如何在英语课堂中达到“预设和生成”的统一

刘小妮

一、问题的提出

“多向互动、动态生成”是新课程课堂教学的主要特征。传统的课堂，教师是灌输者，学生是倾听者，教学任务大多是在教师的预设下按部就班地完成，学生思考不足，课堂有效的动态生成很少。进行课堂教学改革以来，笔者所在学校的教师正在从对高效课堂的理念和课堂操作方法的关注转向对课堂教学过程和实效的追求，对导学案设计和课堂教学效果的讨论已成为落实课堂教学改革理念、提升课堂实效的关注焦点，其中越来越多地涉及课堂生成的话题。三年来，通过研究学校的各种研讨课、过关课、比赛课、示范课，笔者发现大部分教师能按照预设，也就是课前教师们精心编写的导学案，比较顺利地完成课堂教学目标，课堂上学生活动也比较丰富，学生展示时积极大方。但学生主要是展示课前完成的导学案，核对答案，那些课前已经掌握了该知识的学生参与的积极性不高。课堂上学生的质疑对抗很少或没有，课堂缺乏生命的活力、缺乏思维的精彩碰撞、缺乏师生之间的真情互动。简单地说，就是缺乏课堂精彩动态的生成。随着学校课堂教学改革的深入，预设和生成这两个相对对立的概念已不断融入教学实践中。如何处理预设和生成的关系，成为进一步深化课堂教学改革、提高课堂教学质量的一个亟待解决的问题。

二、课堂的预设与生成

（一）什么是课堂教学预设与生成

课堂教学预设是教学主体的筹划和设计活动，即教师面对教材、面对学生应考虑的两个问题：学什么与怎样学最有效的基本定位和假设路径，它包含了教学理念及在理念引领下的具体教学的操作层面（策略）。它具有有效引导学生自主学习、能动学习并有机整合学习目标的“理想意图”和操作思想。教学预设包括确定教学目标，分析教材和学生，确定重点和难点，进行教学过程设计，安排教学时间，思考课堂互动模式，选择对教学效果的评价方式，设计和安排课后作业等。

课堂教学生成通常以学生的思维、参与和情感体验为重心，使师生和生生在特定的情景中展开真情互动和真心交流，在互动和交流中引发思维碰撞、激活灵感、发现新知、产生感悟、分享感动，以达成新的理解、生成新的知识、产生新的感悟。生成的教学往往表现为“茅塞顿开、豁然开朗、怦然心动、妙不可言，表现为心灵的共鸣和思维的共振，表现为内心的澄明和视觉的开朗”（余文森 2006）。

（二）课堂预设与生成的关系

巧妙的课堂预设与精彩生成是成功课堂教学不可缺少的两个方面。预设和生成是相互依存的，没有高质量的预设就没有精彩的生成；反之，如果不重视生成，预设就会僵化，没有生命力。只有预设和生成并重，课堂才会焕发精彩的活力。因此，我们必须思考“预设什么？”“怎么预设？”“如何预设促进生成？”“如何提高生成完成预设的目标？”等问题，最终达到预设和生成的统一。

三、在英语课堂中如何做到有效预设和精彩生成

《英语课程标准》指出：“课堂教学不应当是一个封闭系统，也不应当拘泥于预先设定的固定不变的程序，预设的目标在实施过程中需要开放地纳入直接经验、弹性灵活的成分以及始料未及的体验，要鼓励师生在互动中即兴创造，超越目标预定的要求”（教育部 2001）。根据新课程的基本理念和课程实施的基本要求，要在教学中突显学生为主体，教师为引导者的教学模式，从学生的实际出发，深入了解学生，预测学生的学习方式，预设出富有针对性和可行性的英语教学策略，从而提高英语课堂教学效率。那么，如何在英语课堂教学中达到预设和生成的统一？笔者根据教学实践，总结了如下一些心得体会：

（一）预设合理的教学目标，生成有效的教学资源

布卢姆（2009）认为：“有效教学始于准确地知道需要达到的教学目标是什么。清晰明确的目标使教学活动自始至终处于期望的有目的的控制之中。目标导向使师生双方在教学过程中均有方向感，教学结束时均有达标感。”因此，课前教师应让学生明确所学知识的目标要求，让学生预先对新旧知识作积极复习和预习，使新课学习更具目标性和指向性，而有目的的学习也大大激发了学生学习的积极性。此外，教师还应对教学目标的预设作精心的调配和细致的落实，制定符合学生认知规律的具体教学目标，使学生一目了然而又可以达到。

如：在在人教版选修7 Unit 5的Reading Keep It Up，Xie Lei— Chinese student fitting in well的教学中，需要学生理解标题的内涵。该篇文章标题包含了一个新词组keep up，比较难理解，笔者打破传统的先讲标题再讲文章内容的形式，将标题的处理在文章学习结束时进行，并预设了一个学习任务，让学生就文章的标题Keep It Up，Xie Lei—Chinese student fitting in well进行修改或重新拟订。课堂上学生独立思考后，在小组内进行讨论，确定本小组的最佳标题，全班一起交流，共享成果，最后评选出最佳标题。

【课堂生成】

“Well done，Xie Lei”

“Xie Lei is the Chinese students’pride”

“A Chinese girl—Xie Lie in western university”

“Xie Lie’s pains and gains”

“Come on，Xie Lie”

从学生生成修改的标题来看，学生基本上掌握了文章的大意，对人物的性格特征有了比较全面的认识，达到了教学目标。这种让学生围绕学习目标自主讨论的预设，能激发学生学习的积极性，让学生在体验学习的过程中不断创新，促使其个性意志和自主意识得到了最大发展和最快提升。

（二）预设有效的教学问题，生成有效的教学活动

生成需要一定的空间，空间是生成的前提条件，如果预设的空间过窄，答案唯一，生成必将太小；反之，如果预设空间过大，答案漫无边际，生成必将太杂。有效的问题能激发学生讨论、思考，能使师与生、生与生在学习过程中保持一种对话式、互动式、学生自主式的学习状态。一个合适的问题，可以激活学生思维，创造生长点，能使学生全神贯注投入到良性思维情景活动中，产生积极的互动。例如，教学Module 7 Unit 1 Living well Reading一课时，笔者给学生预设了这样一个问题：From Mary’s inspiring story，what have you learned from?

学生结合课文所学知识给出了不同的见解：

1.We should be patient with people with disabilities.We shouldn’t get annoyed just because they are slow.

2.We shouldn’t feel sorry for them.That might hurt them.

3.We should help them in a clever way.

4.We should encourage them when they feel down.

5.Just having a disability doesn’t mean your life is not satisfying.

6.Everyone can live well even if he has a disability.

结合学生的回答，笔者引导学生做出小结：Disabilities can be visible or invisible.People with invisible disabilities don’t look disabled.Depression，sleep disorders and learning difficulty are invisible disabilities.No matter what disability one has，life is not easy.They have many difficulties to overcome，but they should keep in mind they can also live well，even achieve great success.

（三）预设真实的教学情景，生成真实的教学情感

教师应“以生为本”来完成教学预设，让个性各异的学生带着自己的知识、经验、思考、灵感、兴趣去参加课堂学习，并成为课堂学习的主体。学习虚拟语气在写作中的应用时，笔者给学生预设了这样两个话题：

话题1：有关佛山小女孩悦悦被撞，18个路人见死不救的新闻引起了全国人民的关注，假如你路过会怎么办；你是伸出援助之手还是袖手旁观？

话题2：假如你处在那些动物的处境，对人们喜欢和动物照相你会有什么反应？（2009广东）

这两个话题都与学生的生活息息相关，并且就发生在我们身边，学生有很多话可说，学生大脑处于开放式益智活动状态。学生围绕这两个话题进行了热烈的讨论，并将虚拟语气的结构在自己的作文中运用得淋漓尽致。以下是学生生成的习作。

【话题1】

学生生成习作1：The little girl，Xiaoyueyue who was crashed by a car，had not been saved by the 18 passers-by，which caused me a deep thought.If I were one of the passers-by，I would have stopped and offered my hand to help her.I would have called for help and sent her to hospital.Had we helped her without hesitation，we might have saved her.How I wish that had not happened and she had been saved and could live today.

学生生成习作 2：If I had passed by，I would have lent a helping hand to her.If people realized the importance of life，they would have offered their hands.Xiaoyueyue would have been helped by the doctors，and her parents wouldn’t have heard the sad news.Helping others is helping ourselves and this is what everyone should do.If the girl hadn’t died，she would play and play happily with her friends.If everybody offers a little love，the world will be more beautiful.So，it’s of great importance for us to help others extremely when they are in trouble which is also our responsibility.

【话题2】

学生生成作品 1：If I were the animal，I would feel unpleased or even angry with this impolite behavior of taking photos with me.Perhaps I would show my angry face to them or make them frightened.What’s worse，I would like to bite them if they interrupt me or my friend.It is unfair for me.We would be affected by the light of the cameras，which do harm to our eyes.Thus，it’s necessary that people should not take photos with animals as possible as they can and people should show respect to animals.

学生生成作品 2：If I was an animal，I would feel happy when people take photos with me.The reason why people like taking photos with me is that they think I’m cute or beautiful.Apart from that，they can have a wonderful memory.So I was an animal，I would not mind people’s taking photos with me.I would be delighted with the visitors’taking photos with me.It’s high time that human beings and animals got well along with each others.

又如在 Module 3 Unit 5 Canada—The True North Noun Clauses（名词性从句）的教学中，笔者给学生预设了这样的练习：Rewrite the sentences with a noun clause as the appositive.

Example：Global warming might be increasing.This possibility worries scientist.The possibility that global warming is increasing worries scientists.

1.The fact was reported in the newspaper.The teachingrevolution（课改）in ourschoolis successful.

2.The news spreads all over the school.A lot of teachers come to visit our school today.

3.The new English teacher wished that she would come and visit Zhengzhou again.She expressed her wish in her speech.

4.All the people were excited when they heard the news.115 trapped miners were rescued successfully in Shansi.

以上的几个例句都是发生在学生身边的事情和情景，学生一看到就觉得很亲切，这样语言学习就有了真实的语境。通过这个练习的预设，一方面让学生掌握了知识，另一方面，学生在真实情景的教学氛围中产生了许多无法预计的课堂兴奋点，使课堂教学有效而精彩。学生的生成也是非常精彩：

S：In the third sentence the new English teacher’s wish is that she would visit Zhengzhou again.So we can rewrite like this：

The new English teacher expressed her wish that she would visit Zhengzhou again.

T：Yes，I do wish I can visit Zhengzhou again because I have made a lot of new friends here.

S：In the fourth sentence，the news is that 115 trapped miners（矿工）were rescued successfully in Shansi.

So we can join the two sentences like this：All the people were excited when they heard the news that 115 trapped miners（矿工）were rescued successfully in Shansi.

T：Are you excited to hear the news?

Ss：Yes.

T：We are sorry to hear the news that the terrible disaster happened in Shansi.And until now many miners are trapped under the mine.So let’s give our best wishes to them.Wish them safe.

（四）预设留白，给学生生成的空间

教师要让课堂留有自主的空间，要让教学留有拓展的余地，要为学生搭建展示自我的舞台。唤起学生头脑中相关知识，激发其兴趣。学生在发表自己的真知灼见、点滴新知时，就会产生幸福感、自豪感。而当学生获得成功的满足后，他们的思维被开启，他们的乐趣被引发，他们会以更积极的姿态和心理投入到有效的教学中去。那么，教师就可以根据学生的即时学习进度和水平，凭借学生已被点燃的思维火花，成功地让课堂朝着知识和技能的更深处前进。

例如：在设计名词性从句—同位语从句的教学中，笔者预设了这样的任务：Talk about you wish，plan，belief，question and so on.Try to use appositive clause.

这样的预设是想让学生在表达思想的同时对所学知识的内化程度作出准确的反馈，使课堂更切合学生实际。当这个拓展问题提出之后，学生思维豁然开朗，纷纷畅谈自己的理想，学生的发散性思维和语言表达能力都得到了锻炼。同时，教师也表达了自己的愿望，向学生发出到广州的邀请，师生的情感得到了进一步的交流和升华。具体生成如下（笔者为广州教师，该节课是在郑州某中学的一节示范课）：

T：We know appositive clause is very useful in writing.Next let’s try to use it in our daily life to talk about our wish，plan，belief，question and so on.

S1：I hope my wish that I can travel around the world will come true.

S2：I hope my wish that I can be a doctor will come true.

S3：My parents have the hope that I can be admitted to Beijing University.

S4：My parents have the hope that I will be healthy and happy everyday.

S5：My plan that I took part in the swimming competition wasn’t carried out last year.

S6：I am always troubled by a question that I can’t finish the homework in time.

S7：I am always troubled by a question that my oral English is not good.

S8：I am always troubled by a question that I have no time to do what I like with so many homework to do.

S9：I make a decision in this term that I will make use of time to study.

S10：I make a decision in this term that I will give up the habit of smoking.

S11：I always believe the fact that nothing is impossible for a person who set his mind to it.

T：I have the belief too.

S12：I have a wish that the new English teacher will come to our school again.

T：Thanks.I have the same wish.I wish you will have a chance to Guangzhou.As we know the 16th Asian Games will be held in Guangzhou on Nov.12.A lot of people will come to Guangzhou.I do hope to see you，my new friends in Guangzhou.Welcome to Guangzhou.

四、结束语

如果说传统课堂把“生成”看成一种意外，那么新课程则把“生成”当作一种追求；如果说传统课堂把处理突然“生成”的情况看成“教育机智”，新课程则把“生成”当成彰显课堂生命活力的基本要求。叶澜（1997）教授说过：“课堂应是向未知方向挺进的旅程，随时都可能发生意外的通道和美丽的风景，而不是一切都必须遵循固定路线而没有激情的行程。”预设与生成是精彩课堂教学不可缺少的两个方面。预设精彩且能按期实施的课，算是成功的；预设精彩且能不断生成的课，才算是精彩的。因此，教师必须处理好预设与生成的关系，在精心预设的基础上，针对教学实际进行灵活调适，追求动态生成，从而让课堂达成预设和生成的统一。

余文森.2006.如何让预设与生成共精彩？[N].中国教育报，2006-4-17.