2. 职业资格
  3. 下面是某初中教师的课堂教学片段。 (T asked Ss to make sentences according to the information on the blackboard.) T: Now, let’s look at the blackb

下面是某初中教师的课堂教学片段。 (T asked Ss to make sentences according to the information on the blackboard.) T: Now, let’s look at the blackb

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问题 下面是某初中教师的课堂教学片段。
(T asked Ss to make sentences according to the information on the blackboard.)
T: Now, let’s look at the blackboard and make sentences. I say "I don’t have a basketball" and you say "Our teacher doesn’t have a basketball" . I say "I have a volleyball" and you say "Our teacher has a volleyball" . Li Xing, make the third sentence ... (T wrote sentences on the blackboard.)
Li Xing: Tom have a tennis racket.
T: Is it correct? No, we should say it like this "Tom has a tennis racket" . We don’t put "have" after "He, She, Tom, Lucy" . We should say "He has ..., She has ..., Tom has ..., Lucy has ..." .
(T wrote the wrong sentence on the blackboard and corrected it.)
T: Next one, Li Lei, please.
Li Lei: Jim has a ping-pong ball.
T: Yes. (T wrote it on the blackboard.) Next one, Zhang Hong, please.
Zhang Hong: Li Lei don’t have a soccer ball.
T: No, no, no. Wrong again. What is the correct answer?
Ss: Li Lei doesn’t have a soccer ball,
T: Yes. (T wrote the correct answer on the blackboard.)
根据所给信息从下列三个方面作答。
(1)请分析学生课堂回答错误的主要原因。
(2)该教师采用了什么方式来纠正学生的错误?
(3)针对学生在该课堂中回答错误的情况，教师应如何进行反馈和引导?
选项
答案 (1)①学生在英语学习过程中缺少语言环境，受母语表达习惯影响。 ②学生对语言规则掌握不熟练。与汉语不同，英语谓语动词需要随着时态、人称和数的变化而变化。 (2)该教师采用了直接纠错法来纠正学生的错误，即学生出现语言错误时，教师对其错误予以正面纠正(说出正确的语言形式，并让学生改正)。 (3)①在课堂教学过程中，特别是在提问的过程中，很多学生都缺乏自信，羞于开口说英语。针对学生回答错误的情况，教师应当以鼓励性评价为主，采用多种方法适时地纠错。通过表情、手势、语调等对学生的答案进行评价是教师课堂最常见的反馈形式之一。学生回答问题时谓语动词使用错误，教师最好不要马上否定学生，试着多次重复，并放慢语速，或者摆摆手、摇摇头等，启发学生自己发现错误并改正，并且在此过程中不失时机地给予学生积极强化，这样学生会记得更牢，自信心也不会受打击。 ②要有效地纠正学生在英语课堂上出现的语言错误，就必须明确错误产生的原因，这样才能“对症下药”，进而进行有效的引导。教学片段中学生回答错误主要是由于受母语的干扰，对于新的语言规则掌握不熟练。教师应该在纠正错误的基础上，指导学生掌握有效的学习策略，例如归纳学习、演绎学习、情境学习、认知强化练习等。
解析
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