區裡開展第二屆「智慧課堂」創新教學大賽，下午觀摩了三位小學英語教師的課堂，有些零零星星的思考。
「智慧」是什麼？百度上說，智慧是生命所具有的基於生理和心理器官的一種高級創造思維能力。在我們的日常生活中，智慧就是解決問題的能力。智慧和聰明不是一回事。聰明可能是天生的，智慧一定是後天形成的。聰明是外化於形，智慧則是內化於心。
「智慧課堂」其實也沒有一個準確的定義，當下更多指向基於網際網路+和大數據，運用電子書包為載體，來創設真實情境、優化教學方式、推動課堂結構變革，實現信息技術與課程深度融合的路徑。
「智慧課堂」與傳統課堂有什麼不一樣？這裡的傳統課堂又分為兩種，一種是使用傳統教學手段授課的方式；另一種是採用常規ppt和電子白板輔助下的課堂。既然已經是「智慧課堂」，那一定是人機互動積極，媒體運用恰當、意義建構生成，核心素養落地的課堂。如果說，媒體技術沒有幫上忙，或者幫了倒忙，或者說為了媒體而媒體，那這樣的課堂肯定不是「智慧」的。 「智慧課堂」中媒體技術只是手段或工具，技術永遠是輔助課堂教學，不能取代老師的作用，不能把學科教學的課都上成了信息技術課。所以無論何種情況下，學科的特徵永遠是第一位的。英語課就要像英語課，數學課就要像數學課。舉個例子說，英語的閱讀課常見三部曲，讀前、讀中和讀後。讀前是激活舊知，導入話題；讀中是獲取信息，組織加工；讀後是聯繫實際，學以致用。使用媒體支撐，有時候教師刻意增加一些視頻，造成視頻堆砌，視覺疲勞，勞而無功；有時候教師設計許多操練單詞的小遊戲，看似趣味性很強，學生也很喜歡，人機互動，其實都是機械性訓練，缺乏語言學習整體感，完全碎片化；還有的教師放棄語篇不管，設計選擇填空題目，就是為了實現大數據統計，看看學生的回答情況等等，這些都是沒有把信息手段用好。 信息技術的特點是「演示直觀性、界面友好性、互動科學性和反饋及時性」。「智慧課堂」的特點是要發揮ipad的作用，合理運用電子書包裡的相關資源，根據教學內容恰當選取，做到適時適中適度。「智慧課堂」一般都是小組合作學習，幾個人圍坐在一起，方便討論和交流。電子書包的使用較多體現在以下幾個方面：設計選擇題，收集學生的回答結果，以柱狀圖形式大數據分析學生答題成果；設計問答題，通過拍照上傳學生作業，教師在線分析對錯，直觀形象；學生利用ipad做簡單的填充問答，實時呈現；學生利用ipad畫圖或完成簡單的任務並進行描述；學生上講臺人機互動，當然這個功能在電子白板上也能完成。 一節課，既能讓媒體的長處發揚光大，又不喧賓奪主，做到恰到好處，又能讓學科的教學特點充分展示，學生學得快樂，又不斷有新的意義產出，這個說起來容易，做起來難。一不小心就會顧此失彼。 上述這節課選自人教版PEP教材六年級上，是一個閱讀課。內容關於機器人Robin和小螞蟻互助的故事。授課教師有幾個設計較好地體現媒體的作用。如設計問題：這個故事大意是什麼？A. Robin and the ant help each other.B. We can't hurt ants.學生的選擇結果一目了然，全部選A。教師讓學生將這篇文章分段，一共是兩個部分，第一天和第二天。學生圍繞Who,When, Where, What, How幾個關鍵詞按圖索驥，並上臺圈出相應的答案。利用圖片讓學生理解生詞stuck in the mud的含義。最後通過做調查，理解小組內幫助他人的做法，教師提供語言腳手架，讓學生先寫出來再拍照上傳，一目了然。另外這節課的設計中，教師在閱讀之外關注其中的對話部分，讓學生戴上頭飾扮演角色表演，有自己的創意和想法。如第一段：Ant: Please don't sit on me. One day I can help you. Robin: Don'y worry, little ant. I won't sit on you. Ant: Thank you. You are really nice. 第二段：Robin: Oh, no! Help, help! Ants: Let us help you. Robin: Thank you,ants. You are so nice.設問中體現思辯精神，If you were Robon, what would you do? What do you think of ants? What can you learn from the story? 當然，因為媒體的運用，也存在一些問題。如學生在答題時的速度參差不齊，一定要等到每一個孩子都做完才能大數據分析結果，結果就耽誤了許多時間，有些學生答題較慢。在閱讀伊始，教師播放聽力，讓學生完成任務，用聽來代替讀，增加了難度，也不適合。另外，教師過分關注媒體的支撐作用，一定程度上有被媒體牽著鼻子的感覺，課堂的緊湊程度不夠，環節之間銜接不夠緊密。附：教學設計：Robin and the Ant
Analysis of Teaching Material: Unit 6 in Book 7 of PEP Primary English, Read and write.This unit is about feelings. In Part A , students have learned some words and simple sentences of differentfeelings. On this basis, in this lesson, we'll continue to learn a story. By study of this lesson, students can retell the story and understand different feelings accurately. They can also talk about their understanding of friends in English, which can help them with their daily communication.
Teaching Objectives:
Knowledge Objectives：
After the class,students are able to
(1)understand and identify the new words:ant /stuck /mud/ pull /everyone.
(2)get the general idea and some detailed information of the story.
(3)be able to read the story aloud and write some key words and sentences.
Ability Objectives:
After the class, students are able to
(1)get the general idea by fast reading and specific information by careful reading.
(2)read and write some key words and sentences.
(3)voice their opinions on 「friend」.
Emotion Objectives:
After the class, students are able to
(1)cultivate consciousness of cooperation.
(2)ready to help others.
Analysisof the students:
Students in Grade 6 have already had a basic command of English. They have mastered a certain vocabulary. They are active and curious, interested in new things.They like stories and they can read and understand this story by themselves. The simple story can help students improve their ability of reading and will lay the foundation for future learning in junior high school.Teacher should attach importance to the communication with them, providing them chances of using language.
Key and difficult points:
(1)To be able to learn some new words.
(2)To be able to master some reading skills.
(3)To be able to use the mind map to understand the story better.
解決措施：為了讓學生掌握本課重難點，我利用智慧課堂在課前，課中，課後設置情境，布置互動任務，實現課堂的延申。例如：課前利用「班級空間」，課中使用「PK板」「互動」「討論」「投票」「學生講」「錄製微課」等，課後利用「作業平臺」等，最終使得絕大多數的學生能掌握本節課的核心詞彙和重點句型。
Teaching methods:
Language is used for communication.To cultivate the students』 abilities of reading and speaking, and to arouse their interest, I』ll mainly use the following teaching methods inthis lesson: ① Task-based method. ② Communicative method. ③ Discussing method ④TPRteaching method.
Teaching aids:
iPad
Teaching procedures:
Step Ⅰ Warm-up
1. Enjoya song about feelings.
2. Usethe pad to play a game about feelings.
(智慧課堂運用：互動，搶答，科大訊飛flash遊戲。
學生活動：學生隨動畫一起唱歌，遊戲
媒體作用及分析：互動遊戲，激發學生對本章節主題的情景融入，動畫讓課堂有趣直觀。）
StepⅡ Pre-reading
1.Ask students to look at thecover,and talk about it.
2. Look and guess:Why is Robin happy? Maybe...
（引導學生通過封面獲取有用的信息，通過猜測Robin「happy」的原因，能激發學生對故事的好奇心。）
StepⅢ While-reading
1. Fast-reading
(1) What’s the story about? Choose A or B in minipad.
(智慧課堂運用：互動，全班作答，分析報告。學生快速通讀文章，了解文章大意，通過報告，教師能及時了解學生閱讀情況，便於調整教學。)
（2）Listenand divide the story.
(智慧課堂運用：音頻，互動，學生講。學生聽音頻，在平板上批註劃線，對文章進行分段。培養了學生的自主探究能力，通過「學生講」互動，把課堂交給學生，投屏進行講解，真正做到了「以生為本」的英語課堂。)
2. Careful-reading
(1) Read Paragraph1--3 and answer the followingquestions.
Question1: What’s the weather like on the first day?
Question2: Where are they?
Question3: What happened?
Question4: How do they feel?
(智慧課堂運用：至課本，聚焦，互動。引導學生尋找「when, where, what, how」教授閱讀技巧，學生上臺操作教師平板，進行批註講解，劃出關鍵句型，尋找答案，實現了如何教會學生抓住關鍵信息的能力。學生在介紹自己的答案時一目了然。)
（2）Listen and imitate
①Studentslisten to the recording and then imitate what the little ant says.
The ant says, 「Pleasedon’tsit on me.One day I can help you.」
Students try to use their voice to show theyare afraid.
②Studentslisten to the recording and then imitate what Robin says.
Robin says,「Don’tworry, little ant.I won’t sit on you.」
Students try to read the sentences like arobot.
(智慧課堂運用：互動，表揚，搶答。引導學生置身於故事情境中，學生很樂意去模仿故事中的人物角色，抓住學生的興趣點，激發學生課堂中的口語交際能力，更好的感受人物的情緒變化。)
（3）Role-play
Ant: Wait! Please don’tsit on me. One day I can help you.
Robin: Don’t worry,little ant. I won’t sit on you.
Ant: Thank you! You areso nice!
(智慧課堂運用：PK板，互動。讓一位學生上臺當評委，操作教師平板給表演小組評等級，教師把課堂的主動權交給學生，實現了「以生為本」，通過角色扮演，也培養了學生的合作意識。)
（4）Readparagraph4-7 and complete the worksheet on mini pad.
(智慧課堂運用：拍照，講評，學生自主閱讀第二部分，小組合作完成任務單，教師一旁錄製過程，並拍照，投屏進行講解。高效，更直觀的與自己所寫進行對比。)
（5）Teachthe key phrase「stuckin the mud」 and judge True or False in mini pad.
(智慧課堂運用：聚焦，白板，互動，全班作答。能夠快速反饋學生對」stuckin the mud」的掌握情況，便於及時調整教學，使課堂高效。)
（6）Role-play
Robin: Oh! No! Help!Help!
Ants: Let us help you!
（Theypull Robin out of the mud.）
Robin: Thank you, ants!You are really nice!
(智慧課堂運用：PK板，互動。讓一位學生上臺當評委，操作教師平板給表演小組評等級，教師把課堂的主動權交給學生，實現了「以生為本」，通過角色扮演，也培養了學生的合作意識。同時通過表演更好的解決了「pullout of the mud」難點。)
（7）What do you think of the ants? Let’s talk in mini pad.
(智慧課堂運用：互動，討論。學生通過平板自主地對螞蟻進行評價，也能生生互評，進行點讚，最終獲贊最多的同學觀點則生成了班級的主要觀點。)
（8）Retellthe story.
(智慧課堂運用：錄製，現場製作微課，實現了課堂的翻轉，課後通過班級空間發送，學生在家可以根據微課複述故事。)
StepⅣ Post-reading
(1) Groupwork: Teacher plays a video about what some pupils do in daily life. Studentscan share what they do for others and group leader makes a report.
(智慧課堂運用：視頻，互動，分組作答，實物展臺。學生們通過觀看生活中樂於助人的視頻，進行小組討論，同學們互相分享自己幫助他人的事跡，完成任務單，分組作答，投屏功能快速將學生作品展示，實現了學生在介紹自己作品時一目了然。)
（2）Emotional sublimation
What can we learn from the story? Choose the one you like best and take a vote.
(智慧課堂運用：互動，投票。通過投票功能讓學生自主選擇本節課給你印象最深的一個品質，把自主權交給學生，充分實現「以生為本」。)
StepⅤ Homework
(1) Retell the story according to the Micro lecture.
(2) Complete the task in mini pad.
(智慧課堂運用：作業平臺，班級空間，學生利用上課現場製作的微課，回家自行複述故事，學生利用作業平臺完成自選作業，分享交流，教師分享的繪本拓展課堂廣度，實現資源共享。)
這節課選自人教版PEP教材六年級上冊，也是一節讀寫課。內容關於Robin到朋友家做客，就朋友家周邊情境畫畫，語法點聚焦在There be的用法。附：教學設計
章節
Unit 6 In a nature park
課時數
6
備課人
張麗婧
課題
Part B Read and write
第幾課時
5
課型
閱讀課
教學媒介
暢言智慧平臺、教師機、學生機、白板
教學目標
1. 知識目標
1) 學生能夠正確流利地朗讀並複述文章內容；
2) 學生能夠在情境中運用There be ...以及Is/ Are there ...?句型。
2. 能力目標
1) 培養學生聽、說、讀、寫的能力；
2) 培養學生小組合作、互相傾聽、表達的能力；
3）學生能夠合理運用智慧平臺輔助自己的英語學習。
3.情感目標
學生能夠培養城市自豪感和熱愛感，在生活中為合肥創建文明城市貢獻自己的力量。
教學重點
學生能夠通過文本閱讀、文本複述和書寫練習，綜合運用there be句型的基本形式和一般疑問形式。
教學難點
1. 學生能對there be句型進行實際運用；
2. 學生能體會在運用there be句型時的內在邏輯關係；
3. 學生要學會正確有效地利用多媒體智慧手段進行學習。
教 學 過 程 設 計
教學流程
教師活動
媒體運用
一、Warm-up
1. Greetings：T introduces herself.
2. T divides Ss into two groups, if they do well, their groups can get one star. At the end of the class, the winner will be awarded.
3. T invites Ss to watch a video about Hefei. After that, Ss can talk about 「What’s in Hefei?」 and 「What’s Hefei like?」
二、Pre-reading
1. T : Boys and girls, Hefei is now building a civilized city, more and more people come here to live or visit. Now Mr Jones is living in Hefei, this is his house. Today he invites a friend to come to Hefei, guess! Who is he?
Ss: Robin!
2. T asks Ss 「Where is Robin?」 and 「What is Robin looking at?」 Ss can express their opinions.
T: There is a nature park near Mr Jones』 house, do you want to go to the nature park with Robin?
三、While-reading
1. Ss read the passage quickly and answer the question: What’s in the nature park? Ss can circle the key words. If they got the answers, they can press the botton.
2. Ss find the answers: a high mountain(T explains the meaning of 「high」 with body language),a small village, a lake and many ducks. T puts these pictures on the blackboard.
3. Ss read the passage carefully and finish four questions(T/F):
1)There is a mountain in the park.
2)There is a small village behind the mountain.
3)There is a lake near the village.
4) There are many ducks near the lake.
Ss can underline the key words and sentences. After that, Ss finish the questions on their pads. Then T checks the answers and explains the mistakes with Ss. Then T puts the preposition of locality on the blackboard.
4. T plays the recording of this passage, Ss listen and read. Then T asks Ss to read in the groups and pay attention to the pronunciation of 「there is」 and 「there are」. Then boys』 group and girls』 group read the passage. Each group can get a star.
暢言平臺的PK板功能
搶答功能
線上答題功能
教師利用數據有針對性地解答
聚焦與點讀功能
四、Post-reading
1.T: Robin wants to draw a picture of the nature park, can you help?
Ss will have three minutes to draw the picture on their pads. After that, T invites some of the Ss to introduce the nature park to Robin.
2. T introduces some beautiful places in Hefei to Ss. Ss can choose one place the write a short passage and they will have 5 minutes to write. After that, Ss can take a picture of their writings. Then T will invite some of them to introduce these places to Robin. T helps Ss to correct their mistakes. Then Ss can vote and decide who is the best.
五、Extension
1. T shows some pictures of Hefei(now and then), and Ss can find out what have changed.
T: Is there/Are there……
T tells Ss Hefei has changed a lot.
2.T invites Ss to watch a video and find out what can we do in our daily life. After that Ss can help each other, respect the old and cherish the young……
3.T checks the stars and winners can get a gift.
平板作畫功能
分組作答功能
投票功能
作業布置
1. Introduce a nature park to your parents.
2. Finish some questions on the pad.(線上作業功能)
3. Read the storybook.
板書設計
Unit6 Part B Read and Writea high mountain in front of a small village
這節課選自人教版PEP教材五年級上冊，是一節對話課。內容關於張鵬和約翰在英語派對上能做些什麼，語法點聚焦在情態動詞can的用法。
這節課設計的亮點是教師非常關注學生在對話中對語音語調的模仿和朗讀。在輸出階段，教師設計這樣一個活動，讓學生去討論在即將到來的新年晚會上能做些什麼並匯報。這些創意很有想法。
但是在過程中的媒體運用還是多了一些，環節與環節銜接不夠自然，影響整節課的流暢度。在媒體運用中，如教師設計這樣一個問題Can you do Kung Fu?然後通過大數據來分析，多少有點碎片化。最後播放老人摔到的視頻，意義不大，也有些給情感態度貼標籤的感覺。
對於人教版教材中有些文本內容單薄，或者缺少語境，不夠真實，教師也可以考慮增加繪本等資源，讓情境和內容更加豐滿。
附：教學設計 Unit 4 What can you do？
Part A Let’s talk
一、教學背景：
（一）教學內容分析：
本課選自新版PEP小學英語第五冊第4單元Part A Let’s talk其中的知識點為基本內容，這是一節聽說課，本部分學習的核心句型是：What can you dofor the party? I can sing English songs.主要通過Miss White和張鵬以及John的對話，讓學生感知上述功能句的語義及語用情景。
（二）學生情況分析：
本節課的教學對象是小學五年級的學生，他們學習了兩年的英語聽說知識，絕大部分學生具備一定的英語口語交際能力和聽力能力，學生已經在第二單元學過dance,playfootball,read a book,draw picture,listen to music等短語，對這課即將學習的句型具備了知識基礎，能很快接受，並聯繫之前所學詞組進行語境操練。需要注意的是如何提高學生的聽說能力，讓學生能學以致用。
二、教學方法和手段：
以科大訊飛教學平板為依託，進行交互式教學，注重人機互動、師生交互、生生交互，讓學生在協作活動中充分運用探究方式自主學習。注重教與學的互動互學。將集體學習與小組學習結合起來。教學方法主要採用情境法、任務教學法等，學生在教師的引導下，通過感知、實踐、參與與合作等學習方法完成任務，充分發揮其個體積極性，努力使每一位學生都有所獲。
五、教學準備：
科大訊飛教學平板、學生平板、課件、白紙
六、Teaching aims:
1. KnowledgeAims:
Students can understand the meaning oftwo phrases "sing English songs" and "do kung fu" andsentence structures, such a -What can you do? -I can...」
2. AbilityAims:
Students can talk about the things theycan do and ask for others' abilities fluently.
Students can make and regulate theirlearning plan according to the actual situation.
3. EmotionalAims:
Students will be wiling to learn new skillsand take part in group activities.
七、Teaching key & difficultpoints:
Key points:
1. Tomaster the new phrases such as "sing English songs" and "do kungfu" and sentence structures, such as --What can you do?-I can .".
2. Totalk about the things they can do and ask for others' abilities fluently.
Difficult points:
1. Howto use target sentence patterns properly in their daily life.
2. Toform the habit of learning new skills.
八、Teaching procedures:
Step1 Warming-uр
1.Dailygreeting.
2.Singa rap,introduce myself and ask two questions:
-Whatis my English name?
-Whatcan I do ?
3.Playa game:sharp eyes, ask students what can they do? Then lead to topic-What can youdo?
Step 2 Pre-listening
1.Show some pictures of parties thenteach the party and lead-in the English party
2.let’s try: Show a picture of Mike andask a question:What can Mike do for the English party?
Show a picture of calendar to teach thenext Tuesday.
Step 3 While-listening
1. Firstlistening: Check their prediction. And answer what they are talking about.
2. Secondlistening: Pay attention to the detailed information and answer thequestion-What can they do for the party? Select students to answer thequestions.
3. Presentthe sentences and teach students they can use them to ask for others' abilities.And ask student to show their abilities.
4. Thirdlistening: ask students to read after the tape and imitate the pronunciationand intonation.
Step 4Post-listening
Activity 1: Roleplay
Ask students toact out the dialogue in groups
Activity 2: Makea survey
Tell studentsthat they will have an New Year’s Eve party. Ask students to find theperformers in groups by making a survey about what their friends can do. 5 minutes will be given and invite Some groups to share their results.
Activity 3: Dosome practice
Step 5 Summary& homework
Summary: make asummary of what they've leaned today with students together. Then watch a videoand ask students to help old people.
Homework 1:Recite the dialogue on page38.
Homework 2: Makea plan with your friends :What can you do for the old people?and share with usthe next class.