第一点,善于运用关键性问题,让学生的思维活动更流畅。沈老师带领在场老师对第一课时的板书进行梳理,并回顾了这节课中出现的出关键性问如何帮助学生更好的理解故事。通过问题链让reading for understanding能够切实落入课堂教学中。第二点,善于运用开放性问题。针对课堂中的开放性问题,学生的回答非常精彩,沈老师很有心地将每个孩子的回答做作了记录,虽然每个孩子的回答不同,但孩子们都能在故事中积极思考,善于表达。第三点,巧用评价性问题,问题引领能使学生思辨更深刻。特别是在第二课时中,整节课以一个问题:Is Kitty Cat a good friend? Why?引领三个重要部分。第四点,结合生成性问题,使学生思维更积极。老师在课堂中许多过渡性问题,激发孩子围绕故事思考,点亮学生思维。
First, it is good to use key questions to make students cultivate a line of Inquiry; Second, open ended questions allow students to answer creatively; Third, evaluative questions make students provide evidence for their reasoning. The problem leads the students to think more deeply. Especially in the second lesson, the whole lesson had a question which combined these three important parts: “Is Kitty Cat a good friend? Why?”; Fourth, the whole class collaborated to generate issues, making students’ thinking more positive. The teacher had many transitional questions in the classroom, inspiring children to think around the story and igniting their thinking.
校领导现场观摩指导