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1、英语翻转课堂教学案例以培育创新精神和实践实力为重点的素养教化是当今教化改革的主旋律，课堂教学则是培育学生创新精神及实践实力的主阵地。因此，老师必需加强创新教化理论的学习，更新教化观念，创新教学方法，创新教学手段。本文将通过五则教学案例，探讨如何通过课堂创新教学设计培育学生的创新实力。一、“一问”激起千层浪提问可以促进学生思维的发展，从而提高学生的智力。有多项探讨证明，向学生提问不同类型的问题，可以开展学生的不同思维实力，从而促进学生思维多元化发展。如JEFC(2B)Unit12，Lesson50 Part 2听录音后，笔者进行了以下听力测试：T: Who called Anns mother?
2、S: Bill did.T: What was the message?S: Bill couldnt go to the birthday party.到此，两个问题已顺当解决，但是笔者不失时机地诱导以激活学生的思维。T: Why will Bill not go to the birthday party?S1: Maybe he is ill.S2: I think his mother is busy. He has to look after his sister.S3: He may have little money, and he cant buy anything for A
3、nn.前两个问题来自课文的内容，答案基本是唯一的。而第三个问题则书上无答案，要学生绽开想象的翅膀，百花齐放，只要言之有理，就投以赞许的目光及恰当的点评。学生思维被激活，思维由集中而发散，爱好大增，竞争氛围达到高潮。二、有“头”无“尾”并不坏JEFC Book(2A)Unit 8,Lesson 29主要复习行为动词一般过去时，通过看图问答，看图说话，对一般过去时有所了解。到此，我创设几个有“头”的情景，让学生思维任其驰骋，凭“头”想“尾”。例如：T: Yesterday I was ill, I was late for school, I was worried.S1: Yesterday W
4、ei Hua was busy.S2: Last week Li Mei was away from school for three days.这种写作或演讲，既有肯定的约束，即有“头”，要用过去时态，却又自由发挥，任你去揣测、假设，只需把喜怒哀乐的缘由写清(说清)便可收场，求异思维得到了较好的训练，使原来很麻烦的写作便成了言之有物，言之有理，充溢特性，富有创新的乐事。三、各抒己见，共享才智学习JEFC Book(2B) Unit 15,Lesson 60时，笔者设计如下：T: Yesterday we learned lessons 59.We have known something a
5、bout HanMeis family and Indiras. We also discussed yesterday. Now please tell me something about your family.S1: Im a girl of 15.I have a small family. My father and mother are both busy. They have a small company. So they help each other with work and housework. Sometimes my father does some cookin
6、g and cleaning, my mother does some washing and shopping. At the weekend I often help them do some housework. I think everyone should do some housework. Its good for a family.S2: Im a boy of 14.I have a big family.笔者对这一篇章式阅读的处理如下：首先在学习课文后进行探讨，在探讨的基础上再进行自由说，把各自家中的状况和同学一起共享。这一话题学生特别熟识，与他们的实际生活亲密相关，因此他
7、们很感爱好。这样学生不仅与文章的作者进行了双向沟通，更与全班同学进行了多向沟通。这是一种高层次的阅读技能训练活动，即阅读不仅仅是为了驾驭文章中事实，了解作者观点，还更重视结合作者观点及自己的经验，表达自己的体会，是真正实施素养教化的详细体现。我想若干年以后，这些孩子长大成人，拥有各自的家庭时，依旧会想到这堂英语课上大家探讨“家务事”的花絮，而使自己的生活更充溢情趣，这其实是一种品质的培育。四、餐桌礼仪大家读学习JEFC Book(2B)Lesson 58 Favorite Food Part3,笔者设计如下：T: When do we use these sentences?S: Talk a
8、bout the favourite food or be at the table.T: Can you find the differences between Chinese people and westerns when they have dinner?S1: They use forks in their left hands and knives in their right hands.But Chinese use chopsticks usually in their right hands.S2: They often have bread, salad, fried
9、chicken, fish and chips, hamburgers. But we often eat dumplings and rice.T: Thats right. But do you know how to have meals in our school?S1: Stand in a line to buy dishes.S2: Eat quickly and quietly.(快、静)S3: Wash the hands and bowls before or after the meals.(饭前、后洗手、洗碗。)中学英语交际以培育学生语言交际实力为教化主线，所以教材中含
10、有很多涉及到交际礼仪与行为艺术的内容。因此，在该课的教学设计中，笔者采纳中西礼仪对比方式进行授课，甚至让学生热情探讨我校就餐礼仪。这样，在让学生学会新学问时，也具备了一个中国人所应当具有的崇尚礼节、敬重他人的素养，具备了一个学生应有的就餐礼仪。笔者认为：假如常把课堂所学学问与身边的事务联系，学生的行为就会更加文明规范，从而使教学、教化的效果并驾齐驱。五、条条大路通罗马JEFC Book(2A)Unit 6,Lesson 22的核心课题是“询问方向”及“指示方向”。由于受时空的限制，不行能把课堂搬到日常生活中全部的地方。我便试着用以下方法来激发学生思维，达到学习和巩固句型的目的，并能进行实际操作。1.快速回忆，打算听说一起先让学生从脑海中搜寻所学过的地名，采纳抢答使英语进入惊慌而热情的氛围，为以下教学环节作铺垫。2.画地图，试着听说12下一页