1、 Confessions of a Miseducated Man的教學(xué)說課稿 By 楊新如 一、An Introduction to the Text：In this article, in order to emphasize the importance of understanding the similarities among peoples, the author deliberately played down the importance of understanding their differences. This really was not necessary. In

2、 fact mutual understanding of these differences is absolutely vital for mutual respect. Only by a clear understanding of such differences can we learn to put them in proper context and benefit from each others accomplishments. Differences do not divide us. Its the wrong attitude toward the differenc

3、es that divides us. The authors condemnation of tribalism in all its forms as the cause of our misconception is very eloquent. The danger of doing terrible wrongs in the name of nationalism or patriotism cannot be underestimated. But there is also the danger of using globalization as an excuse to en

4、croach upon other countries' sovereign rights. The existence of modern nations is a historical fact. It has to be redefined, yes. But in a world where many nations are still fighting for their basic rights, and indeed, where many peoples still do not have their own nations, to talk about limitin

5、g national sovereignty is risky.二、文章結(jié)構(gòu)與內(nèi)容簡(jiǎn)介:全文可以分為三個(gè)部分。第一部分（第1-2段）主要是點(diǎn)題。作者指出他所受的教育已經(jīng)不能適應(yīng)有著30億人口的世界了。第二部分（3-10段）是文章的主體。 在這一部分中，作者對(duì)自己所受的傳統(tǒng)教育進(jìn)行了反思，分析了它的長(zhǎng)處和不足經(jīng)過這一反思和分析，他開始意識(shí)到自己所受的教育的問題，感到傳統(tǒng)教育不能使自己順利地進(jìn)行跨文化交流。 在作者看來，傳統(tǒng)教育強(qiáng)調(diào)各種文化之間的差異。這一點(diǎn)盡管能幫助人們面對(duì)紛繁復(fù)雜的文化沖突，但是過分強(qiáng)調(diào)文化差異性或個(gè)性就忽略了各色人種-不論其宗教、信仰、習(xí)俗、行為的差異-都是人類這個(gè)大家庭的成

6、員，他們的共性遠(yuǎn)遠(yuǎn)超越了他們的個(gè)性。而要想成功地進(jìn)行跨文化交流，就要忘掉差異而更加著眼于共性。同時(shí)，作者強(qiáng)調(diào)目前全球一體化的趨勢(shì)已要求我們改變傳統(tǒng)教育，建立一種新型教育。這種教育旨在把人們從部落主義的束縛中解脫出來，教會(huì)人們?nèi)绾稳タ创煌幕尘暗娜瞬乃麄兩砩峡吹阶约旱挠白樱匆龑?dǎo)人們尋求人類大家庭的共性。接著，作者從三個(gè)方面闡述了他認(rèn)為新型教育應(yīng)該強(qiáng)調(diào)的內(nèi)容：首先，生命是宇宙中罕見的現(xiàn)象，而人類更是宇宙中的奇跡，所以，所有人類都應(yīng)該受到最大的尊重；其次，人類的需求是相通的，人類面臨的所有重大問題，如生存、和平、繁榮等等都需要全球人民攜手合作，共同解決。第三部分（第11段）是文章的結(jié)論，作者

7、在此呼吁各國(guó)的領(lǐng)導(dǎo)人應(yīng)從人類的共性出發(fā)，以全人類的生存和共同發(fā)展為己任，帶領(lǐng)全人類走向繁榮。三、教學(xué)思想：作為教師不但要傳授給學(xué)生知識(shí)， 更重要的是教學(xué)思想。 通過本課的學(xué)習(xí)使學(xué)生明白自己應(yīng)該以全人類的生存和共同發(fā)展為己任，理解、尊重文化差異在跨文化交際中是至關(guān)重要的。全球一體化并不意味著以一種文化去同化或消滅另一種文化。在人類大家庭里，每一種文化都是相對(duì)獨(dú)立的個(gè)體，其差異性是不能忽略或抹煞的。有不同文化背景的人完全可以互相理解，互相尊重，互相欣賞，互相學(xué)習(xí)。四、 Teaching objectives: （教學(xué)目標(biāo)）1. 基礎(chǔ)知識(shí)目標(biāo): 通過本課的學(xué)習(xí)， 力求使學(xué)生了解課文的篇章結(jié)構(gòu)及主要思

8、想， 掌握語(yǔ)言知識(shí)點(diǎn)， 培養(yǎng)學(xué)生的閱讀理解能力。2. 能力目標(biāo)：To develop students listening, reading, speaking, writing and translating skills through the whole teaching activity. （通過本課的學(xué)習(xí)，培養(yǎng)和提高學(xué)生的聽說讀寫譯的基本技能。）3. 認(rèn)知目標(biāo): 通過本課的學(xué)習(xí)使學(xué)生明白自己應(yīng)該以全人類的生存和共同發(fā)展為己任，理解、尊重文化差異在跨文化交際中是至關(guān)重要的。全球一體化并不意味著以一種文化去同化或消滅另一種文化。在人類大家庭里，每一種文化都是相對(duì)獨(dú)立的個(gè)體，其差異性是不能

9、忽略或抹煞的。有不同文化背景的人完全可以互相理解，互相尊重，互相欣賞，互相學(xué)習(xí)。4. 情感目標(biāo)：通過本課的學(xué)習(xí)，使學(xué)生認(rèn)清在自己生活的這個(gè)大家庭里同樣要能夠理解、尊重同學(xué)之間的文化差異，培養(yǎng)同學(xué)間的互相理解，互相尊重，互相欣賞，互相學(xué)習(xí)。五、 教學(xué)重點(diǎn)、難點(diǎn)、關(guān)鍵 （The important and difficult points）1本節(jié)課的重點(diǎn)是貫穿全文讓學(xué)生掌握全文的主要內(nèi)容，建構(gòu)總起框架，為教學(xué)思想的滲透， 語(yǔ)言知識(shí)的理解、掌握作好必要的準(zhǔn)備。2本節(jié)課的教學(xué)難點(diǎn)是學(xué)生對(duì)文章編章結(jié)構(gòu)的理解與劃分以及作者的寫作意圖。3. 教學(xué)的關(guān)鍵是教會(huì)學(xué)生以全人類的生存和共同發(fā)展為己任，理解、尊重文化

10、差異在跨文化交際中是至關(guān)重要的。全球一體化并不意味著以一種文化去同化或消滅另一種文化。在人類大家庭里，每一種文化都是相對(duì)獨(dú)立的個(gè)體，其差異性是不能忽略或抹煞的。有不同文化背景的人完全可以互相理解，互相尊重，互相欣賞，互相學(xué)習(xí)。 為了講清教學(xué)的重點(diǎn)、難點(diǎn)，使學(xué)生能達(dá)到本節(jié)課設(shè)定的教學(xué)目標(biāo)， 我再來談?wù)劚竟?jié)課的教法以及學(xué)法。六、教法 語(yǔ)言教學(xué)是一門培養(yǎng)學(xué)生獲得交際工具的課程，因此，在教學(xué)中，要突出交際的功能。結(jié)合綜合英語(yǔ)這一課程的特點(diǎn)，突出以任務(wù)為引領(lǐng)，以學(xué)生為中心的交際教學(xué)法原則，本人進(jìn)行了這樣的教法設(shè)計(jì)：在教師的引領(lǐng)下，創(chuàng)設(shè)情景， 層層設(shè)問來啟發(fā)學(xué)生思考，尋求問題的答案，體會(huì)作者的思想，從而理

11、解全文的主要內(nèi)容， 獲得語(yǔ)言知識(shí)所需的綜合技能。筆者把教學(xué)分為以下幾個(gè)步驟：（1）布置任務(wù)。教師根據(jù)課文內(nèi)容設(shè)計(jì)出形式多樣的任務(wù)，并把任務(wù)的主題、內(nèi)容及要求介紹給全體學(xué)生，任務(wù)要明確、具體、可操作性強(qiáng)。鑒于課上時(shí)間有限，任務(wù)前期準(zhǔn)備工作一般要求學(xué)生在課前完成。（2）排除障礙。由學(xué)生提出（教師補(bǔ)充）阻礙其完成任務(wù)的困難，如生詞的讀音、語(yǔ)法結(jié)構(gòu)、難句及篇章的理解等，然后由教師或?qū)W生講解（視問題多少而定）。（3）完成任務(wù)。根據(jù)任務(wù)的不同要求，學(xué)生單人、成對(duì)或以小組、大組等形式在全班學(xué)生面前實(shí)施任務(wù)。此期間學(xué)生成了整個(gè)課堂的主宰，實(shí)施任務(wù)的學(xué)生把注意力放在語(yǔ)言的意念方面，力爭(zhēng)準(zhǔn)確地表達(dá)課文的思想內(nèi)容，

12、同時(shí)充分利用課文中的詞語(yǔ)使自己的表達(dá)語(yǔ)句連貫、生動(dòng)有趣；其他學(xué)生則獲得了聽的機(jī)會(huì)；教師此時(shí)也不能放松，要時(shí)刻注意學(xué)生的語(yǔ)音是否正確、對(duì)課文的理解是否準(zhǔn)確、用詞是否得當(dāng)、語(yǔ)言是否得體，并把出現(xiàn)的問題記錄下來。（4）總結(jié)。教師針對(duì)學(xué)生在完成任務(wù)的過程中所出現(xiàn)的問題進(jìn)行講解、更正，并布置適量的練習(xí)。最后對(duì)任務(wù)的完成情況做出評(píng)價(jià)，指出應(yīng)注意的問題，同時(shí)給予適當(dāng)?shù)谋頁(yè)P(yáng)，以增強(qiáng)學(xué)生完成下一個(gè)任務(wù)的信心。 七、學(xué)法傳統(tǒng)的語(yǔ)言教學(xué)模式是講授，練習(xí)，使用（即presentation ,practice, production，PPP模式）。首先，老師講授關(guān)于語(yǔ)言的條條框框知識(shí)點(diǎn)。然后學(xué)生以口頭和書面兩種形式進(jìn)行

13、練習(xí)。最后，在相對(duì)自由的口頭或書面活動(dòng)中使用學(xué)到的知識(shí)點(diǎn)。這種教學(xué)方式特點(diǎn)可以比作是水壺和杯子，把知識(shí)從一個(gè)容器倒到另一個(gè)容器中。它的缺點(diǎn)在于所學(xué)的語(yǔ)言知識(shí)點(diǎn)未必滿足學(xué)習(xí)者的需要，而且學(xué)生只是被動(dòng)的接受者雖然學(xué)生可能可以學(xué)到足夠的語(yǔ)言知識(shí)，但是他們?nèi)狈ψ灾鲗W(xué)習(xí)語(yǔ)言的能力。科學(xué)研究顯示一個(gè)人自己主動(dòng)學(xué)習(xí)比被要求學(xué)習(xí)能夠?qū)W到更多的知識(shí)。因此如果學(xué)生參與到學(xué)習(xí)活動(dòng)中，他們就能夠自主學(xué)習(xí)，學(xué)得更多，學(xué)得更好。在任務(wù)型語(yǔ)言教學(xué)模式中，任務(wù)是整個(gè)學(xué)習(xí)活動(dòng)的中心。學(xué)生的學(xué)習(xí)就是從任務(wù)開始，任務(wù)完成后，老師對(duì)學(xué)生的表現(xiàn)作出點(diǎn)評(píng)，糾正，改進(jìn)。在教師的引導(dǎo)下，學(xué)生通過使用語(yǔ)言來解決問題并在解決問題的過程中學(xué)習(xí)語(yǔ)言

14、， 從而達(dá)到語(yǔ)言學(xué)習(xí)的目的， 順利完成教學(xué)目標(biāo)。 接下來， 我再具體談?wù)勥@堂課的教學(xué)過程：八、Teaching procedure （教學(xué)程序及安排）第一節(jié)課1. Pre-class activities: （熱身） 1) Students discuss in groups: Globalization: Threat or Opportunity? (5分鐘)2) Ss presentation on the topic: Globalization: Threat or Opportunity? （5分鐘）3) Listening lab: Globalization: Threat o

15、r Opportunity? （While listening, students should fill in the blanks.）(5分鐘)2. Ts leading in to the text: 1) Introduction of the text: (2分鐘) 2）Students discuss the following questions in pairs: (8分鐘)a. How do you understand the word “miseducated”? b. Whats the difference between “miseducated” and “une

16、ducated”? c. Could you please show some other examples? 3）Text appreciation (15分鐘) a. The theme of the text b. Global reading of Text A 第二節(jié)課1） The structure of the text. Students work in pairs to give the main idea of each part.15分鐘)2） Students skim and scan the text and try to retell the text.（20分鐘

17、）3） Background information. ( 3分鐘)4) Home assignments: (2分鐘 ) (1) Topics of the oral practice: (2) Questions for the students reading comprehension.(3) Writing下面是課堂教學(xué)實(shí)錄第一節(jié)課1. Pre-class activities: 1) Students discuss in groups: Globalization: Threat or Opportunity? (5分鐘)教師活動(dòng)：教師導(dǎo)入問題： Today everybody

18、agrees that the world is getting smaller and smaller. International community, world village, global integration, globalization, world market, etc. have become some of the most frequently used words in the English language. Some view it as a process that is beneficiala key to future world economic d

19、evelopmentand also inevitable and irreversible ,iri'v:sbl不可逆的； Others regard it with hostility, even fear, believing that it increases inequality within and between nations, threatens employment and living standards and thwarts 阻礙social progress. In your opinion, “Globalization: Threat or Opport

20、unity?”（教師給出關(guān)鍵詞，并把學(xué)生分成6個(gè)小組，每個(gè)小組一個(gè)主題進(jìn)行討論。）學(xué)生活動(dòng)設(shè)計(jì)：學(xué)生根據(jù)老師給出的任務(wù)進(jìn)行小組討論。 2) Ss presentation on the topic: Globalization: Threat or Opportunity? （5分鐘）學(xué)生活動(dòng)設(shè)計(jì)： 學(xué)生根據(jù)小組討論的結(jié)果給出相應(yīng)的答案。 教師活動(dòng)：教師對(duì)學(xué)生的答案給出點(diǎn)評(píng)。T: Globalization offers extensive opportunities for truly worldwide development but it is not progressing evenl

21、y. Some countries are becoming integrated into the global economy more quickly than others. Countries that have been able to integrate are seeing faster growth and reduced poverty. Outward-oriented policies brought dynamism and greater prosperity to much of East Asia, transforming it from one of the

22、 poorest areas of the world 40 years ago. And as living standards rose, it became possible to make progress on democracy and economic issues such as the environment and work standards. Ok, lets listen to the following material and try to make sure of it. Whiling listening , try your best to fill in

23、the blanks.3) Listening lab: Globalization: Threat or Opportunity? （While listening, students should fill in the blanks.）(5分鐘)教師活動(dòng)：教師給出與聽力內(nèi)容相應(yīng)的材料，播放聽力材料，讓學(xué)生帶著任務(wù)去聽。學(xué)生活動(dòng)設(shè)計(jì)： 學(xué)生帶著任務(wù)邊聽給出相應(yīng)的答案。 （導(dǎo)入課文主題的同時(shí)，訓(xùn)練學(xué)生的聽力）2. Ts leading in to the text: 1) Introduction of the text: (2分鐘) 教師：1. What kind of impact wi

24、ll all this have on us? 2. What must we do to adapt ourselves to these changed conditions? This essay attempts to address this issue.The authors central idea is that, to prepare ourselves for this new world, we must all be re-educated so that we will be able to understand that there are more similar

25、ities than differences among peoples. The differences are superficial and insignificant whereas the similarities are essential and fundamental. These similarities enable all of us to be equal members in this global village and to live happily with mutual respect.First, life is a rare occurrence and

26、human existence even more so. Therefore we should have the greatest respect for all humanity; Second, however different peoples may be in little details, they are united in their humanness, in their basic human faculties and gifts;Third, they are also united in their needs, because today none of the

27、 most important problems we are faced with can be resolved without global cooperation. What do you think the fast developing world brings to us? What do you think are the main trends that affect us today? What do we have to process in order to survive the new age? What kind of education do you think

28、 is proper for college students especially English majors to receive?Discuss all these questions in groups after class, and then write down your own opinion.(課堂活動(dòng)的拓展：學(xué)生借助網(wǎng)絡(luò)協(xié)作完成書面的寫作作業(yè)。)2）Students discuss the following questions in pairs: (8分鐘)學(xué)生活動(dòng)設(shè)計(jì)： 學(xué)生小組討論問題： a. How do you understand the word “mise

29、ducated”? b. Whats the difference between “miseducated” and “uneducated”? c. Could you please show some other examples?教師活動(dòng)：教師檢查學(xué)生的任務(wù)完成情況。3）Text appreciation (15分鐘) a. The theme of the text b. Global reading of Text A （朗讀課文）第二節(jié)課4） The structure of the text. Students work in pairs to give the main id

30、ea of each part.（15分鐘)學(xué)生活動(dòng)設(shè)計(jì)： 學(xué)生小組討論，分析文章結(jié)構(gòu)，概括每個(gè)段落的主旨大意。 教師活動(dòng)：教師檢查學(xué)生的任務(wù)完成情況。5） Students skim and scan the text and try to retell the text.（20分鐘）教師設(shè)計(jì)任務(wù)： （給出相應(yīng)的線索要求學(xué)生給出關(guān)鍵詞完成文章概要）The author is making an open admission here that he is _. He is well educated in the _sense. But traditional education in hi

31、s opinion is _, because it mainly talks about differences- differences in _, _, _, _, _, _, _, _, _, _ and _ etc. between different regions, nations and races. This education is useful for _ because it can prepare them against culture _ and rouse their curiosity. But it is useless today.The _ tradit

32、ional education has emphasized are not important today. Today it is the _ that we ought to know. But our education has failed to teach us these.The reason why the similarities should also be emphasized is simple. The world has become one _. We are no longer so _ from each other. We have more and more in common. If we do not understand this, we will not be able to deal with _, and we will not be able to _. Our greatest threat today is _ i