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朋友們： 本篇文章承接上期,，為方便大家參考,，鏈接在此： 選項(xiàng)、決定與行動(dòng)：關(guān)于“課堂教學(xué)管理”的三四思考 - 英語教學(xué)法著作選讀201905（總第1042期） 兩個(gè)典型事例體現(xiàn)的選項(xiàng),、決定與行動(dòng)：關(guān)于“課堂教學(xué)管理”的五六思考 - 英語教學(xué)法著作選讀201906（總第0143期） “英語教學(xué)法著作選讀”系列文章2018年總目錄（含2017,、2016總目錄） ------------------------ 下文選自上海外語教育出版社出版的《學(xué)習(xí)教學(xué)：英語教師指南（Learning Teaching: A Guidebook for English language teachers）》（作者Jim Scrivener）第二章“An Introduction to Classroom Management”（課堂教學(xué)管理入門）。 選文,、翻譯：武太白 2 Classroom interaction 2 課堂互動(dòng) Five types of student grouping are common in the classroom: the whole class working together with the teacher; the whole class mixing together as individuals; small groups (three to eight people); pairs; individual work. In any one lesson a teacher may include work that involves a number of these different arrangements. Varying groupings is one way of enabling a variety of experiences for the learners. 五種類型的學(xué)生分組在課堂教學(xué)中都是很常見的：全班跟教師進(jìn)行協(xié)作,；全班學(xué)生個(gè)體混合；小組（三到八人）,；結(jié)對,；單人。在任何一節(jié)課中,，教師都可能安排有不止一種分組形式的活動(dòng)內(nèi)容,。有變化的分組是一種帶給學(xué)習(xí)者多樣化體驗(yàn)的辦法。 In this section we examine the rationale for making use of pairs and small groups as well as whole class work. There are some suggestions and guidelines for maximizing useful interaction in class - and there are some warnings about how you might prevent learning! 本節(jié),，我們考察利用結(jié)對,、小組活動(dòng)和全班活動(dòng)背后的基本原理。有一些建議和準(zhǔn)則,，用于最大化課堂上有用的互動(dòng)——還有對于可能阻礙學(xué)習(xí)因素的警告,！ Task 1 任務(wù)1 In the list of statements below about classroom interaction, tick any that you feel you can agree with. 在下面有關(guān)課堂互動(dòng)的陳述句列表中，選出你覺得能夠同意的項(xiàng)目。 la It is more important for learners to listen and speak to the teacher than for learners to listen and speak to each other. 1b Students should get most conversation practice in interacting with other learners rather than with the teacher. 2a People usually learn best by listening to people explaining things. 2b People usually learn best by trying things out and finding out what works. 3a The teacher should speak as much as possible in classroom time. 3b The teacher should speak as little as possible in classroom time. 1a 對學(xué)習(xí)者來說,，聽老師講課,、跟老師對話要比學(xué)習(xí)者之間相互聆聽、對話更重要,。 1b 學(xué)生應(yīng)該在與其他學(xué)習(xí)者互動(dòng)的過程中獲取絕大部分對話練習(xí)，而非跟教師互動(dòng),。 2a 人們通常在聽別人講解的時(shí)候?qū)W得最好最快,。 2b 人們通常在試著做事、弄清楚怎樣做才有效的過程中學(xué)得最快最好,。 3a 教師應(yīng)該在課堂時(shí)間內(nèi)盡可能多地說話,。 3b 教師應(yīng)該在課堂時(shí)間內(nèi)盡可能少地說話。 Commentary 評價(jià) The language classroom is rich in language for learners, quite apart from the language that learners and teacher may suppose they are focusing on in the subject matter of the lesson. Students learn a lot of their language from what they hear their teacher say - the instructions, the discussions, the asides, the jokes, the chit-chat, the comments, etc. Having said that, it would be unsatisfactory if the teacher dominated the lesson to the exclusion of participation from as many learners as possible. 語言課堂教學(xué)對于學(xué)習(xí)者來說是富有語言內(nèi)容的,，拋開學(xué)習(xí)者和教師可能認(rèn)為他們上課學(xué)習(xí)的過程中正在聚焦的語言來說,，其他語言內(nèi)容還是很多的。學(xué)生們從他們聽到老師所說的話語中學(xué)到大量語言并化為己用——指示語,、討論,、旁白、玩笑話,、閑聊,，評論，等等,。據(jù)此看來,，如果教師統(tǒng)治整個(gè)課堂，把盡可能多學(xué)習(xí)者的參與排除在外,，那情況就不能盡如人意了,。 The arguments for 1a usually grow from the idea that the teacher knows more of the target language and that by listening to her the learner is somehow absorbing a correct picture of the language, that by interacting with her the learner is learning to interact with a native speaker or an experienced user of the language, and that this is far more useful than talking to a poor user. Thus, by this argument, time spent talking to another learner is not particularly useful time. 1a的論證通常是生發(fā)于這樣的觀點(diǎn)，即教師對于目標(biāo)語言懂得更多,，通過聽講,，學(xué)習(xí)者吸收到的是語言的正確圖景，通過與教師互動(dòng),，學(xué)習(xí)者學(xué)會的與母語者互動(dòng),，或者是與該種語言有經(jīng)驗(yàn)的使用者互動(dòng)，而這要比跟應(yīng)用技能不佳的學(xué)習(xí)者對話有用許多,。因而,，這樣看來，花費(fèi)在與同學(xué)交談上的時(shí)間并不是特別有用的時(shí)間,。 This is OK as far as it goes, but there are a number of challenges to such views. Some are to do with available time: if the teacher talks most of the time, how much time will learners get to speak? If the only conversation practice learners get is one-to-one with the teacher they will get very little time to speak at all. In a class of twenty-five learners, how much time will the teacher have available to speak to individuals? Divide a one- hour lesson by twenty-five and you get just over two minutes each. That doesn’t sound very much. 這話本身也沒什么問題,，但對于這樣的觀點(diǎn)，還是有些質(zhì)疑。一些質(zhì)疑與可用時(shí)間有關(guān)：如果教師絕大部分時(shí)間都在講話,，學(xué)習(xí)者又能有多少時(shí)間對話,？如果學(xué)習(xí)者唯獨(dú)的對話實(shí)踐是要跟教師一對一進(jìn)行，他們能夠得到的講話時(shí)間將是非常稀少的,。在一個(gè)25人的班級,，教師又有多少時(shí)間跟學(xué)生一個(gè)個(gè)對話呢？把一個(gè)小時(shí)的授課時(shí)間除以25,，差不多每人兩分鐘多點(diǎn),。聽起來好像也不是很多。 1b suggests that we could maximize learner speaking time at certain points of the lesson by putting them into pairs or small groups and getting them to talk to each other. Thus instead of two minutes’ speaking time in a whole lesson, they all get a lot of speaking practice within a short space of time. The teacher could use this time effectively by discreetly monitoring what the students are saying, and using the information collected as a source of material for future feedback or other work. 1b提出,，我們可以在課堂的特點(diǎn)節(jié)點(diǎn)把學(xué)習(xí)者說話的時(shí)間最大化,，就是把他們結(jié)對或分成小組，讓他們相互交談,。這樣一來就不是整堂課只有兩分鐘說話時(shí)間了,，他們在有限的時(shí)限內(nèi)得到大量口語練習(xí)。教師可以有效利用這一時(shí)間,，謹(jǐn)慎地監(jiān)督學(xué)生所說的內(nèi)容,，并把所收集到的信息當(dāng)作未來反饋或其他活動(dòng)的材料來源。 I am, of course, making other assumptions. I’m assuming that it is important to give learners opportunities to have useful interaction with others. 當(dāng)然,，我是在做其他假設(shè),。我是在假定，給予學(xué)習(xí)者與他人進(jìn)行有用的互動(dòng)的機(jī)會,，這很重要,。 2a and 2b are about different ways of learning. I believe, from my own learning experiences, and from observing teachers at work, that the most efficient way of learning is for a student to be really involved in a lesson. Explanations, especially long ones, tend to leave me cold; I get bored; I switch off. (A learner might also have real problems in following what is being said.) But challenge me, give me a problem to do or a task I want to complete, and I will learn far more - by experimenting, by practising, by taking risks. 2a和2b與不同的學(xué)習(xí)方式有關(guān)。從我自己的教學(xué)經(jīng)驗(yàn)出發(fā),，也是從觀察其他教師教學(xué)中所得,，我相信最高效的學(xué)習(xí)方法就是讓學(xué)生真正參與到課堂中來。講解,，尤其是長篇講解,，總是令人失去興趣、感到厭煩,、關(guān)閉學(xué)習(xí)通道,。（學(xué)習(xí)者能否跟得上所講解的東西，也是個(gè)問題,。）相反,，向我提出挑戰(zhàn)，給我一道題做,，給我一項(xiàng)我想要完成的任務(wù),，我會學(xué)到更多——通過嘗試,，通過實(shí)踐，通過承擔(dān)風(fēng)險(xiǎn),。 I think you can guess my views on 3a and 3b by now. (Neither the extremes of a nor b,，but closer to b than a.) Observers who watch new teachers at work often comment that they talk too much. An essential lesson that every new teacher needs to learn is that 'talking at’ the learners does not necessarily mean that learning is taking place; in many cases TTT (Teacher Talking Time) actually represents time when the learners are not doing very much and are not very involved. Working on ways to become aware of unnecessary TTT is something to add to your list of priorities. 我覺得至此你們能夠猜出我對于3a和3b的態(tài)度了。（不是a或b這兩種極端中的任何一種,，不過要更接近b而不是a,。）觀察新教師課堂的人經(jīng)常評價(jià)說他們說得太多。每一位新教師都需要學(xué)會的基本一課是,，“對著”學(xué)生講并不一定表示就有學(xué)習(xí)發(fā)生,；在很多情況下TTT（教師講授時(shí)間）實(shí)際上代表的是學(xué)習(xí)者并沒有做多少事情、參與程度不高的時(shí)間,。鉆研技藝，以求對于不必要的TTT做到心中有數(shù),，是應(yīng)該提上議事日程的一件大事,。 ------------------------ 本系列更新維護(hù)不易，走過路過的朋友,，請給點(diǎn)賞錢,。感謝你們，親愛的朋友,！ |
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