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新一輪课程改革呼吁课堂教学由“知识传递型”课堂教学向“知识建构型”的有效课堂教学转型。但课改实施多年来，就初中化学课堂教学现状看“知识传递型”教学仍然统领课堂。课堂教学可概括为：方法单一，学习被动，气氛沉闷，教学压抑，师生发展受限。那么，初中化学课堂如何实现有效教学呢？
有效教学其关键在于知识的有效建构，笔者创建的“问题引探”教学法，能很好实现知识的有效建构。本文旨在揭示“问题引探法”与化学知识的有效建构策略。
一、“问题引探法”内涵、教学流程及特点
（一）“问题引探法”内涵
“问题引探法”即以问题为主线，以引导为依托，以探究为重点的一种教学法。教师通过设置有价值、有深度、有思维容量的问题引导学生探究、学习，学生在探究、学习中进一步发现问题，提炼知识；教师在关键处点拨，在学生困惑处释疑；进而达到学生积极、主动、有效建构知识的目的。
（二）“问题引探法”的教学流程及特点
此教学法特点是：课堂教学以问题为起点且以问题为终点，问题贯穿整个教学过程，教学以学生思维的发展为核心，以学生主动建构知识为宗旨，构成一个循环往复，递进式、螺旋式上升的教学格局。
二、“问题引探法”有效促进学生对知识的自主建构
第一，课上，“自主学习、合作探究”策略，完成对知识的初始建构。
第二，课后，“梳理知识、预设问题”策略，完成对知识的二次建构。
第三，课前，“问题链接”策略，完成对知识的再次建构。
第四，“自主梳理单元知识，形成知识体系”策略，完成对单元知识的完整建构。
第五，中考复习，“分板块自主梳理相关知识”策略，完成对知识群的整体建构。
通过以上几个环节对知识的对次有效建构，学生对知识的理解、记忆会越来越深，运用知识灵活解决问题的能力会越来越强。
以上论述了“问题引探法”促进学生对知识的有效建构。如何促进学生有效建构知识，应是教师教学设计的重点。有效教学源于有效教育，基点在于对学生的尊重，学生是发展中的人，学生是千差万别的，学生是有无限的潜力和创造力的。唯有此，有效建构知识才会成为可能。
Book6 Module1 Small Talk Teaching Plan
辽宁大连市第二十三中学 刘红
1. The students will learn the features and basic rules and skill s of making small talk
2. The students will make small talk freely.
Teaching procedures：
Step 1
1. Read the 4 definitions：
A. Describe the features of small talk with adj.
（1）._________ （2）._________.（3）._________.（4）___________.（5）.____________（ 6）._____________
B. Where does the small talk happen？
______________
Listen to the recordings and match the conversations with the places. There is one extra place.
at a summer school during a job interview in a business meeting on a boat
（1）. ___________ （2）.___________ （3）._____________ （4）. ________________
C. Pick out the serious conversation topics
Career cars examinations film stars music politics sport travel weather
（1）______________（2）__________________（3）_______________
2. Read the 3 passages about skills of making small talks in your text books：
A. How good are your social skills？
B. Making friends in the USA.
C. The Wrong Kind of Small Talk.
（1）Find out the answers to the questions relevant to each passage.
（2）Try to collect some useful information about the skills of doing small talk.
Step 2 （51persons= 6+ 6+ 6 +6+6+7+7+7= G1+G2+G3+G4+G5+G6+G7+G8）
1. Compare notes with each other for the answers to the questions in students’ book 6 first and find out the most difficult questions to answer. G1. Introduction
G2. How good are your social skills？
G3. Making friends in the USA
G4. The Wrong Kind of Small Talk
2. Group discussion：
G5. Describe with adj. appearing in this module for the features of good topics of small talk and the ones to be avoided.
G6. List the safe topics of small talk mentioned in Making Friends in the USA
G7. List the dos and don’ts when making small talk.
G8.List with verbs about dos and don’ts while listening during a small talk.
3. What about a highly personally conversation？
Step 3
1. Look through the summary of the basic rules and skills of making small talk. （PPT）
Features of small talk （adj.）
Safe Dangerous （Highly personal）
2. Dos and don’ts while making small talk （verb phrases）：
Making Friends in the USA + Introduction
Dos Don’ts
topics
How Good are Your Social Skills + The Wrong Kind of Small Talk
Dos Don’ts
Listening skills
Step 4 Feedback
1. Pair work Choose a safe topic and make a free small talk with your partner， following the basic rules and skills learned in this module.
2. Role- play： Making a dialogue. （Task 1 on page 14）
A： Asking the teacher for help and advice
B： Apologizing and explaining， for example， reasons for being late or not doing a task
Assessment rubrics：
Small talk
skill Listening
skill
Body movements politeness Verbal（ spoken）
Language
Points
in
total
G1
G2
G3
4= Excellent 3= very good 2= good 1= poor
有效教学其关键在于知识的有效建构，笔者创建的“问题引探”教学法，能很好实现知识的有效建构。本文旨在揭示“问题引探法”与化学知识的有效建构策略。
一、“问题引探法”内涵、教学流程及特点
（一）“问题引探法”内涵
“问题引探法”即以问题为主线，以引导为依托，以探究为重点的一种教学法。教师通过设置有价值、有深度、有思维容量的问题引导学生探究、学习，学生在探究、学习中进一步发现问题，提炼知识；教师在关键处点拨，在学生困惑处释疑；进而达到学生积极、主动、有效建构知识的目的。
（二）“问题引探法”的教学流程及特点
此教学法特点是：课堂教学以问题为起点且以问题为终点，问题贯穿整个教学过程，教学以学生思维的发展为核心，以学生主动建构知识为宗旨，构成一个循环往复，递进式、螺旋式上升的教学格局。
二、“问题引探法”有效促进学生对知识的自主建构
第一，课上，“自主学习、合作探究”策略，完成对知识的初始建构。
第二，课后，“梳理知识、预设问题”策略，完成对知识的二次建构。
第三，课前，“问题链接”策略，完成对知识的再次建构。
第四，“自主梳理单元知识，形成知识体系”策略，完成对单元知识的完整建构。
第五，中考复习，“分板块自主梳理相关知识”策略，完成对知识群的整体建构。
通过以上几个环节对知识的对次有效建构，学生对知识的理解、记忆会越来越深，运用知识灵活解决问题的能力会越来越强。
以上论述了“问题引探法”促进学生对知识的有效建构。如何促进学生有效建构知识，应是教师教学设计的重点。有效教学源于有效教育，基点在于对学生的尊重，学生是发展中的人，学生是千差万别的，学生是有无限的潜力和创造力的。唯有此，有效建构知识才会成为可能。
Book6 Module1 Small Talk Teaching Plan
辽宁大连市第二十三中学 刘红
1. The students will learn the features and basic rules and skill s of making small talk
2. The students will make small talk freely.
Teaching procedures：
Step 1
1. Read the 4 definitions：
A. Describe the features of small talk with adj.
（1）._________ （2）._________.（3）._________.（4）___________.（5）.____________（ 6）._____________
B. Where does the small talk happen？
______________
Listen to the recordings and match the conversations with the places. There is one extra place.
at a summer school during a job interview in a business meeting on a boat
（1）. ___________ （2）.___________ （3）._____________ （4）. ________________
C. Pick out the serious conversation topics
Career cars examinations film stars music politics sport travel weather
（1）______________（2）__________________（3）_______________
2. Read the 3 passages about skills of making small talks in your text books：
A. How good are your social skills？
B. Making friends in the USA.
C. The Wrong Kind of Small Talk.
（1）Find out the answers to the questions relevant to each passage.
（2）Try to collect some useful information about the skills of doing small talk.
Step 2 （51persons= 6+ 6+ 6 +6+6+7+7+7= G1+G2+G3+G4+G5+G6+G7+G8）
1. Compare notes with each other for the answers to the questions in students’ book 6 first and find out the most difficult questions to answer. G1. Introduction
G2. How good are your social skills？
G3. Making friends in the USA
G4. The Wrong Kind of Small Talk
2. Group discussion：
G5. Describe with adj. appearing in this module for the features of good topics of small talk and the ones to be avoided.
G6. List the safe topics of small talk mentioned in Making Friends in the USA
G7. List the dos and don’ts when making small talk.
G8.List with verbs about dos and don’ts while listening during a small talk.
3. What about a highly personally conversation？
Step 3
1. Look through the summary of the basic rules and skills of making small talk. （PPT）
Features of small talk （adj.）
Safe Dangerous （Highly personal）
2. Dos and don’ts while making small talk （verb phrases）：
Making Friends in the USA + Introduction
Dos Don’ts
topics
How Good are Your Social Skills + The Wrong Kind of Small Talk
Dos Don’ts
Listening skills
Step 4 Feedback
1. Pair work Choose a safe topic and make a free small talk with your partner， following the basic rules and skills learned in this module.
2. Role- play： Making a dialogue. （Task 1 on page 14）
A： Asking the teacher for help and advice
B： Apologizing and explaining， for example， reasons for being late or not doing a task
Assessment rubrics：
Small talk
skill Listening
skill
Body movements politeness Verbal（ spoken）
Language
Points
in
total
G1
G2
G3
4= Excellent 3= very good 2= good 1= poor