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視頻標簽：Search ,Amber R
所屬欄目：高中英語優質課視頻
視頻課題：基于圖式理論的英語閱讀教學設計In Search of the Amber Room長春
教學設計、課堂實錄及教案：基于圖式理論的英語閱讀教學設計In Search of the Amber Room長春外國語學校
基于圖式理論的英語閱讀教學設計
---In Search of the Amber Room 為例 I.指導思想和理論依據---圖式理論
圖式理論（Schema Theory）認為，閱讀不是被動的解碼（decoding）而是復雜的心理過程和積極主動地思維過程；是讀者和作者之間的非面對面的信息交流的過程；是讀者基于自己的生活經驗和文本信息進行意義建構的過程。閱讀的過程是心理語言學的猜測游戲（psycholinguistic guessing game）。圖式理論指導下的閱讀心理機制是：預測、證實、擴展、修正、再預測、再證實的知覺循環過程。
圖示分為語言圖示（linguistic schema）、內容圖示（content schema）、結構圖示(formal schema)。 語言圖示指所掌握的語言知識及運用語言的能力，內容圖示指與文章內容相關的背景知識；結構圖示是指不同體裁語篇的結構框架和文章脈絡。在閱讀過程中，讀者如果調用了相應的結構圖式，就能夠提綱挈領地理解文章的大意以及各段落之間的邏輯關系。 圖式理論對高中英語閱讀教學的啟示
1. 重視語言知識的教學，幫助學生豐富語言圖式。 2. 激活并擴大內容圖示。
a)課前設置問題激活學生的有關圖示。
b)課中輸入新的背景知識，不斷拓展內容圖式。 3. 重視語篇體裁的介紹，幫助學生建構結構圖式。
高中階段的閱讀理解材料中常見的語篇體裁主要有：議論文、說明文、描述文記敘文等。在閱讀過程中，如果學生頭腦中對所讀材料有一個相應的結構圖式，就能夠熟練地運用結構策略，激活正確的結構圖式，對所讀材料的結構以及各段落之間的邏輯關系進行預測，并做出相應的調整和補充，從而更好的理解文章的內容。
II. 教學內容分析
本文的標題為In Search of the Amber Room(尋找琥珀屋)。文章以時間為主線，講述了琥珀屋從建筑到轉贈，然后到改造，再到失蹤，最后重建的整個歷史過程。體裁屬于事物說明文。該說明文的目的是使讀者了解琥珀屋的歷史故事，進而激發讀者的文化遺產保護意識。
III. Teaching aims:
Knowledge: Get the students to know about the history of the Amber Room. Skill: Help students build the formal schema of an exposition.
Attitude: Motivate the students to cherish and protect cultural relics.
IV. Teaching focus
a) Train the students’ reading skills such as predicting, skimming and scanning. b) Cultivate students’ critical thinking and analytical ability.
V. Teaching procedures Pre-reading
活動：根據琥珀屋的圖片和題目對文章內容進行預測
設計意圖：激活內容圖示，訓練學生的預測能力并引出本節課學習目的
Look at this picture. Do you know what it is? Please describe it. The room is made of amber and it is called The Amber Room. What do you want to know about it?
Can this passage satisfy your curiosity? Let’s see the title---In Search Of the Amber Room. According to this title, can you guess what happened to the Amber Room? Go through the passage quickly and tell me whether your guessing is right. Please show me the evidence.
While-reading
Since the Amber Room is missing, our task today is to search it out. And as we know, to find someone, we need to know his identity. So our first task is to finish this ID card.
Task 1: Scanning--- introduction about the Amber Room
設計意圖： 大多數同學對琥珀屋的背景知識了解甚少。填寫琥珀屋的身份信息可幫助學生進一步擴大內容圖示并培養他們的掃讀技巧, 同時也為下面的分析文章結構脈絡埋伏筆。
Where did you get the information? （學生總結閱讀策略） Reading skills:
To get the specific information, we need to locate it. The introduction generally appears in the first paragraph.
Task2: Skimming---structure of the passage
設計意圖：引導學生調用說明文相應的結構圖式：依據時間線索，快速找出文章的大意及各段落之間的邏輯關系。 教師提供支架（scaffolding）： 1）Read the first sentence together. Based on this sentence, can you guess what will be talked about in the following paragraphs? Which paragraphs are about its history? How do you know that?
2）What is the main idea of the last paragraph? Reading skills:
To get the structure of the passage, we need to know how the text is organized. Time markers can be a clue for presenting historic events.
By following the time sequence, we can see the basic structure, that is, the outline of the Amber Room.
Task 3: Main idea of each paragraph（What happened, Why ,How）
設計意圖：了解琥珀屋從建筑到轉贈，然后到改造，再到失蹤，最后重建的整個歷史過程并分析其內在原因。
Previously, we have analyzed the first paragraph in detail. It is about how the Amber Room was made, but what happened to it after that? The following four questions summarize the main idea of Para 2-5.
Task 4:
WHO are related to the Amber Room? What did they do?
設計意圖：理清各個人物與琥珀屋之間的關系，為下面描述琥珀屋做鋪墊。 You see we have analyzed “what happened, when, why and how,” but history, as the name itself suggests, is his story. It’s about human’s story. Scan the passage and tell me WHO are related to the Amber Room. What did they do? Skill: Names are capitalized（大寫的）
Till now, we can see what the Amber Room is like from the first paragraph and the middle three paragraphs serve as the windows through which we can examine its history. Luckily, the recent rebuilding just opens a door and invites us to come inside and have a closer look at it. This is all that we get from the textbook. But here is a video to show you more about the Amber Room.
In the video, what adjectives are used to describe the Amber Room?
After-reading
1. Discussion and presentation
But you know different people have different perspectives. Please use an adjective to describe the Amber Room and give supporting evidence from the passage. (Do not just focus on the positive side.)
設計意圖：鞏固文中所學內容，培養學生分析能力和批判性思維。 2. Comment and summary
設計意圖：升華主題（保護文化遺產）
The Amber Room met different owners and had different fate. To some degree, it was at the mercy of mankind. Therefore, we should cherish and protect it.
Return to the title: In Search of the Amber Room
It has two layers of meaning. In terms of its physical existence, it is missing and we don’t know its whereabouts, but we can still try to seek its historic and cultural meaning. It is special not just because it is made of amber or it is related to many celebrities but because it witnessed the history. And that is the soul of the Amber Room.
3. Summarize the Style of the passage
設計意圖：歸納并鞏固事物說明文的結構圖示以及閱讀策略 What is an exposition?
An exposition is to clarify the occurrence and development of things. It answers questions such as What, Why and How. How to read an exposition?
It is important to follow the time line to see what happened. But extra efforts are needed to explore details such as Who, Why and How to get the theme. 4. Homework
Write an introduction about Yuan Ming Yuan Tip: Organize it according to the time order.
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