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  3. 以下是某课堂的教学实录片段。 Step 1(12 min) (The teacher had a volleyball in hand. The teacher asked students questions quickly and wrote down

以下是某课堂的教学实录片段。 Step 1(12 min) (The teacher had a volleyball in hand. The teacher asked students questions quickly and wrote down

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问题 以下是某课堂的教学实录片段。
Step 1(12 min)
(The teacher had a volleyball in hand. The teacher asked students questions quickly and wrote down the names of students and sports goods on the blackboard.)
T: I don’t have a basketball. I have a volleyball. S1, do you have a tennis racket?
S1: Yes, I do.
T: S2, what sports goods do you have?
S2:I have a ping-pong ball.
T: S3, do you have a soccer ball?
S3: No, I don’t.
T: I have a TV. What other things do you have? (T drew a picture of TV.)
Ss: Ping-pong bat, computer, chair, book, CD, alarm clock, key, pencil case ...
T: Well done!
(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" . S4, make the third sentence ... (T wrote sentences on the blackboard.)
S4: S1 have a tennis racket.
T: Is it correct? No, we should say "SI has a tennis racket" . We don’t use "have" after "He, She, Tom, Lucy" . We should say "He has ..., She has ..., Tom has ..., Lucy has ..." . (The teacher wrote the wrong sentence on the blackboard and corrected it.)
T: Next one, S3, please.
S3: S2 has a ping-pong ball.
T: Yes. (T wrote it on the blackboard.) Next one, S5, please.
S5: S3 don’t have a soccer ball.
T: No, no, no. Wrong again. What is the correct answer?
Ss: S3 doesn’t have a soccer ball.
T: Yes. (T wrote the correct answer on the blackboard.)
Step 2
The teacher began to teach the next section: "Do you like bananas? Listen again. Fill in the
blanks." ...
Step 3
...
根据所给信息从下列三个方面作答。
(1)请指出该教师在此教学过程中存在的两个问题。
(2)在该教学片段中，该教师采用了哪种纠错方法?
(3)请简述课堂教学中的其他纠错方法(至少两种)，并各举一例说明。
选项
答案 (1)①教师讲课节奏过快，没有顾及全班学生。该教师一直在向学生机械地灌输知识，在点名让几位学生回答问题后，未进行进一步的课堂练习或小结就过渡到下一环节。无法保证其他学生对新知识的掌握。 ②板书利用不合理。好的板书是课堂教学的重要组成部分，有助于完成教学目标、突破教学重难点。教师在板书的时候应做到简明扼要，突出重点，不应耗费过多时问。在此教学片段中，该教师将对话涉及的每个句子都写在黑板上，无法让学生抓住重点，同时也浪费了课堂时间，影响学生对课程内容的感知和理解。 (2)直接纠错法。直接纠错是指学生出现错误时，教师打断其语言训练或实践活动，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)。这种纠错方式常用于旨在让学生掌握正确的语言形式而进行的机械操练或侧重语言精确输出的各种练习中。在此教学片段中，教师对s4和s5都使用了直接纠错法。 (3)①重复法。教师发现学生的语言错误后，可以要求学生重新回答，并使用“Once more．／Pardon?／Repeat please．”等对学生加以引导。如： T：What did you do last Sunday? S：I go to the museum． T：Once more．／Pardon?／Repeat please． S：I went to the museum． T：Oh，that is right． ②重述法。重述法是指教师对学生语言表达中的错误进行含蓄纠正，即先进行部分肯定，之后用正确的语言重述学生的表达，不指出错误，而通过不同的语气(如反问)、语调、眼神、动作等，让学生意识到自己的错误。此纠错方法对于纠正学生口语中的语法错误比较有效。如： T：What did you do last Sunday? S：I go to the museum． T：Oh，that’s nice．You went to the museum，did you? S：Yes．
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