——Writing based on Project 教学案例与分析
王悦 江苏省南京市临江高级中学 211102
一、案例背景
本单元以“What is happiness to you”为话题，展开了什么是幸福、如何寻找幸福的讨论。在本课之前，学生已在Reading部分通过阅读一篇采访，了解到体操运动员桑兰是如何面对困难，以及如何在困境中寻找幸福的。基于此，本课将在引导学生阅读Project两篇文章的基础之上，体会不同的人对幸福的不同理解，并结合自身实际，探寻幸福的深层意义和获取幸福的方式。本节课的课堂活动是通过自主学习和小组合作写一篇关于对幸福的理解的文章，并当堂呈现。通过本课的学习学生能够加深对幸福的理解，正确认识、珍惜幸福，及时调试自己的心情，积极面对问题、解决问题，形成积极向上的人生态度。
二、设计思路
本课为基于阅读的写作课，主要由两部分组成：阅读和写作。第一部分通过阅读Project两篇文章使学生了解到不同的人对幸福的理解不同，并通过批判思维部分所设置的问题展开讨论，深入探寻幸福的真谛。在写作部分，学生将在老师的引导之下，运用阅读和讨论中积累的信息，分段完成写作任务,并以小组合作形式张贴在小组大纸上，在教室墙壁展示。
三、教学片断
Critical thinking和making a two-page handbook about happiness部分。
T：In Golden days，why does the writer think those days were happy？
Ss：Because he didn’t have any worries.
T：Good.What did he have to do at that time？
S1:All he had to do was go to school and spend a few hours studying after school.
S2：And he didn’t have to do any housework because his parents took care of everything.
T：Good.In a word，he could fully enjoy his adolescence.Then what about the second essay？Why does the writer think it is nice to think the happiest days are still in front of her？
S1：Because it gives her the motivation to work hard now.
T：Yes.Does she think an adult lives a better life than a teenager？
S2：Yes，she thinks that an adult can make his or her own decisions and do things he or she enjoys. He or she can have a secure job that he or she likes and finds happiness in being successful at it.Teenagers have to work hard at school and should always be doing or learning things，so they don’t have time to relax.
T：Good.It seems that the two writers have different ideas about the happiest time in their life.What can we learn from the two writers？Let’s have a discussion.
设计意图：通过阅读两篇文章，了解两位不同年龄的作者对于幸福的观点，引导学生体会不同的人对待幸福的认识不同，并得出自身对于幸福的认识：幸福是珍惜现在的学习生活，充分发挥自己各方面的能力，为将来走上社会、迎接美好的人生打下坚实的基础。
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T：We had a heated discussion and you did a very good job.Can we share our ideas about what is happiness and write them done on your student’s paper？
______（快乐 n.）means ______ ______ to ______ ______.
To some，happiness means ______;to some，happiness means ______;to some，happiness means ______and to some，happiness means______.
T：Good.I can see many really good ideas.Happiness means a lot and different people have different ideas.It is something that we all want to go after，right？
Ss：Yes.
T：How can we achieve happiness？There are many approaches.Let’s watch a video and see what people do to acquire happiness.You can take down important information so as to make your summary.
There are different ways to acquire happiness.
●enjoy ______ ______ instead of living in the past and dreaming about the future.
●follow our parents' ______
●struggle to get through ______
●enjoy little things that have nothing to do with money
●share with ______
●take care of our ______
●……
T：Good performance.After learning so many people`s ideas about how to achieve happiness，what do you think of question？Please have a discussion and get ready to make a two-page handbook in your group. Here are your tasks.You can decide which one you would like to be：A，B or C.Each group has two As，two Bs and two Cs.
Student A：不同的人对快乐的理解不同。
Student B:获得快乐的途径有很多。
Student C:你的快乐观。
A1
______（快乐 n.）means ______ ______ to ______ ______.
To some，happiness means ______; to some，happiness means ______; to some，happiness means ______ and to some，happiness means______.
B1
There are different ways to acquire happiness.We can find happiness by ______.We may feel happy when we ______.Sometimes，when we enjoy things that have nothing to do with money，we also______.Sometimes，happiness comes from ______.
C1
In my opinion，happiness is ______. It is at present instead of ______ or ______.Life is a long journey where we can ______. But whatever happens，we should ______ and ______to make every day a meaningful life.
T：After you have finished your writing，please stick your paper to the big paper of your group and post it onto your classroom walls.
设计意图：通过层层推进，引导学生进行关于幸福这个话题的深入思考，并将阅读、讨论、观看视频中得出和积累的信息切实运用到写作中去，做到读写结合。在学生独立完成一部分写作任务的基础上，以小组合作的形式将写作成果展现出来。
Group____
Ａ粘贴处
Ｂ粘贴处
C粘贴处
四、案例反思
1.在教学过程中，学生应始终是学习的主体，而教师则只扮演一个引导者的角色。教师有效引导是必要的前提和基础，学生的理解是保证，学生的运用能力是关键，学生的创造性思维是升华。只有充分发挥教师的主导作用和充分体现学生的主体作用，才能提高课堂效率和质量，真正提高学生的语言能力。
2.本案例重点在指导学生在阅读基础上的写作，需要学生通过阅读获取重要观点和信息，并将其运用到写作中。在核心素养的时代引领之下，我们要培养学生的读写素养，正是要学会运用语言文字获取信息、认识世界、发展思维、获得审美体验等，并将之运用到写作中。因此我们在教学设计中就要注意培养学生理解、欣赏、评价、运用的能力。
3.英语阅读和写作体裁题材丰富多样，在平时的训练中，要让学生尽可能地涉猎广泛的内容与形式，扩大他们的知识面。在课堂中可以采用自主学习和小组合作的形式，提高课堂效率，打开学生思维。
论文作者:王悦
论文发表刊物:教育学》2017年11月总第131期
论文发表时间:2018/1/26
标签：幸福论文; 学生论文; 小组论文; 人对论文; 形式论文; 能力论文; 快乐论文; 教育学》2017年11月总第131期论文;