1、 Confessions of a Miseducated Man的教學說課稿 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、文章結構與內容簡介:全文可以分為三個部分。第一部分（第1-2段）主要是點題。作者指出他所受的教育已經不能適應有著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，作者對自己所受的傳統教育進行了反思，分析了它的長處和不足經過這一反思和分析，他開始意識到自己所受的教育的問題，感到傳統教育不能使自己順利地進行跨文化交流。 在作者看來，傳統教育強調各種文化之間的差異。這一點盡管能幫助人們面對紛繁復雜的文化沖突，但是過分強調文化差異性或個性就忽略了各色人種-不論其宗教、信仰、習俗、行為的差異-都是人類這個大家庭的成

6、員，他們的共性遠遠超越了他們的個性。而要想成功地進行跨文化交流，就要忘掉差異而更加著眼于共性。同時，作者強調目前全球一體化的趨勢已要求我們改變傳統教育，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，教會人們如何去看待不同文化背景的人并從他們身上看到自己的影子，即引導人們尋求人類大家庭的共性。接著，作者從三個方面闡述了他認為新型教育應該強調的內容：首先，生命是宇宙中罕見的現象，而人類更是宇宙中的奇跡，所以，所有人類都應該受到最大的尊重；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）是文章的結論，作者

7、在此呼吁各國的領導人應從人類的共性出發，以全人類的生存和共同發展為己任，帶領全人類走向繁榮。三、教學思想：作為教師不但要傳授給學生知識， 更重要的是教學思想。 通過本課的學習使學生明白自己應該以全人類的生存和共同發展為己任，理解、尊重文化差異在跨文化交際中是至關重要的。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獨立的個體，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，互相學習。四、 Teaching objectives: （教學目標）1. 基礎知識目標: 通過本課的學習， 力求使學生了解課文的篇章結構及主要思

8、想， 掌握語言知識點， 培養學生的閱讀理解能力。2. 能力目標：To develop students listening, reading, speaking, writing and translating skills through the whole teaching activity. （通過本課的學習，培養和提高學生的聽說讀寫譯的基本技能。）3. 認知目標: 通過本課的學習使學生明白自己應該以全人類的生存和共同發展為己任，理解、尊重文化差異在跨文化交際中是至關重要的。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獨立的個體，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，互相學習。4. 情感目標：通過本課的學習，使學生認清在自己生活的這個大家庭里同樣要能夠理解、尊重同學之間的文化差異，培養同學間的互相理解，互相尊重，互相欣賞，互相學習。五、 教學重點、難點、關鍵 （The important and difficult points）1本節課的重點是貫穿全文讓學生掌握全文的主要內容，建構總起框架，為教學思想的滲透， 語言知識的理解、掌握作好必要的準備。2本節課的教學難點是學生對文章編章結構的理解與劃分以及作者的寫作意圖。3. 教學的關鍵是教會學生以全人類的生存和共同發展為己任，理解、尊重文化

10、差異在跨文化交際中是至關重要的。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獨立的個體，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，互相學習。 為了講清教學的重點、難點，使學生能達到本節課設定的教學目標， 我再來談談本節課的教法以及學法。六、教法 語言教學是一門培養學生獲得交際工具的課程，因此，在教學中，要突出交際的功能。結合綜合英語這一課程的特點，突出以任務為引領，以學生為中心的交際教學法原則，本人進行了這樣的教法設計：在教師的引領下，創設情景， 層層設問來啟發學生思考，尋求問題的答案，體會作者的思想，從而理

11、解全文的主要內容， 獲得語言知識所需的綜合技能。筆者把教學分為以下幾個步驟：（1）布置任務。教師根據課文內容設計出形式多樣的任務，并把任務的主題、內容及要求介紹給全體學生，任務要明確、具體、可操作性強。鑒于課上時間有限，任務前期準備工作一般要求學生在課前完成。（2）排除障礙。由學生提出（教師補充）阻礙其完成任務的困難，如生詞的讀音、語法結構、難句及篇章的理解等，然后由教師或學生講解（視問題多少而定）。（3）完成任務。根據任務的不同要求，學生單人、成對或以小組、大組等形式在全班學生面前實施任務。此期間學生成了整個課堂的主宰，實施任務的學生把注意力放在語言的意念方面，力爭準確地表達課文的思想內容，

12、同時充分利用課文中的詞語使自己的表達語句連貫、生動有趣；其他學生則獲得了聽的機會；教師此時也不能放松，要時刻注意學生的語音是否正確、對課文的理解是否準確、用詞是否得當、語言是否得體，并把出現的問題記錄下來。（4）總結。教師針對學生在完成任務的過程中所出現的問題進行講解、更正，并布置適量的練習。最后對任務的完成情況做出評價，指出應注意的問題，同時給予適當的表揚，以增強學生完成下一個任務的信心。 七、學法傳統的語言教學模式是講授，練習，使用（即presentation ,practice, production，PPP模式）。首先，老師講授關于語言的條條框框知識點。然后學生以口頭和書面兩種形式進行

13、練習。最后，在相對自由的口頭或書面活動中使用學到的知識點。這種教學方式特點可以比作是水壺和杯子，把知識從一個容器倒到另一個容器中。它的缺點在于所學的語言知識點未必滿足學習者的需要，而且學生只是被動的接受者雖然學生可能可以學到足夠的語言知識，但是他們缺乏自主學習語言的能力。科學研究顯示一個人自己主動學習比被要求學習能夠學到更多的知識。因此如果學生參與到學習活動中，他們就能夠自主學習，學得更多，學得更好。在任務型語言教學模式中，任務是整個學習活動的中心。學生的學習就是從任務開始，任務完成后，老師對學生的表現作出點評，糾正，改進。在教師的引導下，學生通過使用語言來解決問題并在解決問題的過程中學習語言

14、， 從而達到語言學習的目的， 順利完成教學目標。 接下來， 我再具體談談這堂課的教學過程：八、Teaching procedure （教學程序及安排）第一節課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下面是課堂教學實錄第一節課1. Pre-class activities: 1) Students discuss in groups: Globalization: Threat or Opportunity? (5分鐘)教師活動：教師導入問題： 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?”（教師給出關鍵詞，并把學生分成6個小組，每個小組一個主題進行討論。）學生活動設計：學生根據老師給出的任務進行小組討論。 2) Ss presentation on the topic: Globalization: Threat or Opportunity? （5分鐘）學生活動設計： 學生根據小組討論的結果給出相應的答案。 教師活動：教師對學生的答案給出點評。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：教師給出與聽力內容相應的材料，播放聽力材料，讓學生帶著任務去聽。學生活動設計： 學生帶著任務邊聽給出相應的答案。 （導入課文主題的同時，訓練學生的聽力）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.(課堂活動的拓展：學生借助網絡協作完成書面的寫作作業。)2）Students discuss the following questions in pairs: (8分鐘)學生活動設計： 學生小組討論問題： 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：教師檢查學生的任務完成情況。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)學生活動設計： 學生小組討論，分析文章結構，概括每個段落的主旨大意。 教師活動：教師檢查學生的任務完成情況。5） Students skim and scan the text and try to retell the text.（20分鐘）教師設計任務： （給出相應的線索要求學生給出關鍵詞完成文章概要）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