分析初中英语阅读教学现状。阐述KWL教学模式的理论依据和内涵。以人教版初中《英语》八年级(下)Unit 5 Section A The storm brought people closer together为例,探究如何在KWL教学模式下培养学生的思维品质。提出教师应有效应用KWL表...分析初中英语阅读教学现状。阐述KWL教学模式的理论依据和内涵。以人教版初中《英语》八年级(下)Unit 5 Section A The storm brought people closer together为例,探究如何在KWL教学模式下培养学生的思维品质。提出教师应有效应用KWL表格,引导学生通过激活旧知、主动探究、输出新知的方式改进阅读教学,培养他们的思维品质。展开更多
KWLS模式是以学生的已有经验知识为基础,以满足学生学习需求为起点。其中K代表已知,W代表想知,L代表新知,S代表总结和分享。本文尝试将多模态和KWLS教学模式相结合并进行阅读教学设计,利用图片、视频、音频等多种感官,同时配合KWLS阅读...KWLS模式是以学生的已有经验知识为基础,以满足学生学习需求为起点。其中K代表已知,W代表想知,L代表新知,S代表总结和分享。本文尝试将多模态和KWLS教学模式相结合并进行阅读教学设计,利用图片、视频、音频等多种感官,同时配合KWLS阅读教学模式,以学生为主体,关注学生个性特点,运用多元化的教学资源,以期满足学生的个性化需求,提高学生的思维品质和综合语用能力。KWLS model is based on the students’ existing experience and knowledge, in order to meet the learning needs of students as a starting point. Among them, K represents known, W represents wanted, L represents new knowledge, and S represents summary and sharing. This paper attempts to combine multimodality with KWLS teaching mode and carry out reading teaching design. It uses pictures, video, audio and other senses, and cooperates with KWLS reading teaching mode. It takes students as the main body, pays attention to students’ personality characteristics, and uses diversified teaching resources in order to meet students’ personalized needs and improve students’ thinking quality and comprehensive pragmatic ability.展开更多
文摘分析初中英语阅读教学现状。阐述KWL教学模式的理论依据和内涵。以人教版初中《英语》八年级(下)Unit 5 Section A The storm brought people closer together为例,探究如何在KWL教学模式下培养学生的思维品质。提出教师应有效应用KWL表格,引导学生通过激活旧知、主动探究、输出新知的方式改进阅读教学,培养他们的思维品质。
文摘KWLS模式是以学生的已有经验知识为基础,以满足学生学习需求为起点。其中K代表已知,W代表想知,L代表新知,S代表总结和分享。本文尝试将多模态和KWLS教学模式相结合并进行阅读教学设计,利用图片、视频、音频等多种感官,同时配合KWLS阅读教学模式,以学生为主体,关注学生个性特点,运用多元化的教学资源,以期满足学生的个性化需求,提高学生的思维品质和综合语用能力。KWLS model is based on the students’ existing experience and knowledge, in order to meet the learning needs of students as a starting point. Among them, K represents known, W represents wanted, L represents new knowledge, and S represents summary and sharing. This paper attempts to combine multimodality with KWLS teaching mode and carry out reading teaching design. It uses pictures, video, audio and other senses, and cooperates with KWLS reading teaching mode. It takes students as the main body, pays attention to students’ personality characteristics, and uses diversified teaching resources in order to meet students’ personalized needs and improve students’ thinking quality and comprehensive pragmatic ability.
