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时下的小学英语课堂基本形成了“激趣导入—新授操练—巩固拓展”三段式的教学流程。结课时的拓展环节承载着语言输出(output)的重要职能,也是“同课异构”赛课中竞相媲美的环节。很多教师为了追求与众不同、标新立异,可谓是煞费苦心。但有时候教师用心良苦,却不能如愿以偿,于是出现了脱离文本、盲目拓展、舍近求远、华而不实等现象。为此,怎样找准拓展教学的时机和切入点,就显得尤为重要。
Nowadays the primary English classroom has basically formed a three-stage teaching process of “intrigue, new training, consolidation and expansion”. At the end of the course, the development process carries an important function of the output of the language and is also a competing link in the class competition. Many teachers in pursuit of different, unconventional, can be described as painstaking care. However, sometimes teachers with good intentions, but can not get his wish, so there has been out of the text, blindly expand, get too far, flashy and so on. To this end, how to identify the opportunity to expand teaching and entry point, it is particularly important.