有关于采用多元教学方式，推进双语教学课堂
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1 教学背景分析
双语教学是指除汉语外，用一门外语作为课堂主要用语进行学科教学，目前绝大部分是用英语。它要求教师用正确流利的英语进行知识的讲解，但不绝对排除汉语，避开由于语言滞后造成学生的思维障碍；教师应利用非语言行为，直观、形象地提示和帮助学生理解教学内容，以降低学生在英语理解上的难度。
南京外国语学校的学生在进校时都通过了综合英语能力测试，均是南京市小学毕业生中的佼佼者。进入我校后，英语采用小班化、全英文的教学模式，学生在日常听、说方面不存在理由。生物课作为学校教育的一个重要组成部分，且具备语境教学的优势条件， 在生物课上采用双语进行教学，采用情境式、渗透式、沉浸式的双语教学方式，通过情景交际的语境， 对激发学生生物课的兴趣，有积极的帮助。
八年级学生的英语水平比较有限，如果由教师来用汉语和英语轮流着讲解，学生很可能只注意汉语意思，而不能真正注意英语的部分，也不利于学生参与到教学活动之中，同时会大大缩减课堂教学的容量。而通过情境教学、多媒体展示等直观的方式，一方面，使学生参与到了教学活动中；另一方面，由于在课上说英语的人不只是教师一个人，也不只是一两个学生，而是分配给了很多学生，这样就降低了难度，教师和学生在心理上都不会过分紧张，从而使双语教学得以顺利进行。
“动物行为的生理基础”是苏教版教科书八年级上册第十七章第二节。本节主要在上节课完成教科书设置的游戏——“动物行为的分类”的基础上，通过小组竞答的方式，识别各种类型的动物行为；并进一步通过归类、比较，引导学生总结出影响动物行为的生理基础。
2 教学目标的确定
本节课的主要教学目标是：通过阅读、头脑风暴、小组竞答等学习活动，能够举例说明动物的先天性行为与后天性行为；理解动物行为的生理基础，并通过对动物行为的探究，理解动物行为现象与行为本质之间的辩证关系；树立辩证唯物主义的自然观；通过动物后天“学习”行为的启迪，培养爱科学、学科学的科学探索精神。
3 情境创设
将上节课学生搜集的有关动物行为的图片用课件展示，通过对上节课游戏的简单回顾，让学生总结出先天性行为和后天性行为的特点。
4 教学过程设计
（1） 复习导入：
教学内容：动物行为的分类：先天性行为、后天性行为。
师：展示上节课学生搜集的图片，回顾旧知识，承接下面的理由。
Do you remember these pictures？ Last lesson we played a game about animal behior. We found many pictures and divided them into two types. What are they？
生：Innate behior and learned behior.
设计意图：开门见山，教师通过承上启下的理由，使学生温故知新进入本堂课的内容，也为下面的学习做好准备。
（2） 头脑风暴：
① 动物先天性行为的定义、举例。
师：展示动物先天性行为的图片。
师：Can you find something in common among these pictures？What kind of behior do they belong to？
生：These pictures are all examples of “Innate behior”.
师：What’s the definition of innate behior？
生：动物生来就有的，由遗传物质决定的行为称为先天性行为，又称本能行为。
师：Who can give us some examples of Innate behior？
学生举例。
师：举例并播放相关视频Examples： bees collecting honey； ants building their nest； spiders weing webs； bird migration； mammals bringing up their young； bees cleaning the nest and taking care of their babies.
② 动物后天性行为的定义、举例。
师：Can you find something in common among these pictures？What kind of behior do they belong to？
学生观察图片，找出共同点，继而总结出“先天性行为”的定义。
师：These pictures are all examples of “Learned behior”.What’s the definition of learned behior？
生：后天性行为不是生来就有的，是动物通过积累生活经验和“学习”逐渐建立起来的行为。
师：Who can give us some examples of learned behior？
学生举例。
师：举例并播放相关视频Example： The dolphins are trained to head balls、 revolve and dance.
师：Life experience and learning play a crucial role in developing learned behior. For example， young chimpanzees copy adults to catch termites from a ce with a wet branch.Another example， here is a very clever Chimpanzee. Let’s watch a flash about it.教师播放相关Flash动画。
设计意图：对于简单易懂直观的内容，由学生自主学习为主，合理得当的处理，效果更佳。论文导读：.Butwhytheanimalsneedtostudy？Inotherwords，whatisthemeaningoflearnedbehior？YoucandiscussthisquestionwithyourparternerandthenIwillasksomeonetoanswer.四人小组就“动物后天性行为的作用”展开讨论。讨论完毕，小组代表发言。生：Learningistheprocessbywhichhi
③ 动物后天性行为的重要作用。
师：The complicated behior of higher animals are mainly learned. But why the animals need to study？ In other words ， what is the meaning of learned behior？ You can discuss this question with your parterner and then I will ask someone to answer.
四人小组就“动物后天性行为的作用”展开讨论。
讨论完毕，小组代表发言。
生：Learning is the process by which higher animals respond to the information of the environment and then produce their new behiors through their nervous system. Learning relates mainly with the cerebral cortex. So the more developed an animal’s cerebral cortex， the stronger its learning capability， and the better the animal adapts to the environment.
设计意图：学生互相讨论，使要解决的理由变得简单，最后汇报交流，达到一致的意见，解决了重点。
④ 教师及时小结：
Distinguish “Innate behior”and “Learned behior”.
播放Flash，请学生完成。
学生代表上讲台操作。
设计意图：简单对刚刚学习的内容做一个反馈，以承接以下的内容。
师：Now we know that some movements of animals such as crawling， running， swimming， flying， and some actions such as eating， reproducing， attacking， defending， as well as pricking up one’s ears， pronouncing， changing body color and so on are all examples of animal behior. The animal behior is the reaction to the outside.
师：Do you know what organs and system take part in the formation of animal behior？ Let’s look at an example first. Do you like to go to the zoo？ Do you like the peacock？ Do you know how to make him dance for you？
生：We can clap our hands or show him a colorful handkerchief. As soon as he sees it， he will show his beautiful tail for us.
师：What can you learn from this example？ How many organs and systems take part in？ And what are they？
生：When the peacock sees the handkerchief he gets some information through his eyes （vision）. His brain explains and organizes these information again. Then the brain give the order. As a result， we can see his beautiful tail.
综合学生的回答后，得出结论：So the formation of animal behior depends not only on the motor organs to participate but also the nervous system and endocrine system to regulate and control.
Nervous regulation神经调节。
师：The nervous system consists of brain、spinal cord and nerves. How can the nervous system control the animal behior？ Here is a well-known experiment about a kind of fish called “Sanciyu”.
教师出示相关图片，继续讲解。
师：The male fish’s belly turns red when the reproductive season comes. The males receive the red signals through their eyes. As a result， their nervous system give the order to find each other to fight. All these are controlled by nervous system.
1 教学背景分析
双语教学是指除汉语外，用一门外语作为课堂主要用语进行学科教学，目前绝大部分是用英语。它要求教师用正确流利的英语进行知识的讲解，但不绝对排除汉语，避开由于语言滞后造成学生的思维障碍；教师应利用非语言行为，直观、形象地提示和帮助学生理解教学内容，以降低学生在英语理解上的难度。
南京外国语学校的学生在进校时都通过了综合英语能力测试，均是南京市小学毕业生中的佼佼者。进入我校后，英语采用小班化、全英文的教学模式，学生在日常听、说方面不存在理由。生物课作为学校教育的一个重要组成部分，且具备语境教学的优势条件， 在生物课上采用双语进行教学，采用情境式、渗透式、沉浸式的双语教学方式，通过情景交际的语境， 对激发学生生物课的兴趣，有积极的帮助。
八年级学生的英语水平比较有限，如果由教师来用汉语和英语轮流着讲解，学生很可能只注意汉语意思，而不能真正注意英语的部分，也不利于学生参与到教学活动之中，同时会大大缩减课堂教学的容量。而通过情境教学、多媒体展示等直观的方式，一方面，使学生参与到了教学活动中；另一方面，由于在课上说英语的人不只是教师一个人，也不只是一两个学生，而是分配给了很多学生，这样就降低了难度，教师和学生在心理上都不会过分紧张，从而使双语教学得以顺利进行。
“动物行为的生理基础”是苏教版教科书八年级上册第十七章第二节。本节主要在上节课完成教科书设置的游戏——“动物行为的分类”的基础上，通过小组竞答的方式，识别各种类型的动物行为；并进一步通过归类、比较，引导学生总结出影响动物行为的生理基础。
2 教学目标的确定
本节课的主要教学目标是：通过阅读、头脑风暴、小组竞答等学习活动，能够举例说明动物的先天性行为与后天性行为；理解动物行为的生理基础，并通过对动物行为的探究，理解动物行为现象与行为本质之间的辩证关系；树立辩证唯物主义的自然观；通过动物后天“学习”行为的启迪，培养爱科学、学科学的科学探索精神。
3 情境创设
将上节课学生搜集的有关动物行为的图片用课件展示，通过对上节课游戏的简单回顾，让学生总结出先天性行为和后天性行为的特点。
4 教学过程设计
（1） 复习导入：
教学内容：动物行为的分类：先天性行为、后天性行为。
师：展示上节课学生搜集的图片，回顾旧知识，承接下面的理由。
Do you remember these pictures？ Last lesson we played a game about animal behior. We found many pictures and divided them into two types. What are they？
生：Innate behior and learned behior.
设计意图：开门见山，教师通过承上启下的理由，使学生温故知新进入本堂课的内容，也为下面的学习做好准备。
（2） 头脑风暴：
① 动物先天性行为的定义、举例。
师：展示动物先天性行为的图片。
师：Can you find something in common among these pictures？What kind of behior do they belong to？
生：These pictures are all examples of “Innate behior”.
师：What’s the definition of innate behior？
生：动物生来就有的，由遗传物质决定的行为称为先天性行为，又称本能行为。
师：Who can give us some examples of Innate behior？
学生举例。
师：举例并播放相关视频Examples： bees collecting honey； ants building their nest； spiders weing webs； bird migration； mammals bringing up their young； bees cleaning the nest and taking care of their babies.
② 动物后天性行为的定义、举例。
师：Can you find something in common among these pictures？What kind of behior do they belong to？
学生观察图片，找出共同点，继而总结出“先天性行为”的定义。
师：These pictures are all examples of “Learned behior”.What’s the definition of learned behior？
生：后天性行为不是生来就有的，是动物通过积累生活经验和“学习”逐渐建立起来的行为。
师：Who can give us some examples of learned behior？
学生举例。
师：举例并播放相关视频Example： The dolphins are trained to head balls、 revolve and dance.
师：Life experience and learning play a crucial role in developing learned behior. For example， young chimpanzees copy adults to catch termites from a ce with a wet branch.Another example， here is a very clever Chimpanzee. Let’s watch a flash about it.教师播放相关Flash动画。
设计意图：对于简单易懂直观的内容，由学生自主学习为主，合理得当的处理，效果更佳。论文导读：.Butwhytheanimalsneedtostudy？Inotherwords，whatisthemeaningoflearnedbehior？YoucandiscussthisquestionwithyourparternerandthenIwillasksomeonetoanswer.四人小组就“动物后天性行为的作用”展开讨论。讨论完毕，小组代表发言。生：Learningistheprocessbywhichhi
③ 动物后天性行为的重要作用。
师：The complicated behior of higher animals are mainly learned. But why the animals need to study？ In other words ， what is the meaning of learned behior？ You can discuss this question with your parterner and then I will ask someone to answer.
四人小组就“动物后天性行为的作用”展开讨论。
讨论完毕，小组代表发言。
生：Learning is the process by which higher animals respond to the information of the environment and then produce their new behiors through their nervous system. Learning relates mainly with the cerebral cortex. So the more developed an animal’s cerebral cortex， the stronger its learning capability， and the better the animal adapts to the environment.
设计意图：学生互相讨论，使要解决的理由变得简单，最后汇报交流，达到一致的意见，解决了重点。
④ 教师及时小结：
Distinguish “Innate behior”and “Learned behior”.
播放Flash，请学生完成。
学生代表上讲台操作。
设计意图：简单对刚刚学习的内容做一个反馈，以承接以下的内容。
师：Now we know that some movements of animals such as crawling， running， swimming， flying， and some actions such as eating， reproducing， attacking， defending， as well as pricking up one’s ears， pronouncing， changing body color and so on are all examples of animal behior. The animal behior is the reaction to the outside.
师：Do you know what organs and system take part in the formation of animal behior？ Let’s look at an example first. Do you like to go to the zoo？ Do you like the peacock？ Do you know how to make him dance for you？
生：We can clap our hands or show him a colorful handkerchief. As soon as he sees it， he will show his beautiful tail for us.
师：What can you learn from this example？ How many organs and systems take part in？ And what are they？
生：When the peacock sees the handkerchief he gets some information through his eyes （vision）. His brain explains and organizes these information again. Then the brain give the order. As a result， we can see his beautiful tail.
综合学生的回答后，得出结论：So the formation of animal behior depends not only on the motor organs to participate but also the nervous system and endocrine system to regulate and control.
Nervous regulation神经调节。
师：The nervous system consists of brain、spinal cord and nerves. How can the nervous system control the animal behior？ Here is a well-known experiment about a kind of fish called “Sanciyu”.
教师出示相关图片，继续讲解。
师：The male fish’s belly turns red when the reproductive season comes. The males receive the red signals through their eyes. As a result， their nervous system give the order to find each other to fight. All these are controlled by nervous system.