<h3><font color="#010101"> 絢麗多彩、爍玉流金的六月,帶著火一般的熱情，萊州小學英語名師工作室的全體成員齊聚雙語學?！袄钇G名師工作室”，隆重舉行“讀書交流暨年度工作考核”總結大會。</font></h3> <h3> 為了給成員們搭建閱讀交流平臺、創(chuàng)設濃厚讀書氛圍，進一步提升大家的文化素養(yǎng)，以促養(yǎng)成閱讀、寫作、反思、研究的良好習慣，自今年三月份以來，工作室主持人李艷老師，堅持組織大家進行“每日悅讀”主題閱讀活動。本次交流會就是對前期閱讀成果進行匯報交流，主題是“ Funny reading！Happy sharing! ”（悅讀樂享）。</h3> <h3> 讀書交流會在工作室核心成員鄭金彥老師流利地道的英文主持下拉開帷幕。</h3> <h3> The reading topic today is “Funny reading, Happy sharing!”we hope this reading exchange would help us improve our habit of reading, writing, rethinking and analyzing. We should communicate each other’s experience and teaching methods, rethink our weakness and analyze our gains.</h3> <h3><font color="#010101"> 根據(jù)閱讀教學的環(huán)節(jié)，大家結合讀書所得所感和課堂實踐，從閱讀前、閱讀中、閱讀后三個議題，進行了自己的觀點交流。每位成員都進行了精心的準備，引經(jīng)據(jù)典、旁征博引的理論高度，引人入勝、精彩紛呈的課例展示，優(yōu)美動聽、專業(yè)地道的口語，PPT、圖片加以輔助，頗有大家風范。</font></h3> <h3>議題一:</h3><h3>How to inspire the interest of students before reading?</h3><h3>閱讀前怎樣激發(fā)學生的興趣？</h3> <h3>Wang Yafei:</h3><h3>How to attract pupils ' interests before reading?</h3><div>1.Using the title of the text運用文本標題。</div><div>2.Using free talk 運用自由交談</div><div>3.Using pictures of the text 運用文本插圖</div><div>4.Creating situations創(chuàng)設情景</div><div>5.Using games運用游戲</div><div>6.Using questions運用問題</div><div>7.Talking about background knowledge 談論背景知識</div> <h3>Sun Yu:</h3><h3>How to Stimulate Students’ Interest before Reading?</h3><div> </div><div>Firstly, students’ interest can be inspired by songs.</div><div>Secondly, free talk is a good way to arouse students’ interest. </div><div>Thirdly, reviewing is a powerful method in stimulating students’ interest.</div> <h3>Wang Feng:</h3><h3>巧用思維導圖:</h3><h3>圖片式思維導圖(Pictorial mind map) <br></h3><div>Before class,let the students make a mind map by themselves. It can stimulate students interest in learning English and wake up the students already have knowledge.</div><div>Tabular mind map(表格式思維導圖）</div><div>Show a tabular mind map(表格式思維導圖). Lead the students to guess the second question.</div><div>積極預測Prediction:</div><div>Prediction is an important part of the reading process.So I will show some pictures about the text.And let the students prediction the text.When they read the text with their prediction.They are interested and excited.I think we must reach our teaching goal.</div> <h3>Liu Zhongjie:</h3><h3>Some Thoughts of the Effective Design about Pre-reading</h3><h3>1.Scene Introduction: let students melt their emotions into the scene</h3><h3>2.Game Introduction: full of funny in class</h3><h3>3.Suspense introduction:The class is full of suspense.</h3> <h3>Feng Yan:</h3><h3>Firstly,creating the life situation and cultivate the communication ability of language. 巧設生活情景，發(fā)展語言能力。</h3><div>Secondly,creating the story situation and cutivate the ability to use language.創(chuàng)設故事情景，培養(yǎng)語言運用能力。 </div> <h3> 工作室核心成員趙潔老師進行了閱讀前教學觀點梳理總結，她在日常教學中大膽實踐，值得我們學習。</h3> <h3>Zhao Jie:</h3><h3>Principles for pre- reading讀前設計活動的3個原則:</h3><h3>1.Students are subjectivity principle.學生主體性原則。</h3><h3>2. Purposiveness principle目的性原則。</h3><h3>3. Real life situation principle.真實情境原則。</h3><div><br></div> <h3>議題二:</h3><h3>How to help students understand the content during the reading time?</h3><h3>閱讀中如何幫助學生理解文本？</h3> <h3>Ge Xuefeng:</h3><h3>Reading effectively, improves pupils' reading comprehension.</h3><h3>1. In-depth exploration helps pupils deconstruct the funny reading.深度探究，幫助"悅"讀文本。</h3><h3>2. Grasp the details, create active class.把握細節(jié)，創(chuàng)設生命課堂。</h3><h3>3.Make full use of pictures.利用插圖，培養(yǎng)讀圖能力。</h3><h3>4. Construct the text clearly with the help of mind map.思維導圖，清晰建構文本。</h3><h3>5.Phonics teaching, understand words in the text.拼讀教學，理解文本單詞。</h3> <h3>Yang Jing:</h3><h3>The Good Ways for Reading English.</h3><div>I deviede 4 steps to help students learn the reading text.</div><div>1st: Guide leading questions</div><div>2nd: Comb questions</div><div>3rd :Detail questions</div><div>4th:Deep questions</div> <h3>Zhang Xiaoping:</h3><h3>"思維導圖”開啟學生閱讀之旅</h3><h3>1.Faced with a large number of new words and a long essay, we can use the mind map to help the students to understand the text.</h3><h3>2.In the face of short essays with fewer new words and less space, the article has a simple structure. In this way, students can use mind mapping to help them understand the text.</h3><h3><br></h3> <h3>Su Ye:</h3><h3>一、采用文本解構、獲取文本信息
</h3><div>Adopt information deconstruction to refine text views.
</div><div>1.Paragraph the text分段
</div><div>2.Title the text命題
</div><div>二、活用問題引領、幫助學生理解
</div><div>Apply questions to guide students to understand.
</div><div>三、巧用思維導圖、構建知識網(wǎng)絡
</div><div>Skillfully use the mind map to build the knowledge network.</div> <h3>Zhang Feifei:</h3><h3>1.When we read a passage,we usually follow these steps: understanding the text as a whole，reading in details, overall review of the text.When we read in details,we should raise some questions to help the students to understand the text step by step.</h3><div>2.When we learn a passage,it’s necessary to have 3 steps:pre-reading, while-reading,post-reading.While-reading is the the main body.In order to understand the text deeply,we usually follow these steps:skim-to get the general idea;scan-to get information in detail;overall review-to understand the text deeply in a whole again.</div><div><br></div><div> </div> <h3>Zhu Songli:</h3><h3>1、抓住主線，貫穿始終。</h3><div>Grasp the main line throughout all the teaching.</div><div>2、問題引領，層層推進。</div><div>Raise important questions and carry out the story.</div><div>3、預測驗證，發(fā)展思維。</div><div>Develop thinking ability by predicting and verifying.</div><div>4、變換方法，提取信息。</div><div>Take different reading strategies to extract key information.</div><div>5、導圖建構，整體梳理。</div><div>Make mind maps to comprehend the whole stories.</div> <h3> 對老師們閱讀中收獲的交流，鄭金彥老師進行了精準獨到的點評，并希望大家能夠把好的方法不斷去整合運用。</h3> <h3> 工作室年輕有為的核心成員于晶老師進行點評，她就閱讀中的方法進行了總結。</h3> <h3>Yu Jing:</h3><h3>I think we can make our reading more easier in these ways : </h3><div>Ⅰ.Build a mind-map or a chart.</div><div>Ⅱ. Set up effective questions.</div><div>Ⅲ. Read in different ways.</div><div>Ⅳ. Teach the reading skills.</div><div>Ⅴ. Train the phonics.</div><div><br></div> <h3>議題三:</h3><h3>How to effectively guide the students to develop the reading skills after reading?</h3><div>閱讀后如何有效指導學生進行拓展？</div> <h3>Zhao Minlei:</h3><h3>1.Activities to Consolidate knowledge</h3><h3>2.Activities to improve the quality of thinking</h3><h3>3.Activities to improve reading skills</h3><h3>4.Activities to broaden cultural horizons</h3><div>5.Activities to develop comprehensive language skills</div> <h3>Wang Xiaolun:</h3><div>1.After dealing with the text, I used the way of retelling the text according to the mind map on the blackboard.</div><div>2.In the extension, I offered a similar passage like the text. Ask students to make a mind map after reading. The students are interested in it. And most of them did a good job. Maybe they are not perfect. But they can uderstand the passage well. </div><div>It can be seen that the application of the mind map can inspire the interest in reading. The students’ thinking quality also will be developed by using the mind map.</div> <h3>Chi Wenjuan:</h3><h3>How to design effective after-reading activities?</h3><h3>I think the important thing is that we should train students' reading abilities and thinking abilities. </h3><h3>1.Continuation of the story</h3><h3>2.Create situations and encourage diverse expressions.</h3><h3>3.Make mind map.</h3><h3>4.Retell the story.</h3><h3>5.Rewrite the story.</h3><h3><br></h3> <h3>Sun Xuefang:</h3><h3>Reacquainted with post-reading activity</h3><div>一、I think post- reading activities are held around the text information and language output activities, let the student through oral and written exercises testing teaching effect, and through a variety of language practice activity in the internalization of knowledge and migration, cultivate the students' comprehensive language using ability.</div><div>二、How to choose effective post-reading activities</div><div>（一）How to strengthen the text of textbooks?</div><div>1.Use retelling skillfully to consolidate and apply language knowledge.</div><div>2.Situational performance, deep understanding of the text.</div><div>（二）How to expand the textbook content</div><div>3.Promote writing by reading and improve the ability to use language.</div><div>4.Create living situations and promote divergent thinking.</div> <h3> 核心成員孫清媛老師，梳理點評了老師們的個人觀點，并提出了自己獨到的見解。</h3> <h3>Sun Qingyuan:</h3><h3>First, we can retrain the students' oral expression ability through mind mapping, form, filling in and so on, and further consolidate the content of the text.</h3><div>Second, we can cultivate students' performing ability through performing stories, and deepen their understanding of the text.</div><div>Third, we can also cultivate students' thinking ability and knowledge application ability through sequel stories and adaptation stories.</div><div>Next, I add my own point of view: after reading, we can also let students express their views on the story and talk about what they learned from the story. What would you do if you were a character in the story? In combination with the reality of life, it leads to students' thinking. Or let students express their views freely in the form of debate. These are ways to cultivate students' thinking ability.</div> <h3> 在全體成員交流之后，小學英語名師工作室主持人李艷老師，談了自己的收獲，并分享了在認真傾聽大家交流之后的感受，肯定了大家的用心，看到每一位成員讀書后的改變，非常欣喜，鼓勵大家堅持閱讀，不斷成長！</h3> <h3> 按照會議日程安排，主持人李艷老師組織老師們就讀書筆記、思維導圖、交流表現(xiàn)、教學設計等進行了現(xiàn)場觀摩、相互評價，這是對成員們進行年度考核的一個重要評價機制。</h3> <h3><font color="#010101"> 會議最后，李老師帶領大家回顧了工作室成立一年以來，組織開展的各項活動，引發(fā)成員們思考:自己的進步是什么？現(xiàn)在處于成長的哪一步？在思想意識、理論高度、課堂實踐、研究能力等方面，是否有突破？接下來努力的方向是什么？她引用幾句名言來鼓勵大家要珍惜機會、創(chuàng)新意識、相互學習、抱團成長！</font></h3> <h3> 如李艷老師所說所做：Future is in your own hands.我們都應該不負期待，共促成長，在專業(yè)發(fā)展的路上腳踏實地，砥礪前行。</h3>