英语课程的工具性和人文性 今天学习了第一模块：国家《英语课程标准》的基本理念。倾听了教授相关的视频讲座，更进一步加深了对新课标的理解。新一轮课程改革对英语教育教学理念产生了重大影响，最主要的一点是：明确了关于英语课程的功能的新理念：“义务教育阶段英语课程具有工具性和人文性双重性质”。 义务教育阶段英语课程的总体目标是：通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础之上。语言知识和语言技能是综合语言运用能力的基础；文化意识有利于正确地理解语言和得体地使用语言；有效的学习策略有利于提高学习效率和发展自主学习能力；积极的情感态度有利于促进主动学习和持续发展。这五个方面相辅相成，共同促进学生综合语言运用能力的形成与发展。 以语言技能、语言知识、情感态度、学习策略和文化意识等五个方面共同构成的英语课程总目标，既体现了英语学习的工具性，也体现了其人文性；既有利于学生发展语言运用能力，又有利于学生发展思维能力，从而全面提高学生的综合人文素养。 义务教育阶段的英语课程具有工具性和人文性双重性质。就工具性而言，英语课程承担培养学生基本英语素养和发展学生思维能力的任务，即学生通过英语课程掌握基本的英语语言知识，发展基本的英语听说读写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。就人文性而言，英语课程承担着提高学生综合人文素养的任务，即学生通过英语课程能够开阔视野，丰富生活经历，形成跨文化意识，增强爱国主义精神，发展创新能力，形成良好的品格和正确的人生观与价值观。工具性和人文性统一的英语课程有利于为学生的终身发展奠定基础。 从《课标》中的这一段话可以看出，关于课程性质具有工具性和人文性这一双重性质的提法，实际上就是素质教育理念在语言课程，尤其是外语课程中的具体落实，它是“又红又专”和“德智体美全面发展”的理念的与时俱进的深化和提高。 新一轮的课程改革更新了我们的理念，要求我们用全新的理念于教学实践中，下面是我结合英语课程的工具性和人文性双重性质设计的一节教案。 Module 10 Unit 2 Jamie is a cook whose ideas are changing school dinners. Teaching steps： Step I .Warming up (Activity1) 1. Revision. What kind of sports/movies do you like? 2. Show an advertisement and some pictures, and guide them to talk about healthy food and junk food. （1.通过谈论图片自然过渡到本单元涉及的饮食话题, 体现了课程的工具性。 2.采用多媒体播放影片和图片,创设英语语境，激发学生学习兴趣，培养观察和表达能力。体现了课程的人文性。） Step II. Reading (Activities 2, 3, 4, 5) 1. Read the passage silently and quickly, answer the question in Activity 3. Check the answers one by one. （通过默读，培养学生抓住文章大意的能力，体现了课程的工具性和人文性。） 2. The teacher shows the paragraphs and the main ideas to the students, and ask them match it. Check in groups and together. （在前一环节的基础上继续熟悉课文大意，掌握课文结构，为下一步课文学习打好基础，体现了课程的工具性。） 3. Read the passage again and complete the sentences in Activity 4, 5. 4. Draw a diagram of the text and retell the story with the help of it. Feed me better Jamie Oliver to improve school dinners Jamie thinking the menu terrible People not knowing about healthy food Jamie showing why the junk food being healthy Jamie changing school dinners all over Britain （细读文章，领略大意并进行复述，激活学生思维，增强学生对所阅读文章的体验和阅读的兴趣和动机。体现了课程的人文性。） Step III. Language Points: Find Restrictive attributive clauses. Go over the text again to find as many restrictive attributive clauses as possible. 1. Jamie Oliver is a young cook who wants to improve school dinners. Children whose midday meals were unhealthy were difficult to teach in the afternoon. Then he talked to the people who worked in the kitchens. Jamie is a cook whose ideas are changing school dinners all over Britain. Now try to make similar sentences. 1. Jamie Oliver is a young teacher who wants to improve teaching of school English. 2. Students whose English and Chinese were not good were difficult to find a job in the future. 3. Then he talked to the students who were learning English in the classroom. 4. Jamie is a teacher whose ideas are changing the English teaching all over the world. （进一步让学生认识定语从句，学会使用whose引导的定语从句，谈论健康饮食。体现了课程的工具性和人文性。） Step IV. Writing 1. Do the questionnaire about your healthy habits according the questions below. (1) How many times do you exercise every week? (2) What kind of exercise do you do? (3) What Kind of food do you eat best? (4) How many hours of sleep do you get every night? Do you sleep well? 2. Work in group of four and find the ways of keeping fit. （通过现场调查激发学生的兴趣，了解学生的健康习惯，引发学生讨论如何保持健康饮食。体现了课程的人文性。） Step V. Homework Finish Exercises1 and 2 in Workbook.. 以上是我自己根据对“工具性和人文性”的理解，设计的一节教案，还请大家给与指导和意见。 本文来源：https://www.wddqw.com/doc/98fe78655afafab069dc5022aaea998fcc2240ba.html