Unit7 cross-curricular connection学案 2026-2027学年沪教版八年级英语上册

U7 跨学科探究课学案 2026—2027学年沪教版八年级英语上册 The secret of memory 班级 __________ 姓名 __________ 日期 __________ 教材对接：pp. 112—113　　建议课时：40分钟 本课探究：How can we test a memory idea fairly and avoid claiming too much? 学习目标：读懂遗忘趋势；用简单数据比较结果；控制关键条件，设计一项可以实施的记忆方法测试。 一 先提出可以检验的问题 4分钟 1. Which question can a small classroom test answer more directly? A. Who has the best memory in the world? B. In our class, do learners using a short story recall more list words than learners using their usual method? My choice: ______　Reason: _______________________________________________ 二 读懂教材发现而不背百分比 8分钟 Read p.112. Match each finding with a sensible learning action. 教材中的发现 可尝试的行动 2. Meaningful material is easier to remember. A. Give extra attention to the middle items. 3. Items near the beginning and end are often easier to remember. B. Return to the material in several sessions. 4. Learning across several sessions can help. C. Connect new information to an idea you understand. Answers: 2 ____　3 ____　4 ____ 5. Describe the general shape of the textbook curve with these words: sharp drop / gentler change. ____________________________________________________________________________ 6. Does the curve mean everyone forgets exactly the same percentage after one day? Write a careful answer. ____________________________________________________________________________ ____________________________________________________________________________ 研究词语：recall 回忆；participant 参与者；compare 比较；control 保持条件一致；average 平均数。 三 用数据说话也要看条件 10分钟 The following numbers are for practice only. They are not Ebbinghaus’s original data or results from your class. Time after learning Immediately 1 hour 9 hours 24 hours Words recalled out of 10 10 6 4 3 7. Calculate the recall rate after 24 hours: ____ ÷ ____ × 100% = ____%. 8. Which period shows the greatest fall in words recalled: immediately to 1 hour, 1 to 9 hours, or 9 to 24 hours? Give the numbers. ____________________________________________________________________________ 9. Why is it misleading to draw the four time points at equal distances on a normal time axis? ____________________________________________________________________________ Now examine a second set of practice data. All students had the same word list, study time and next-day test; this small table is only a starting point for discussion. Method Next-day scores out of 10 Average Usual method 4, 5, 3 _____ Short story linking the words 6, 7, 5 _____ Word grouping 5, 6, 7 _____ 10. Calculate the three averages. Which method or methods have the highest average? How much higher than the usual-method group? ____________________________________________________________________________ 11. Circle the claim supported by this table. Explain one limitation. A. Story linking is best for every learner. B. The story and grouping sets have the same average here. C. All students must stop using their usual methods. ____________________________________________________________________________ ____________________________________________________________________________ 四 把一个公平测试设计出来 14分钟 12. Design a test of “story linking” against “usual method”. Work independently first. Then use a 2-minute partner check to find one unfair condition. 必须作出的决定 我的实验计划 Question and prediction I will compare _____________________________. I predict _______________________ because ____. People and assignment I will use ____ volunteers. I will divide them by __________________________________________. What changes Only ______________________________________. What stays the same List / study time / instructions / test delay: __________________________________________. How to score Each correct word earns ____ point. Order ______. Repeated words ____________________________. What to record Method, number recalled and __________________. What could go wrong One possible problem: ______________________. One improvement: __________________________. 13. Keep both results and uncertainty in your report. Complete the frame after your test, or use the practice data above. In this test, ______ had an average of ______, compared with ______ for ______. This suggests ______. However, ______. Next time, we will ______. 五 出口判断 4分钟 14. A student says, “Our group scored higher, so our method works for everyone.” Rewrite the conclusion more carefully. ____________________________________________________________________________ ____________________________________________________________________________ 课后可选：按教师给出的操作卡开展次日复测。课内可以先完成设计；不把尚未进行的实验填成“真实结果”。 课后实验操作卡与记录页 本页供自愿参与的延伸活动使用，不计入40分钟课内任务。教师统一组织，全班或若干同龄同学均可参加。人数少时作为方法体验，不做排名。 操作顺序 ① 用另一份同难度短词表做起点测验。将成绩相近者配对，每对内抽签分入两种方法；不按成绩给学生贴标签。 ② 两组学习同一份全新的10词表，时间均为60秒。一组用自己的通常方式；另一组用短故事连接词语。不要求控制组刻意停止思考或“完全不用方法”。 ③ 收回词表和草稿。次日相近时间，在同样安静条件下给60秒默写；词序不计，正确词每个1分，重复不计。结束前不公布答案。 ④ 记录额外复习、漏听指令等情况，计算各组平均数。结论中写明条件差异；一次测试不能排除其他解释。 ⑤ 有时间可换同难度新词表交换方法再试，留意熟悉度及先后顺序；时间不足则只完成一次并承认局限。 教师备用词表 学习前不要展示 起点词表：bread, rabbit, garden, mirror, plane, jacket。正式10词表：apple, ticket, river, window, horse, bottle, pencil, chair, doctor, mountain。使用前确认学生理解全部词义；不要把不认识词误判为记忆差。 代号 方法 起点成绩 次日成绩 / 10 额外复习或其他情况 A1 ________ ____ / 6 ____ _________________ A2 ________ ____ / 6 ____ _________________ B1 ________ ____ / 6 ____ _________________ B2 ________ ____ / 6 ____ _________________ 可另纸增加行数。每种方法的平均数＝该组总得分÷该组实际人数，不把未参加复测者自动计为0分。 实验报告另纸撰写，可使用第13题框架。 参考答案与数据解释 1. B。问题有具体参与者、可比较的方法和可记录的结果；A的范围超出课堂可验证的条件。 2. C；3. A；4. B。学习行动是依据发现提出的可尝试策略，并非对每个人都保证有效。 5. The curve starts with a sharp drop, followed by a gentler change. 或It drops quickly at first and then more slowly. 6. No. People, materials and learning conditions differ. The curve shows a general pattern, not an exact timetable for everyone. 不要求学生机械记忆“一天忘记几分之几”。 7. 3 ÷ 10 × 100% = 30%。这只是本练习的词项回忆率。 8. Immediately to 1 hour：由10降至6，减少4个；其后两段分别减少2个和1个。若比较每小时下降速度，同样需要考虑区间长度，不能只看线段长度。 9. Because the gaps are 1, 8 and 15 hours, not equal periods. 正常线性时间轴上应按实际时间间隔放点；若把四个节点等距排列，则只能作为类别比较图，不能据线段斜率判断真实变化速度。 10. Usual method: (4＋5＋3)÷3＝4；story linking: (6＋7＋5)÷3＝6；grouping: (5＋6＋7)÷3＝6。后两者并列最高，都比通常方法高2个词。数据不能支持“story linking独占第一”。 11. B。限制示例：Only three learners used each method. / The learners may have started at different levels. / We used only one list. / We do not know whether anyone reviewed later. 指出一种与比较公平性有关的限制即可。 给教师的测量提示 教材用简化曲线介绍遗忘趋势。艾宾浩斯经典研究及相关复现主要采用“再学习节省”衡量保持程度，不能把相应百分比直接等同于“还能默写多少词”。本学案把课堂回忆率单独定义，以免混淆指标。 小样本活动的价值在于学会提出问题、保持条件一致、记录结果和限制结论，不在于复刻实验室或给学生评定“记忆能力等级”。 参考答案与实验设计评价 12. 示例方案：Compare story linking with the usual method. Use twelve volunteers. Pair students with similar starting scores and draw lots within each pair. Change only the learning method. Use the same new list, 60 seconds of study, the same instructions and a next-day test. Give one point per correct word; do not score order or count duplicates. Record extra review. Use another similar list in a later test if time allows. 人数由课堂条件决定，12并非必须。只要解释分组、控制条件、测量方法和主要局限，即可认为设计有依据。若学生说“让一组学五分钟、另一组学一分钟”，应先修正时间差再讨论结果。 13. 用练习数据填写的示例：In this test, the story group had an average of six words, compared with four for the usual-method group. This suggests story linking may help in this task. However, only three learners used each method. Next time, we will include more learners and check their starting levels. 14. 示例：Our group recalled more words in this test, but the result does not show that the method works for everyone. We need more evidence. 实验尚未开展者只写预测，不得虚构“数据证明”。 维度 评价要点 分值 可检验性 问题、预测与比较对象明确 0—2 公平性 控制材料、时间、起点或分配方式 0—3 测量 计分、复测时间、记录方式清楚 0—2 解释 能写结果，也能承认局限 0—2 修订 依据同桌意见改进一处 0—1 Unit 7 | 跨学科探究课学案 | 学科网（北京）股份有限公司 $