重点词的含义，巧妙设计猜字游戏，激发学生兴趣，强化本单元话题
个人活动-同伴交流
通过检测性评价，使学生准确理解文章，培养推断、概括等阅读技巧，并在课文的基础上适当地延伸。同时发现自己还存在的问题。
通过语境，让学生去体会、感悟重点词的含义和用法。
同伴合作
在真实的体验中学会使用地道的语言。鼓励不同层次的学生在适当的层次中主动积极参与,使他们各有所获。
要求表演的学生适当加上体态、表情，做到热情自然，观众学生则根据他们的表现进行评价。
将时尚话题引入课堂中，使本课话题进一步延伸；通过引导学生积极关注身边发生的事，提高民族意识。小组（六人）成员分工合作，发挥特长，人人都有表达的机会，课堂气氛热烈。
利用网络资源，拓展学习渠道，扩大阅读量。引发学生对传统节日的反思。形成知识网络。
Homework
1． Oral Work: Read and recite the new words learnt in this class.
Read and recite some beautiful and useful sentences in the text.
2. Written work: Find more information related to festivals by Internet, English books and newspapers or e-pals and make a wall newspaper; Write a short passage on how to keep our traditional festivals alive and pass on your opinions and suggestions to BBS of the 21st century.
3. Useful websites:
www.historychannel.com/Kwanzaa
www.holidays.net
www.englishcat.com
英语课自我成就评价表
姓名： 日期：
1．积极参与课堂活动
2．回答问题次数
3．提出问题个数
4．与人合作
5．任务的完成
评价：①很棒；②我相信会提高；③需要改进
Assessment
课堂报告表演评价表
评价内容 自评 互评
Pronunciation
Fluency
Interesting
Main plots
Facial Expression
满分：20 各项均4分
使不同的学生不同程度地在口头和笔头方面巩固了所学知识；拓展学习渠道，学会自主学习，自主探究；做墙报和把自己的观点和建议创贴到BBS，使学生感到写作是件乐事。这更激发了学习热情和动机。
通过对学生课堂行为、学习行为、个人的言语报告等多角度、多层面地科学评价学生的英语学习，极大地激发了学生课堂参与的积极性，使学生逐步学会自主管理、自主学习，形成有效的学习策略。
【评析及反思】
本课例较充分地体现了以学生为主体的自主课堂教学，是师生学习共同体形成的过程，是学生愿学---乐学---会学---善学的过程。
在本课例中，老师的作用在于为学生提供刺激和诱导，学生是信息加工的主体，是意义的主动建构者。学生通过限时阅读、完成任务过程中的交际和活动成果的交流来促进语言的习得。他们有自由发挥的空间，语言习得的个体差异性得到尊重和体现。根据不同的活动任务，老师对学生进行不同的组合，如同伴合作，小组合作，个人活动-同伴交流，个人活动-小组交流，小组交流-全班交流等使学生通过感知、体验、实践、参与和合作学会学习、分享和自我评价，感受成功。在这一过程中，学生互为合作者，互为目标，互为手段，也互受影响，完全体现了学生在英语课堂教学中的主体作用。
课堂活动丰富多彩，遵循从简单到复杂的原则，并体现生活性和时代性，激发了学生的参与热情，提高了学生的参与度。在本课例中分别设计了节日知识秀、采访和传统节日反思等多种活动情境。而学生始终以各种角色参与课堂活动，如主持人、汇报员、学者、合作者、检查员、编辑、记者、美籍非洲人、反思者、演讲者等。一改过去的哑巴听众和记录员的单一角色。
在时间分配上，学生活动的时间大大增加。笔者在本课例中把细碎的问题综合设计成明确的任务，以多媒体教学手段辅助呈现，减少信息传递过程中的时间浪费，同时减少教师的课堂提问，提示语和大量板书的时间，把更多的时间还给学生。在这节课上，学生的语言输入和活动准备约占18分钟，学生活动交流和成果展示约占15分钟，老师的课堂提示语和点评约占12分钟。这样，有约多于三分之二的课堂时间留给了学生。
在教学上，通过Pre-reading, While-reading和Post-reading三个环节活动的由易到难、层层深入，学生的阅读技巧和识别关键词、推断、预测等微技能及独立获取信息的能力得到培养，形成良好的阅读习惯。开放性的问题，使学生能深入思考，进一步理解主旨，并形成用英语思维，用英语表达的习惯。给学生自由支配的时间， 让他们自己去发现问题、解决问题。学生在课前分组查找资料，筛选过滤，自己动手制作PowerPoint，然后在Pre-reading环节展示的过程不仅培养了学生的探究意识，锻炼了动手能力，而且也激发了其学习英语的兴趣和热情。多元评价机制的引入，极大地激发了学生课堂参与的积极性，使学生逐步学会分析自己的成绩和不足，激励自己，有效地调控自己的学习过程，增强自信心，培养合作精神，并形成有效的学习策略，这对学生的终身教育也是至关重要的。开放性的作业为学生的自主学习提供了更广阔的空间。
通过自主学习的课堂实践，学生对为什么学习、能否学习、学习什么、如何学习等问题有了自觉的意识和反应。在学习活动之前，学生能够自己确定学习目标、制定学习计划、作好学习准备。在学习活动之中，能够有积极主动的学习状态，包括全面参与、主动交往、积极思考、适度紧张等。在学习活动之后，能够对自己的学习结果进行自我总结、自我评价、和自我拓展。