巧借媒体教学优势引导学生自主学习.docx

巧借媒体教学优势 引导学生自主学习

广西南宁市南宁外国语学校 林万春

在现代信息技术日益发展的今天，网络及多媒体技术也越来越多地应用于课堂教学中，尤其在小学语文课堂教学中，巧妙地运用网络及多媒体电教手段，发挥情境教学的作用，为儿童创造生动形象的语言环境，唤起注意，激发兴趣，从而引导学生自主地理解语言、积累语言、运用语言，最终达到学会读书、学会积累、学会学习逐渐提高学生能力的目的，会收到传统教学手段无可比拟的效果。
一、创设情境，激发兴趣
“兴趣是最好的老师”，学生的兴趣往往源于好奇心。特别是低年级的学生，在刚上课时，情绪很难马上平静、稳定下来，如果运用图像、动画、声音、颜色等网络及多媒体教学信息，则一开始就能抓住学生的好奇心。如在学习高中英语选修⑥Unit Two (Period Two) Reading一课时，so am I dealing with: First click on the courseware. Elegant colors of the western painting are bright and beautiful in front of students at present. Second I'll ask the student to take a look at them, asking about “A short history of western painting”. The students have an interest in the famous pictures, also have a preliminary understanding of the text. Finally, I'll tell the students to read the text and judge the following sentences which is true or false.
1. Western art has changed very little over the last seventeen centuries. (　　)
2. Paintings in the Middle Ages did not use perspective. (　　)
3. Impressionists painted landscapes. (　　)
4. You cannot recognize any object in abstract modern art. (　　)
5. In the Renaissance most artists painted indoors. (　　)
6. Abstract art is still an art style today. (　　)
在这基础上，让学生借助读通课文，学生就这样积极地进入了角色，认真地读课文，从中知道世界名画是人类文明的一笔独特财富。它以图像的方式记录了世界名画发展的历史，表达了真挚的情感，凝结了深刻的思想。不同民族之间可能无法直接用语言进行交流，但名画却拉近了人们之间的距离，因为通过这些名画，人们更增强了认识世界的好奇心。
二、运用情景，激趣导学
运用网络环境、网络及多媒体组合来创设情境，使学生在多种感官的作用下受到感染和熏陶，对当前学习的内容产生浓厚的兴趣，形成一股不吐不快的强烈表达欲望。例如，在学习高中英语选修⑥ Unit 2 Poems（Period Two）Reading时，我要求学生在课前收集诗歌，课开始时我先让学生背诵三首的诗歌，激发爱诗的情感。然后以PPT形式将诗歌呈现出来，并配上音乐。由于画面的吸引，学生在教师的引读下，从爱读发展到会读、能读、能背。例如，the first poem is A Spring Morning
I awake light-hearted this morning of spring.
Everywhere round me the singing of birds.
But now I remember the night, the storm.
And I wonder how many blossoms were broken.
——By Meng Haoran
The second poem is The Willow
The slender tree is dressed in emerald all about.
A thousand branches droop like fringes made of jade.
But do you know by whom these slim leaves are cut out?
The wind of early spring is sharp as scissor blade.
——By Meng Haoran
The third poem is In the Quiet Night
So bright a gleam on the foot of my bed.
Could there have been a frost already?
Lifting myself to look, I found that it was moonlight.
Sinking back again, I thought suddenly of my home.
——By Li Bai
在这个基础上，分组展示。实践证明，作为一种现代化的多媒体所显示的形模拟了事物的情景，再现了生动的画面，从不同程度不断地形成不同的兴奋点，激发了学生的主动性、积极性、创造性。
三、引人入境，主动学习
教育家赞可夫说：“要以知识的本身吸引学生学习。”学生无论学会任何东西，最终都要通过自己的内化。电教是为学生的自主学习创设情趣，让所学的知识能够吸引学生，在老师精要的指导下变教为导，使教服务与学，让学生自己做主，使学生产生一种自我学习的责任感，集中精神利用课件，自觉学习。学习知识、形成技能，就要先自学，先尝试，自己领悟，不断积累。例如，在学习高中英语选修⑥ Unit Three A Healthy Life (Period Two) Reading一课时，我就充分利用多媒体课件，去锻炼学生的自学能力，培养学习习惯。我要求学生自读课文，自己在读通的基础上,完成如下阅读理解题。
1. What’s the main idea of the first part?
A. The grandfather lives a healthy life because of his quitting smoking.
B. The three ways of becoming addicted to smoking.
C. The harmful effects of smoking.
D. A letter explaining how a smoker becomes addicted to cigarettes and why he should give it up.
2. What’s the main idea of the second part?
A. Advice on how to stop smoking.
B. How to prepare yourself.
C. Suggestions on breaking the habit of smoking.
D. Millions have managed to quit smoking and so can you.
3. The first sentence of the letter shows James’ granddad _____________.
A. lives a healthy life                     B. is addicted to sitting in the garden
C. has nothing to do at home              D. is tired when returning from a long bike trip
4. In what way did the old man try to persuade his grandson to give up smoking?
A. Using scientific theory.                 B. His failure in love.
C. His sports activity.                    D. His own experience.
5. __________ forced James’ granddad to give up smoking.
A. That he ran too slow                  B. That he was taken off the school football team
C. His girlfriend                        D. His parents
整节课，教师在点拨、引导，让学生自己去研究、探索、感悟，如果以自己的力量解决不了，就可以读后质疑，为学生提供了一个思维想象的空间，进一步理解课文，体会感情，达到以读代讲、读中理解的功效。在活跃的气氛中培养学生的自学能力，并通过读中的感悟，不断地积累课文的好词好句。
总之，结合学生实际和教材内容要求，巧妙地运用网络及网络及多媒体优化组合，创设情景，在教师的点拨下，让学生自读、自悟、自练，利用信息技术手段开拓学生自主学习的渠道，熟读精思，在语文教学中，学会对语言的感悟和积累，充分发挥语文的工具性的特长，还学生以主人的地位，把学生的自主学习落到实处，最终达到“教是为了不教”的目的。 
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