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视频标签：Search ,Amber R
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视频课题：基于图式理论的英语阅读教学设计In Search of the Amber Room长春
教学设计、课堂实录及教案：基于图式理论的英语阅读教学设计In Search of the Amber Room长春外国语学校
基于图式理论的英语阅读教学设计
---In Search of the Amber Room 为例 I.指导思想和理论依据---图式理论
图式理论（Schema Theory）认为，阅读不是被动的解码（decoding）而是复杂的心理过程和积极主动地思维过程；是读者和作者之间的非面对面的信息交流的过程；是读者基于自己的生活经验和文本信息进行意义建构的过程。阅读的过程是心理语言学的猜测游戏（psycholinguistic guessing game）。图式理论指导下的阅读心理机制是：预测、证实、扩展、修正、再预测、再证实的知觉循环过程。
图示分为语言图示（linguistic schema）、内容图示（content schema）、结构图示(formal schema)。 语言图示指所掌握的语言知识及运用语言的能力，内容图示指与文章内容相关的背景知识；结构图示是指不同体裁语篇的结构框架和文章脉络。在阅读过程中，读者如果调用了相应的结构图式，就能够提纲挈领地理解文章的大意以及各段落之间的逻辑关系。 图式理论对高中英语阅读教学的启示
1. 重视语言知识的教学，帮助学生丰富语言图式。 2. 激活并扩大内容图示。
a)课前设置问题激活学生的有关图示。
b)课中输入新的背景知识，不断拓展内容图式。 3. 重视语篇体裁的介绍，帮助学生建构结构图式。
高中阶段的阅读理解材料中常见的语篇体裁主要有：议论文、说明文、描述文记叙文等。在阅读过程中，如果学生头脑中对所读材料有一个相应的结构图式，就能够熟练地运用结构策略，激活正确的结构图式，对所读材料的结构以及各段落之间的逻辑关系进行预测，并做出相应的调整和补充，从而更好的理解文章的内容。
II. 教学内容分析
本文的标题为In Search of the Amber Room(寻找琥珀屋)。文章以时间为主线，讲述了琥珀屋从建筑到转赠，然后到改造，再到失踪，最后重建的整个历史过程。体裁属于事物说明文。该说明文的目的是使读者了解琥珀屋的历史故事，进而激发读者的文化遗产保护意识。
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
活动：根据琥珀屋的图片和题目对文章内容进行预测
设计意图：激活内容图示，训练学生的预测能力并引出本节课学习目的
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
设计意图： 大多数同学对琥珀屋的背景知识了解甚少。填写琥珀屋的身份信息可帮助学生进一步扩大内容图示并培养他们的扫读技巧, 同时也为下面的分析文章结构脉络埋伏笔。
Where did you get the information? （学生总结阅读策略） 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
设计意图：引导学生调用说明文相应的结构图式：依据时间线索，快速找出文章的大意及各段落之间的逻辑关系。 教师提供支架（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）
设计意图：了解琥珀屋从建筑到转赠，然后到改造，再到失踪，最后重建的整个历史过程并分析其内在原因。
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?
设计意图：理清各个人物与琥珀屋之间的关系，为下面描述琥珀屋做铺垫。 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（大写的）
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.)
设计意图：巩固文中所学内容，培养学生分析能力和批判性思维。 2. Comment and summary
设计意图：升华主题（保护文化遗产）
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
设计意图：归纳并巩固事物说明文的结构图示以及阅读策略 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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