2015年上海市中小学学科德育优秀成果申报表(学科教学案例)3
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2015年上海市中小学学科德育优秀成果申报表(学科教学案例)3
作者:佚名    德育之窗来源:本站原创    点击数:8305    更新时间:2016/4/15

教师姓名

史海蓉

所在单位

上海市比利时足球甲级联赛中学

职务/职称

中学高级教师/教研组长

联系电话

  

Virtual Reality(虚拟现实)

   

英语

 

高二年级

推荐理由

(重点介绍教学设计思路、学科德育落实在教学过程中的哪些方面,获奖情况,限500字以内)

“Virtual Reality”是上海牛津教材高二第一学期第四课的教学内容。课文以“虚拟现实”技术发展历史的介绍、在现实生活中的运用、给人们带来的种种便利以及相伴相生的问题为主线层层展开。课文所涉及的内容对于转变青少年乐此不疲甚至沉溺于各种盛行的网络游戏的现状具有良好的现实教育意义。

本教案的设计定位于整个单元的第一课时。在引导学生通过完成各项阅读任务并对课文内容初步掌握的基础上,我组织同学们讨论了“虚拟现实”技术在各个领域的用途。接着,我抓住同学们热衷于“虚拟现实”技术在娱乐游戏业所创造的“日新月异”的兴奋点,引导学生从自身体验与经历为出发点,体会课文中专家、学者对于“虚拟现实”的种种担忧,继而营造自然的教学氛围让同学们自己判断:对于“青少年痴迷于虚拟世界”的种种担忧到底是有根有据,还是杞人忧天。学生们在讲述自己或聆听他人的感想中,逐步树立并强化了“在虚拟世界里必须时刻保持足够清醒”的正确态度。初步的讨论之后,我以“庄周梦蝶”为背景,将庄周当年无法分清梦境与现实的困惑与现代人,尤其是青少年对于虚拟世界与现实世界难分难解的困惑联系起来,不断地烘托本课主题:网络也好,网游也罢,都是 “双刃剑”,核心与关键则是握剑在手的你、我、他。

    本课于20111212日“比利时足球甲级联赛中学教师教育教学思想汇报活动史海蓉专场”上作为市级展示课进行了公开教学。

教学方案

(教学目标、教学对象、教学准备、教学过程、教学后记等)

Virtual Reality

S2AUnit 4 (OxfordEnglish)

                                       上海市比利时足球甲级联赛中学   史海蓉

Teaching Objectives: (The First period)

1.       The students will have a good understanding of the text and learn the new expressions: magic, thanks to, distinguish…from, enable, concerned, commit.

2.       The students will develop their language skills by skimming, scanning, detailed reading and analyzing.

3.       The students will be guided to draw a clear line between virtual world and reality and try to find some feasible solutions to dealing with overindulgence in virtual games.

Teaching focus: To build up students’ reading strategies and help them understand the text.

Teaching Aids: A teaching courseware

Teaching Procedure:

Stages

Teacher’s activities

Students’ activities

Purposes

Pre-task

1.       Invite the students to look at a clip of a boy’s playing virtual game

2.       Elicit some key words and expressions.

1.       Look at the clip and answer some questions ;

2.       Learn some key words and expressions

1.       To arouse the students’ interest and introduce the topic;

2.       To help students know about some new words.

While-task

1. Encourage the students to list what they expect to know under the topic;

2. Ask the students to organize their ideas and check their ideas with the text structure through skimming;

3.       Ask the students to list the fields VR can be used in and work in pairs to analyze the corresponding benefits and possible dangers through scanning.

1.       List what they expect to know in the text.

2. Skim the text and organize their ideas before checking the ideas with the text structure.

3. Find some detailed information through scanning.

4. Work in pair to list all the possible fields VR can be used in and analyze the benefits and possible dangers.

1.       To get the students to have a general idea of the text and have a clear picture about the structure of the text by using reading strategies (skimming and scanning);

2.       To have the students focus on some details for a better understanding of VR technology by using reading strategies (detailed reading and analyzing);

3.       To guide the students to work together and share analysis.

Post-task

1.       Ask the students some questions to get to know whether they have some difficulty in balancing between virtual games and their learning;

2.       Tell a story about ZhangZhou to raise students’ awareness of developing a good attitude to VR and organize students to have a group discussion about what are essential qualities to maintain a good balance.

Discuss and show their conclusions.

To help the students to develop a proper attitude to VR world and VR games.

Assignments

1. Read and memorize the new words and prepare to explain each of them in English;

2. Write a letter to those who are still addicted to VR games and put forward your own suggestions to help them out.

To understand the topic further and be equipped with a firm and proper attitude to VR world.

教后记:

通过各项教学环节及教学任务的贯彻与实施,本节课实现了既定的教学目标,取得了有效的教学效果:在掌握本课词汇、句型的教学任务基础上,同学们树立并巩固了对于虚拟世界(网络游戏)的正确态度:自控、自律、自省。

教学过程中,当谈及“虚拟现实”技术在娱乐游戏业中所造就的“惟妙惟肖”时,同学们显得格外兴奋。在即兴的课堂小采访中,被问及“是否在玩电子游戏时经历过短暂‘置身事外’?”的问题时,大多数同学都表示:的确经历过对虚拟世界和现实生活难以区分的困境;当谈及“庄周梦蝶”时,我发现同学们都笑而不语,心照不宣,我知道这个环节让他们觉得有了一些释然:如庄周般大智大慧的大哲人都会有难以区分梦境与现实的困惑,更何况我们这些涉世未深的青少年呢?!而这种释然正是我所期待的教学效果,让同学们充分地警醒:用十分的坦然心境去享受美轮美奂的虚拟世界,用十二分的理性冷静去把握面对多姿多彩的现实生活!(不够可附页)

 

 

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教育局

 

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