我对“英语课程的工具性和人文性”的理解

我对“英语课程的工具性和人文性”的理解我今天认真观看了解读《义务教育英语课程标准》的讲座，理解到英语课程要具有工具性和人文性的双重属性。

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《义务教育英语课程标准》可以看出，素质教育理念在语言课程，尤其是英语课程中的落实,发展和提高。

下面结合我的一份课时教案谈谈对英语课程工具性和人文性的双重属性的理解。

Unit 5 I’m watching TV. Section A (II)
Step1. Organization and greetings
(Show learning aims on the screen)
T: Now let’s make some conversations，then act them out.
(Show some pictures on the screen)
A: What is he/she doing?
B: He/She is --------ing.
S1:What is he doing?
S2: He is playing soccer.
(英语课程的人文性：互相问答，缓解气氛。

利用简单对话和提问促使学生巩固以前学到的知识。

)
Step2. Presentation
T: Let’s look at the screen. From the pictures, we know some students are playing games. Now we talk about them.
A: Is he/she…?
B: Yes, he/she is.
/No, he/she isn’t.
(Pictures: playing basketball cleaning running talking on the phone doing her homework swimming )
Students ask and answer freely in pairs.
S3: Is he cleaning the room?
S4: Yes, he is.
(英语课程的工具性：利用图片、多媒体展示吸引学生的注意力，形象的指出出现的行为，从而明白be doing所表达的真实含意。

)
Step3. Learn 2c
Ask Ss to make guessing games
A: Is Mary…?
B: Yes, she is. She is…
/ No, she isn’t. She is playing with a bird.
Ss work in groups.
S5: Is Mary writing?
S6: Yes, she is. She is writing
S7: No, she isn’t. She is playing with a bird.
(英语课程的工具性和人文性的结合：通过学生之间的对话、交流，使他们在愉快的氛围中掌握所学语言，充分提高他们的口语表达能力，以便更好地与他人交流。

)
Step4. Learn 3a
T：Please read the conversations below. Write the correct numbers of the pictures next to the conversations.
Ss: 3 2
Ss practice the conversations in pairs.
(1) A: Do you want to go to the movies?
B: Sure, this video is boring.
A: When do you want to go?
B: Let’s go at six o’clock.
(2) A: What are you doing?
B: I’m reading a book.
A: Do you want to go to the movies?
B: Sure, when do you want to go?
A: Let’s go at 7:00.
(英语课程的工具性和人文性的结合：通过阅读和会话训练，让学生能够对今天课堂上所学的目标句型有敏感的反应，并能够在下一个任务环节中熟练地应用。

)
Step5. Story Time
(1)Ask and answer: (Show some pictures on the screen) Picture 1
T: Where is he?
Ss: He is in a supermarket.
T: What’s he taking?
Ss: He is taking a bottle of milk.
Picture 2
T: Where is he?
Ss: He is at the bus stop.
T: What’s he waiting for?
Ss: He is waiting for a bus.
T: What’s he reading?
Ss: He is reading a newspaper.
Picture 3
--------
Picture 4
--------
（2）Make the story in groups.
(Show these pictures on the screen)
Show an example to the Ss.
T: It’s Sunday today. I go shopping with Ben. In the supermarket, we see a man. He is taking a bottle of milk. When we call the police, the man is waiting for a bus and reading a newspaper. Then a policewoman comes. Bill and I talk about the thief to her. The policewoman catches the thief. And now, we are all going to the police station. And the thief is crying.
Ss work in groups.
(英语课程的工具性和人文性的结合：把课堂真正交给学生，要求学生之间运用目标语言进行真实环境下的交流、讨论。

)
Step6.Summary
Step7. Quiz
我要根据自己的实际情况，使人文性和工具性高度统一，为学生的终身发展奠定牢固的基础。

这是我在英语教学理念中的一个最重要的原则。

我要在具体的教学过程中，通过教学活动发展学生的语言能力、思维能力，丰富学生的生活经历，促进学生积极的情感、良好
的个性品格、开放的心理的形成，实现课程的人文性与工具性的统一。

只有英语课程工具性和人文性的统一，才能有利于学生的终身全面发展。