摘要:新课标实施以来，初中英语有效教学的研究进展越来越快、研究成果越来越有实质性。在推广“任务型语言教学”的过程中，教师们能利用话题进行教学，大部分老师都注意培养学生综合运用英语的能力。部分学生能从被动的接受性学习，进入到“自主、合作、探讨”的学习中。
但是，在英语教学中，许多无效和低效的英语课堂仍然存在，比如:备课不符合三维目标要求;课堂教学不符合新课改要求;教学不面对全体学生;课堂结构安排不合理;小组合作没有实质内容，无效热闹充斥课堂;没有创设英语环境;课堂活动形式化。教学评价仍然过于注重知识目标的达成，对于能动学习和合作探究学习的过程性评价还没有引起足够的重视。
“EEPO—有效教育”是一个集“学习方式一课型方式一评价方式”三维为一体的教育教学方法，其系统操作性、实用性强。它是在传统的教学模式的基础上进行创新，符合新课改理念，强调课堂教学上的宏观调控，师生、生生互动的实效性，讲究课堂资源的充分利用，注重学生个性张扬和团队合作精神的培养。
关键词：EEPO；初中教育；实践
Abstract: Since the implementation of new curriculum, junior middle school English effective teaching research progress faster and faster, more and more substantial research results. In the promotion of” Task-based Language Teaching ” in the process, teachers can use the topic of teaching, most teachers pay attention to cultivate students’ comprehensive ability of using english. Part of the students from the passive acceptance of learning, into the “independence, cooperation, explore learning.”.
However, in English teaching, many ineffective and inefficient English classroom still exist, such as : the preparation does not meet the target requirements; classroom teaching with new curriculum requirements; teaching face to all students; classroom structure unreasonable arrangements; group cooperation without substance, invalid bustling flooding classroom; without creating English environment; classroom activities in the form of. Teaching evaluation is still too much emphasis on the knowledge goals, for active learning and collaborative inquiry learning process evaluation has not caused enough attention.
” EEPO – effective education” is a set of” learning lesson type a evaluation of three-dimensional” as one of the education and teaching methods, the system operation, strong practicality. It is in the traditional teaching mode on the basis of innovation, to meet the new curriculum reform ideas, emphasizing on the macroeconomic regulation and control of classroom teaching, the teachers and students, the effectiveness of classroom interaction, pay attention to the full use of resources, pay more attention to students’ personality and team spirit cultivation.
Key words: EEPO; secondary education; practice
目 录
1 EEPO的内涵…………………………………………………………………………………………………… 1
1.1 EEPO的涵义…………………………………………………………………………………………. 1
1.2 EEPO的核心理念…………………………………………………………………………………… 1
2 EEPO课堂和传统课堂的差异…………………………………………………………………………….. 1
2.1备课的思路不同…………………………………………………………………………………….. 1
2.2 课堂上的教学文化不同…………………………………………………………………………… 2
2.3 教师的关注点不同…………………………………………………………………………………. 2
3 EEPO的实践…………………………………………………………………………………………………… 2
3.1学习方式的培养和训练……………………………………………………………………………. 2
3.1.1学习方式的训练步骤……………………………………………………………………… 2
3.1.2学习方式训练时的要点………………………………………………………………….. 3
3.1.3善用学习资源………………………………………………………………………………. 4
3.2 EEPO教学课型方式的内容和训练……………………………………………………………… 4
3.2.1要素组合方式………………………………………………………………………………. 4
3.2.2平台互动方式………………………………………………………………………………. 5
3.2.3哲学方式…………………………………………………………………………………….. 5
4 结束语………………………………………………………………………………………………………….. 6
参考文献………………………………………………………………………………………………………….. 7
