素質(zhì)教育英語(yǔ)論文

第一篇：素質(zhì)教育英語(yǔ)論文

山西師范大學(xué)現(xiàn)代文理學(xué)院本科畢業(yè)論文

探索有效可行的素質(zhì)教育之路

姓名專業(yè)

3閆二麗英語(yǔ)教育 2006 級(jí) 04 班 0690030412 韓文 2009年12月20日

班級(jí) 學(xué) 號(hào) 指導(dǎo)教師答辯日期成績(jī)

山西師范大學(xué)現(xiàn)代文理學(xué)院教學(xué)部

二○○九年十二日

內(nèi)容摘要

素質(zhì)教育作為我國(guó)近年來(lái)教育工作的重心但隨著社會(huì)的繁榮發(fā)展，必然地也帶來(lái)了一系列的問(wèn)題：如各級(jí)各類學(xué)校學(xué)生的升學(xué)壓力的問(wèn)題，以及所謂的分?jǐn)?shù)即說(shuō)明一切的問(wèn)題都普遍存在。面對(duì)社會(huì)對(duì)新型人才的高素質(zhì)要求，我們必須要在無(wú)力改變應(yīng)試教育現(xiàn)狀的基礎(chǔ)上，另覓他徑，找到一條在當(dāng)下有效，可行的素質(zhì)教育之路。具體分析我們所處的環(huán)境因素，結(jié)合孩子的身心發(fā)展的特點(diǎn)，綜合考慮可得，家庭教育是現(xiàn)階段解決這個(gè)問(wèn)題的最佳途徑。父母對(duì)孩子教育意識(shí)的不明確或教育意識(shí)的歪曲是造成問(wèn)題的癥結(jié)所在。本論文研究重視家庭教育對(duì)素質(zhì)教育的影響，用長(zhǎng)遠(yuǎn)的眼光來(lái)看待孩子的教育問(wèn)題，與時(shí)俱進(jìn)，讓孩子得到可持續(xù)發(fā)展。關(guān)鍵詞：素質(zhì)教育；道德素質(zhì)教育；教育意識(shí)；家庭教育

Abstract

Quality education has become the focus of the work of the education in China in recent years.With the prosperity of the socical development, and necessarily brought a series of problems, such as the pressure of going to academic, and the so--called that scores show everything, just like these problems exist wildly.To confront of the requirement for the high--quality talent, we have to look for one more effective and feasible way to implement the quality education on the base of exam--oriented education.Analysis of the environment we live concretely , combining with the characteristics of children physical and mental development, we can conclude that the availability of familial education is the best way to solve this problem at the current stage.Parents are not clear to the awareness of familial quality education or make the distortion to the awareness of familial quality education, which cause the problems.This paper mainly study the impact of quality education, and keep a long-term perspective to look at the children's education problems, advancing with the times, let the children get to sustainable development.Key words: quality education;moral quality education;awareness of education；familial education

Contents 1.Introduction.........................................................................................................1 2.Analysis on the Quality Education’s Current Situation.......................1

2.1 Social factors.................................................................................................2.2 Scholastic factors.........................................................................................2.3 Family factors...............................................................................................2 3.The Effective Measures of the Quality Education.................................3

3.1 Analysis of the importance of quality education in the family.....................3

3.1.1 The function of family education is declining..........................................4

3.1.2 The dependence on the school education totally.......................................5

3.1.3 Family education is changing into the school education..........................6 3.2Analysis on the family environment...............................................................7

4.The Impact of Parents' Awareness of Quality Education 錯(cuò)誤！未定義書簽。

5.Quality Education with Chinese Characteristics...................................8

5.1 The intelligent quality education...................................................................9 5.2 Moral quality education...............................................................................11

6.The Correct Attitude toward the Problems in Quality Education..錯(cuò)誤！未定義書簽。

6.1 Pay attention to model education.................................錯(cuò)誤！未定義書簽。

6.2 Making children grow up healthily and freely............................................1

36.3 Making children understand the true meaning of success........................14

7.Conclusion..........................................................................................................14 References Acknowledgements

iii

Exploration of the Effective Approach of

Quality Education

1.Introduction

Since the promulgation of the implementation of policies related to quality education in China in 1987, quality education has since been placed in the top of education and the full implementation of quality education has become China's education slogans at this stage.However, some cutting of the more serious problem exists and the situation is quite urgent.So we have to face the facts.Our high-quality education on how exactly, I think, as a personal experience along the way, that quality education is still the castle in the air, do not have in-depth investigation, we can also see students around us are receiving the early, middle and higher education and full-time exam-oriented education will be their time at school, crowded fully.They do not have any extra time to learn things other than books.Though the burdens have been calling on for several years, the reality is that most students are at school from 6: 30 in the morning to 6: 30 in the evening.There's even study up system in individual schools and in the middle is just a short span of 10 minutes of rest time.May I ask that where the quality education implements are from? Even if students are sometimes engaged in some social group activities, it is, in fact, only a drop in the bucket.Despite a massive emphasis on quality education, the implementation of the specific educational practice is just like a blank sheet of paper and seems powerless.2.Analysis on the Quality Education’s Current Situation 2.1Social factors

The fierceness of social competition and the brutal reality requires the educated person to achieve a high degree of the scientific knowledge.The selection of examination-oriented education system has increased academic pressures.Society needs a high master of professional knowledge.So schools can only be non-stop production of persons who

put much emphasis on professional knowledge.Even work in this area is also very difficult to deal with.Over time, quality education can only be vigorously called on the surface but actually no time to take into account.2.2 Scholastic factors

Facing the community the demand for talents, education must solve the emergency situations first, which are also easy to solve.Because of China's special conditions which inquires to focus on studying scientific theories and cultural knowledge, to actually change the situation and regard the quality education as an important task, to be honest, are just like to change a handicraft country into a major industrial countries which needs a reform, even revolution.But as to China's education status and economic factors, at present or even over the next decade, we do not have such conditions.So the school can only do its utmost to examination-oriented education and occasionally engage in the activities of a number of quality educations and just as students reflected: schools engaging in these are only a formality and we are bound to seriously? 2.3 Familial factors

Familial factors mentioned here mainly refer to the parents’ factor.Because of general improvement in educational level of parents today, the family has become another school outside the “classroom education”.Responsibility not only lies in the community, schools and the education system and parents also have an inescapable responsibility.On the one hand, schools are reducing the burden, but on the other hand parents are doing the opposite things.Because of social factors and school factors, their sense of crisis and intensified rivalry mentality are increasing.All kinds of specialty classes and remedial classes let the kids forget what a weekend is and forget that they have the right to have a weekend.While the parents are willing to going to pay everything, and thus, the children's free time and space have been denied.The parents have to be more desperate to make money to pay the extra cost of education.So the bitterness is also hard for the parents besides the children.This results in the dislocation of family education and school education.The children are deprived of the possibility of a variety of development, resulting in a single development.3.The Effective Measures of the Quality Education

3.1 Analysis of the importance of quality education in the family The family is the unit and cell of the society.Social change will change the educational functions of society’s and school’s but the function of family which is the birth place of education is unbreakable.Only in today's society, the family's educational function has been weakened.The family had been called ”life's first classroom”.First of all, the special structure of the family and their special relationship between members make home education has unparalleled advantages of education.Family education laid a foundation for the formation of individual quality.The different family atmospheres, the different attitude of life and interaction between family lead to the formation of children’s different language skills, the ways of thinking of children’s, and emotional world and values of children’s.These are essential qualities which play a major role in the development of a person's life.Children were pure when they were born and their thoughts were just like a blank paper.But he has been influenced by family education since his birth.Rousseau believes that the baby born wrapped in swaddling clothes so that the child was born the practice was bound to feel the pain of。Although he exaggerated this influence on the baby and even distort its meaning(still in its infancy is the correct baby’s body type to help the baby), but to some extent, reflects the impact to children in family largely.According to physiology, psychology, research results show that a person’s childhood is a critical period of human intellectual development.In this period, how the children’s intellectual development will depend mainly on the family as the primary material and spiritual environment, when the children in the juvenile period, because the kids already have a preliminary criterion of conduct, although the school also accepts the ideological and moral education classes, textbooks in the moral or immoral for a variety of acts have made a clear statement of the judge or suffer。But in fact, if a parent’s words and deeds mentioned in the textbooks in line with the ethical codes of conduct, then the child will have to think even more determined to do so is right, it is wrong to do so;if the words and deeds of the parents spoken with the textbooks ethical behavior back when the two situations occurs: one is a parents behavior in real life than just words in books or pictures painted by elements of the standards of conduct more realistic appeal, the

next time when the children have encountering the same scenario, the child will naturally imitate their parents’ words and actions, and unconsciously formed the same habit.So the kids get a definite answer finally that the book of knowledge is always an ideal oriented, while the real life is another feeling.In other words, when the children learn from books in school to the ethical standards of conduct relating to transfer of knowledge to real-life test depends largely on guidelines for parents’ words and deeds.The child’s behavior will ultimately be expressed by the parents as the answer to flaunt their own behavior.A person’s life is difficult no matter when and where to, and his family were separated, the families’ sense of branded imprint the root, we often say that someone is so petty, philistine, with his father(mother)is simply a mold carved out of, or such and such a very large manhood, like his father.The direction of a person’s behavior, values, attitudes, mind are all printed with the stigma of the families.Family members, especially the parents’ vision determines how far the child can run, and the mind of the parents’ affects the child’s courage ,the attitudes of the parents who confront the hardships and the setbacks determine that the child shoulder endurance.In the future, a person’s moral behavior, and life skills may reflect the size of his family background and parental education.No matter how we describe the importance of prime family for children will not be excessive, because the family will affect a child’s life.The New York Times has conducted a well-known useful survey in 1995, this survey has a list of attached items to influence the success of the ten most important aspects, in the first box, and almost all of the investigators did not hesitate to fill in the following word: Family.Wake Family awareness for quality education, family reunification, the quality of education, impatient.Love is the foundation of all educations, so the quality of the merits of the family is obvious, but due to the rapid development of contemporary socio-economic, science and technology of the fast-paced updates, as well as people’s understanding of educational concepts for blindly led to several major errors in family education.3.1.1 The function of Familial Education is declining

Under the current level of social development, most people are just too busy to make a living, many parents do not have the time devoted to the education of their children, this

situation exists in the more rural areas, due to China’s economy is still weak in rural areas has always been region, the economic base determines the superstructure, which is only busy parents in rural areas for children to make money for the kids to school, completely non-family education concepts.Some parents even complain that they are exhausted every day for children.This is subject to China’s specific historical experience of the impact in the past fifties or sixties, due to low levels of national productivity, and the overall quality of the low, each household every day is busy with work earned out copies of that period were the majority of workers earn people’s goals, the mouth is often said, today a few workers were earned and even the existence of such a situation, the more the child labor force more copies of workers earn , so some Family health appeared the phenomenon of many children, in essence, that is, health workforce.At that time there was a working copy of fever.This situation made many school-age children have missed out on educational opportunities.So they have such a special experience when they were kids, making their own weak sense of responsibility for children’s education, they think that their own parents only make them for hard labor every day, but they have to suffer to make money for the children to study involvement now, they have tried to do the parental responsibility.Some might question that these situations still exist in today’s society? The answer is yes.If we want to change the situation that the familial education is not taken seriously completely, we need a comprehensive understanding of a variety of reasons, but also in rural China is a big country, in order to fundamentally change the quality of today’s educational status, family factors in rural areas must not be ignored.3.1.2 The dependence on the school education totally There is also another situation making weakening of the familial educational functions----the family depends on the school education totally.In the past, who promote nature education educators said, let the child to the natural.The shortcomings of this kind of education are ignoring the teaching function of the school system of knowledge.A current event throughout the move, now the people is back into another big misunderstanding, they lock their children into the school bar.A lot of parents spent a lot of times choosing the school which they think is good for their children as long as their children can enter the

schools of their choice into the value of it.This situation in China dose not exists only when choosing the high school, or Junior high school, even elementary school children have the problem of School Choice.The family which are good conditions can afford this, the most pathetic is that those who are not local or regional school division does not belong to this school, but they would like to enter this school, it may be struggling, but in any case, as long as the final let their children be admitted, that the value of the parents felt because of the parental school choice issues finicky, making parents put on the transfer of educational functions of families, neglected.The child handed over to the satisfaction of their schools, they feel that you can put heart into the stomach, while the end, if the child’s education does not meet their expectations, they also dwell on all the points will be the responsibility of the school.3.1.3 Familial Education is changing into another School Education Children’s learning will be linked to academic achievement and children’s future by the parents.It is impacted not only by the traditional cultural forces, but more important is that by the problems of today’s society: education, employment, competitive pressures.Parents forced by the current examination, further studies and academic social pressure, out of competition, the responsibilities of school psychology and the content, methods of language and thought patterns have become a replica of school education.On the other hand, according to many parents of school education, a reflection of the problem, we learned: parents with the school are also passive.For example, some parents complained, said: pick up their kids home from work, in the way a child would say: Mom, today’s teachers let you check me recite certain lessons, but also pick certain classes of health words their children every night do a two-hour operation, she also do a two-hour operation.They take a lot of responsibility on behalf of teachers, students poor grades in school are not the responsibility of the parents blame the teachers, but teachers do not want to blame the parents responsibility, not matched with a school education, family education has been transformed into a fully functioning school knowledge and educational function.Parents, the concept of familial education have been reduced to an extension of school educationthe family, apart from school education.Only in the long-term under the pressure of examination-oriented education, the function of family education has been assimilated by school education, or even the educational function of family has been completely replaced by school.Thus the most natural family relationships have been artificially damaged.In fact, family is a more ideal place to the implementation of quality education than the school.We will discuss this later.4.The Impact of Parents' Awareness of Quality Education

Whether due to the traditional concept of influence or pressure by the reality of control, and parents of the family education, various errors can be attributed to one reason----the awareness of familiar education or the concept of familiar education, the absence of the awareness of their parents.Because the parents have no strong concept of familial education foundation, so in this reality numerous communities, parents lost their direction, just to accept the guidance of school education passively, and became the teacher outside of the classroom.In addition to, children listen to the teacher’s lecture in school.The home, a particular environment, but still is subject to a teacher-oriented parent education, the course of time not only makes the children had a bored mood to their parents, and the school also had a psychological aversion.The worse is that it does not play a significant role in teacher’s education that has caused a breach of the parents of the child and parent child relationship structure.Learning is a proactive matter, kids at home for a limited time;parents supervise their children’s learning resulting from the promotion of the role.The parent-child relationship is compared with the destruction of a very unwise.Parents should wake up, and retrial their own philosophy of education, they ought to know they have their own roles to bear responsibility, what they need to do is that the teacher and the school can

not be replaced.If the parents want to be really good for the kids, then they should start now to regain more of their role and function, building the parent-child relationship well, to re-establish the true child of the concept of sustainable development education, allowing parents to truly return the quality of the reeducation posts to home.To remind parents of their familial education and the awareness of education, they should make full advantage of parental concern about the future of this life, and now the parents are really willing to spend a lot of time and efforts with kids who simply wrong direction, so the quality of order to the family the return of education, it is necessary to change the parents from the start of the educational concepts.There are many children on how to tap the intelligence of the books from generation to generation update, but on parents put on the books of quality education is little or difficult due to lack of novelty caused by their parents attention.Perhaps China’s implementation of an examination-oriented education reforms are not yet have the ability, but to trigger debate about the reform of the concept of parent education is easy.On this point the details have yet to be more detailed and specific studies.Completion of the quality of familial education, moral education to the family is migration(Moral education, the core of the familial education).Taoxingzhi said, life is education, a good life is a good education, a bad life is bad education and a healthy life is health education &quantity is clear that life here refers to family life and moral quality of the education refers to education or moral education.In fact, the beginning of the history of education is to train people for the purpose of good moral character, the most ancient families in moral education started with moral education, the history, there had been the mother of the first followed by the father of education to education, as the Regulars school education has not yet formed, until then, parents and families are their children’s education and access to education establishments, and educational content is mainly moral education.Extremely primitive and backward in terms of productivity already know the importance of the family moral quality education at home, are often responsible for the quality of the parents of a child character roles, sometimes fathers, sometimes mothers.5.Quality Education with Chinese Characteristics The people’s quality education model includes physical, intellectual quality, as well as

the moral quality of the three basic aspects.Therefore, a corresponding family of quality education including physical education, the quality of education and moral intelligence of quality education in three areas.In this, we have focused intelligence to analyze the quality of family education and family moral quality education 5.1 The Intelligent Quality Education The Intelligent Quality Education also known as intellectual Chinese families in general education: children from infancy to early childhood, which is probably from 1---7 years time, the parents of the children’s education is unclear The.In rural areas saying that “a child should make a good fun when he was a kid.Maybe, he will become a famous people for years later.” But in fact, only let the children play blindly, and parents do not guide education, then “play Chumming Tang” This has always been a coincidence becomes purely a coincidence.So how can the parents guide and teach children, for children’s voyage took off well prepared.The thirst for knowledge is the best mentor.Parents should not be forced to shape their children, but should go with the flow and a very young age to protect the Childs curiosity can be keenly observe the child’s response to surrounding things.For the child to develop his unique talent and interest in, or “detection” children’s interests, followed by goals to help children to consolidate their interests.For example, when parents listen to music or watching television, you will find kids dancing with music, his face filled with even smile, When the music suddenly stops or is interrupted, the child will suddenly from the previous excitement into a calm, and even sometimes get lost, his cry will be trouble, until the parents continued to play music.In this situation, their children’s interests exposed clearly, parents are easy to find.When the child’s interest is not very clear, when exposed, we need parents to be more careful to observe the child’s responses, if possible, participate in kids activities, so it is easy to observe the child’s interest and can be a purpose-oriented organizations, a number of activities so that children’s interest in deepening.Specific perspective, parents should note the following aspects of education:(1)From the child’s interests tend to tap their potential in all of the success.(2)All of the parents are good at observing and analyzing children’s interests, be good at

observing fascinated interest in the child’s potential deduced, and further determine the child’s future life direction, and around this goal provide favorable conditions for the children.For example briefly: children like to study the production, of course, they can not really produce anything useful to work out something.But usually they will show new stuff like instrument the point or sometimes like a toy will be torn down, but then you will discover that children will themselves be re-assembled toys.If the parents can be noted that this interest in the child’s tendency to encourage and guide them, then this child is likely to benefit from this life.Because this spirit is every scientist, inventors, engineers and building designers and other people often have excellent quality.(3)The life of the child’s curiosity

Bit by bit to stimulate the child’s access to the fixed pattern to their school education, the day to help their children private tuition or to ask tutor, not as good as from an early age to stimulate the child’s psychological quest for knowledge, so that children will like the treasures of knowledge as a , put it down.Experts suggest that parents may wish to carefully observe your child, from the following areas to stimulate children’s curiosity:

A.Your child is good at reciting poetry articles.When you again the things he was familiar with the replacement of a name, change what complex, he will immediately find and rectify it.Or the child himself like the story-telling, especially in front of other kids talking about orderly, sound has color.If the answer is yes, then show your child the rich linguistic skills.B.Whether the attention of parents of children from emotional, behavioral, and feel the excitement of the parents, or sad;whether it likes to play various roles, imitating people, animals, and good at their own made up stories and a small director and lead role;the child’s initial contact with strangers man-hours, is not often tell you that this portrait had seen before so and so.If the answer is yes, that child whose, observation of things, cognitive ability is better.C.Does your child often ask continuous “Why?” “What is the heaven?” “Why will have snow and rain?” and so on, if the answer is yes, state your children in order to highlight the mathematical logic.D.Does your child can easily learn to ride, play games, whether the action to a beautiful

natural and unrestrained manner, is good at imitating other peoples facial expressions, movements? If it is affirmative, that can be regarded as the child’s motion perception ability is good.E.Whether the child likes music and songs to teach the parents or from TV, radio, heard the lyrics of No never forget it and be happy to sing, is not like to listen to a wide range of musical instruments, and keen to play on their own, Yes, this shows that the child can have good music.Thirst for knowledge is the child take the initiative to seek knowledge and power of the biggest starts, so do the needs of parents and patient observation, understanding of children, found that she was different, and to seize the kids spark a quest for knowledge.Must not be interrupted easily, or ridicule.During this critical period, parents should not only serve as a unique function of the horses found in Maxima, but also when the future of their children find a way out of the Foolish Old Man, for a child’s development to provide a conducive learning atmosphere.In stimulating a child curiosity in this session, to ask their parents out of a keen sense of observation, but also should have a special talent for the children to create a special atmosphere for the development of consciousness---the layout of the environment awareness.When the children were small, most parents are not one of the home environments, decorative ornaments, or even because the kids fond play in nature, always everywhere will throw things at home.Some parents think that their children clean up mess were again trying to get not as good as provincial point of strength.So parents often ignore the layout of the home environment on children affected this.The layout of the objective environment, while not affecting the development of the determinants of a child curiosity, but usually the role of the environment often can not be overlooked.5.2 Moral Quality Education Moral Quality Education, also known as moral education.Both in the human consciousness nascent primitive society and in the modern autocratic feudal society, and even today the reform and opening up a socialist society;both in the drain-day cross ones legs while sitting collectively teach the ancient, or to the thatched cottage next small blackboard a small bench in the liberation period, an until now bright and spacious, teaching

well-equipped education period.Moral is always education, the highest purpose.At the same time the quality education, moral education is also a core task.Their children’s moral education, we tend to think that the child’s personality shaped the ultimate goal is to make them into a socially valuable people, and this depends on the value of the first with his feelings, thoughts and actions.For many years our country has always stressed that ideological and moral education, but with limited success.Analysis of the reasons, it is because of neglecting of this major advantage of the family resources.Contrast to the United States and the country’s education situation, we will find that you rarely see in the United States, “the law against spitting”, “Prohibition of trampling the lawn,” and similar slogans notice, but the U.S.children are in this area, very well.On the contrary in our country, this kind of slogans everywhere, but the Chinese children’s performance is like? Why is this? Reference to moral education, Chinese parents will be able to say that what is taught, ah, do not know where to begin.In fact, the very simple basics of Moral Quality Education are making kids to be polite and etiquette education.And Americans to deal with, you will find that most Americans are polite, graceful, elegant calm, observe the rules of punctuality.We may ask in a free country where, as how could train people to have so much quality.To a large extent, because of the Americans special attention to family and moral education, moral education of each child’s parents is teachers, and parents are also well aware that they have responsibility.Chinese parents want to learn is to American parents on the child’s moral education from the big and small scale, long-term culture, bit by bit to start, is within the child’s moral quality education into the daily conscious action.6.The Correct Attitude toward the Problems in Quality Education 6.1 Pay attention to model education Just as the old say, what kind of parent would have what kind of child.Parents' own attitude to life, lifestyle, taste mood, quality and behavior, are a child’s invisible role models.For the children, parents of the words and acts are a child’s mirror.In the family quality of the education process when the Central Standing Committee has such a problem: parents rearing attitudes, delinquency, educate their children a set of his own act is another.This will

not only affect the child’s judgments affect the education of parents so eloquently and so that parents and dignified in front of the children greatly reduced, thereby affecting the future of parent education.What is worse for the child’s fault provides a case in the parents to establish such a pathological “example” of a direct impact on the child’s education has become more complicated.Therefore, parents in the education their children must first examine their own prior behavior, attitude towards;make every effort to set a good example for the children.Truly understand the home education of parents should first get himself off soon as well, set a good example for the children is willing to make certain sacrifices, give up and change the unscrupulous individual preferences, individuals do send.In the process of the Child’s education while improving the quality of their children’s quality level, in a certain sense, improve the overall quality of the citizens.6.2 Making children grow up healthily and freely

Montessori says that ”children are a kind of innate inner vitality.This is a positive vitality, activity, and the developing." He advocated a child seat should not be an animal to treat, “kids aren’t adults and teachers concerned about the container, nor parents can shape the wax person and mud.” The essence of education is human liberation, rather than people’s chains.Let the child from the shackles of mind, too much denial and restriction will make the child go to downstream, the low level of self-acceptance.Tao Xingzhi has the well-known six-point proposal, which stressed the need to liberate the minds of children, hands, mouth, Free the Children, the time and space, in today’s still worth learning from.China’s parents need to point the concept of change in American-style education.The United States relaxed the basis of freedom of education, family education is no exception, but the success of university education in the United States and the United States post-behaved children are no less creative.The stage of basic education in China is nothing less than strict, the family in the early let children grow up to do about the number of children, the children rarely free, study hard, the results of a solid foundation of the instructors, but in the university and beyond, no more staying power start-up stage, as the center line running race of people spent a great strength.Chinese Nobel laureate is little which proof this.Mr.Lu Sun has pointed out that the children should be “sound generation, best education, and complete liberation”

respect for children;the true liberation of the child should give their children the freedom they need to grow, your children can really grow up healthily.6.3 Making children understand the true meaning of the success

The current exam-oriented education in China, there is still, to completely shake off the pressure of scores and ranking is not realistic.Therefore, the key to the implementation of family quality education is to make the child understand that there is a consensus between parents and their children: examination is only a means to an end.Further said that is to develop an early age children the proper concept of success.With the changing times and the meaning of success is continually updated, but the real success is not in the modern examination results must be good, not necessarily the focus should be admitted to high school, the prestigious universities.Believe that all parents would prefer their children to be a happy future, ordinary people do not want to see their children because in the face of various pressures of mental disorder, a phenomenon occurs from time to time in our country, so it reminds us of the parents must be to re-examine their own evaluation criteria of success for children.So that children will embrace a wide range of education is to enable the children will be happy.The true meaning of success is happiness, but happiness is a unique experience available to everyone.7.Conclusion In the context of social change, to optimize and enhance the educational functions of the family is the responsibility of every family, but also social responsibility.Kids really need is enriching the soul and life of tempering, as some people have said, pain happy, which is the essence of quality education, life’s real, true-life.Happiness is the meaning of rich, quality education is complex, so the family enrich the connotation of quality education, perhaps we will always be in the exploration.Therefore, the topic of quality education in the family has yet to be explored and study continuously.14

References

Airasian.P.W.(1994).Classroom Assessment.McGraw-Hill Allen, V.(1983).Techniques in teaching vocabulary.OUP Brown, H.D.(1984).Teaching by Principles: An Interactive Approach to Language Pedagogy.Prentice Hall Regents Holliday, A.(1994).Approprite Methodology and Cambridge: CUP 胡守棻.(1989).德育原理.北京師范大學(xué)出版社.黃濟(jì)、王策三.(1996).現(xiàn)代教育論.人民教育出版社.林崇德.(1999).教育的智慧.開(kāi)明出版社.戚萬(wàn)學(xué)、杜時(shí)忠.(1997).現(xiàn)代德育論.山東教育出版社.袁振國(guó).(2004).當(dāng)代教育學(xué).教育科學(xué)出版社.張斌賢、褚洪啟.(1994).西方教育思想史.四川教育出版社.張玉田.(1987).學(xué)校教育評(píng)價(jià).中央民族學(xué)院出版社.Context.Social

Acknowledgements Upon the completion of the paper, no words can express my heartfelt thanks to supervisor Han Wen, my mentor and supervisor, whose patience and encouragement will accompany me all through my life and learning during the journey of BA study.Not only has he inspired and influenced me upon how to write the paper, but also enlightened me as to the approach of teaching.Furthermore, I owe a debt of gratitude to many teachers in Shanxi Normal University.What I have acquired from their courses and lectures has widened my horizon in English learning and teaching.Finally, I wish to extend my gratitude to my family whose support and encouragement is an indispensable part along my journey of academic pursuit.

第二篇：英語(yǔ)論文

農(nóng)村的中學(xué)英語(yǔ)課堂教學(xué)

如何實(shí)施目標(biāo)教學(xué), 優(yōu)化教學(xué)過(guò)程, 推進(jìn)素質(zhì)教育并在課堂教學(xué)中融進(jìn)素質(zhì)教育，就農(nóng)村的中學(xué)英語(yǔ)教學(xué)而言, 我認(rèn)為最好的方法就是讓課堂教學(xué)活起來(lái)。那么, 在中學(xué)英語(yǔ)教學(xué)中, 怎樣才能讓課堂教學(xué)活起來(lái)呢?

一、利用各種教學(xué)媒體, 激活教科書, 讓學(xué)生更易理解接受。

.在教學(xué)中, 我們應(yīng)想方設(shè)法, 利用電教器材如TV、VCD、電腦、收音機(jī)等, 讓教科書活起來(lái)、動(dòng)起來(lái)、形象起來(lái)、發(fā)出聲來(lái), 讓活的教科書震撼學(xué)生的心靈、開(kāi)發(fā)學(xué)生的智力, 培養(yǎng)學(xué)生的創(chuàng)新能力。如我在講Shopping 這一課時(shí), 就利用共享中的教學(xué)軟件, 將各種商品的圖片展現(xiàn)在電腦上,讓學(xué)生充當(dāng)購(gòu)物者, 運(yùn)用所學(xué)過(guò)的句型進(jìn)行現(xiàn)場(chǎng)模擬練習(xí), 使課堂變得有聲有色、生動(dòng)有趣。學(xué)生則充滿激情, 很好地理解和掌握了教學(xué)內(nèi)容, 并能模仿自編自演對(duì)話, 達(dá)到了活學(xué)活用的效果。

二、重視學(xué)生的主體地位, 發(fā)揚(yáng)教學(xué)民主, 創(chuàng)設(shè)和諧氣氛, 增強(qiáng)學(xué)生的參與意識(shí), 讓學(xué)生在課堂中活起來(lái)

2.樹(shù)立學(xué)生的自信心與勇氣, 增強(qiáng)學(xué)生的參與意識(shí)。英語(yǔ)學(xué)科的教學(xué)特色是充分發(fā)揮其語(yǔ)言功能, 講究對(duì)話的藝術(shù)。這就要求教師引導(dǎo)學(xué)生全體主動(dòng)參與, 使其克服羞于開(kāi)口的毛病, 積極參與語(yǔ)言交際活動(dòng)。在英語(yǔ)教學(xué)中, 我常常用表?yè)P(yáng)和鼓勵(lì)的話語(yǔ)激勵(lì)學(xué)生, 讓學(xué)生能夠大膽地表現(xiàn)自己, 每一課都盡量創(chuàng)設(shè)大量情境并提供廣泛的語(yǔ)言材料, 讓學(xué)生進(jìn)行聽(tīng)說(shuō)讀寫訓(xùn)練。如Unit 8 My family 和Unit 9 A birthday party 的教學(xué), 我先讓學(xué)生看圖聽(tīng)錄音跟讀, 然后口述,并運(yùn)用句型進(jìn)行家庭及人物的介紹, 再自編自演對(duì)話。這樣, 本來(lái)只有幾句話的內(nèi)容, 經(jīng)過(guò)處理, 就成為一個(gè)生動(dòng)有趣的說(shuō)話練習(xí)了。長(zhǎng)期的訓(xùn)練, 使學(xué)生由克服了說(shuō)英語(yǔ)的膽怯心理, 變得自然大方, 而且不時(shí)有出色的表現(xiàn)。

三、教師轉(zhuǎn)變觀念, 讓教學(xué)方法與教學(xué)手段活起來(lái)

單

一、呆板的教學(xué)方法與手段, 只能讓課堂變得枯燥乏味。新課程背景下的英語(yǔ)課堂教學(xué)應(yīng)是快節(jié)奏的、靈活多樣的、豐富多彩的, 而不是黑白無(wú)聲的。教師上課節(jié)奏要快, 以訓(xùn)練學(xué)生的反應(yīng)、思維。學(xué)生的有意注意時(shí)間大多不超過(guò)20 分鐘, 注意力易分散, 一旦教學(xué)方法呆板、節(jié)奏慢, 就會(huì)出現(xiàn)學(xué)生做小動(dòng)作或小聲講話等不良習(xí)慣。因此, 教師應(yīng)抓住學(xué)生注意力集中的短暫時(shí)刻, 用學(xué)生能接受的節(jié)奏組織形式多樣的課堂活動(dòng), 如游戲、唱歌、做動(dòng)作、搶答競(jìng)賽等, 使學(xué)生既緊張又活潑, 在輕松愉快而又緊張刺激的氛圍中學(xué)習(xí)。這樣, 學(xué)生的學(xué)習(xí)積極性高, 不會(huì)感到厭倦, 對(duì)知識(shí)記憶得也特別牢固, 教學(xué)效果自然較好。

四、優(yōu)化合理的課堂結(jié)構(gòu):

(l)靈活運(yùn)用“五步教學(xué)法”。(2)對(duì)好單詞關(guān)。培養(yǎng)興趣，激發(fā)求知欲;直觀教學(xué)，增強(qiáng)感官印象;總結(jié)規(guī)律，記憶單詞。(3)過(guò)好導(dǎo)課關(guān)?！皽毓识隆?，在復(fù)習(xí)基礎(chǔ)上，巧設(shè)情景，引出新語(yǔ)言項(xiàng)目，再啟發(fā)學(xué)生觀察、分析、歸納。由學(xué)生嘗試去總結(jié)悟出新語(yǔ)言的規(guī)律，并讓學(xué)生在練中學(xué)、學(xué)中練。

五、發(fā)揚(yáng)民主, 營(yíng)造和諧氣氛, 注重培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣激發(fā)學(xué)生的學(xué)習(xí)興趣，幫助學(xué)生形成學(xué)習(xí)動(dòng)機(jī)讓學(xué)生動(dòng)起來(lái)

（1）誘發(fā)學(xué)習(xí)動(dòng)機(jī)、激發(fā)學(xué)習(xí)興趣。學(xué)生的學(xué)習(xí)活動(dòng)總是由一定的學(xué)習(xí)動(dòng)機(jī)引起的, 只有當(dāng)學(xué)生喜歡學(xué)、要求學(xué), 有迫切的學(xué)習(xí)愿望時(shí), 他們才能自覺(jué)積極地投入到學(xué)習(xí)活動(dòng)中去。那么, 學(xué)生的這種學(xué)習(xí)動(dòng)機(jī)從何而來(lái)呢? 這就要靠教師的教學(xué)藝術(shù), 要靠教師組織富有成效的學(xué)習(xí)活動(dòng)去誘發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)、激發(fā)學(xué)習(xí)興趣、活躍學(xué)生的思維, 如設(shè)置懸念、創(chuàng)設(shè)情境等, 將學(xué)生置于心求通而未達(dá), 口欲言而不能的心理狀態(tài)。如組織課前活動(dòng)時(shí), 我通常以聽(tīng)說(shuō)訓(xùn)練為重點(diǎn),利用課前的幾分鐘, 開(kāi)展Free talk 活動(dòng), 其中內(nèi)容包括日常生活中常用的問(wèn)候句型、自我介紹句型, 以及日期、天氣的正確表達(dá)方法, 讓學(xué)生以輕松、愉快的心情迎來(lái)即將開(kāi)始的英語(yǔ)課。

（2）.心理學(xué)家告訴我們, 愛(ài)動(dòng)是孩子的天性。在英語(yǔ)教學(xué)中, 教師應(yīng)將“動(dòng)中學(xué)、學(xué)中動(dòng)”有機(jī)結(jié)合, 使學(xué)生動(dòng)腦、動(dòng)口、動(dòng)眼、動(dòng)耳、動(dòng)手, 以最佳心理狀態(tài)投入到學(xué)習(xí)中去。如在教學(xué)Unit 3 In my schoolbag 時(shí), 我一邊教學(xué)新單詞、一邊讓學(xué)生運(yùn)用句型猜測(cè)老師的提包和筆盒中分別有什么。這樣, 學(xué)生學(xué)得趣味盎然, 教師也教得輕松自如。興趣是一種學(xué)習(xí)的動(dòng)力，學(xué)習(xí)英語(yǔ)的興趣越濃，學(xué)習(xí)的積極性就越高，學(xué)習(xí)的效果就越好。課堂教學(xué)是教師激發(fā)學(xué)生學(xué)習(xí)興趣，提高學(xué)生參與行為的重要場(chǎng)所之一，教師應(yīng)盡力使自己的課生動(dòng)有趣。學(xué)生在課堂教學(xué)過(guò)程中發(fā)揮出的主體作用反過(guò)來(lái)又促進(jìn)了教師的課堂教學(xué)質(zhì)量的提高，教與學(xué)真正進(jìn)人良性循環(huán)。著名心理學(xué)家布魯納說(shuō)過(guò)“學(xué)習(xí)最好的刺激是對(duì)所學(xué)教材的興趣”，對(duì)學(xué)生來(lái)說(shuō)，“興趣”將直接影響學(xué)習(xí)效果。新教材內(nèi)容貼近學(xué)生的生活，在教學(xué)的過(guò)程中，應(yīng)充分挖掘其趣味性，喚起情感共鳴，引起學(xué)生興趣。教師應(yīng)做到備學(xué)生、備教材，設(shè)計(jì)每一節(jié)課，都使其有趣味性。創(chuàng)造和諧的課堂氣氛，充分調(diào)動(dòng)學(xué)生的主動(dòng)性和積極性，應(yīng)盡量多揚(yáng)少抑，哪怕這個(gè)學(xué)生僅僅取得一點(diǎn)進(jìn)步?？鬃釉?“知之者不如好之者，好之者不如樂(lè)之者?！奔せ顚W(xué)生學(xué)習(xí)動(dòng)機(jī)，增強(qiáng)他們的學(xué)習(xí)積極性，變被動(dòng)應(yīng)付為主動(dòng)探求知識(shí)，使之成為樂(lè)之者

六、培養(yǎng)競(jìng)爭(zhēng)意識(shí)，增強(qiáng)學(xué)習(xí)自覺(jué)性現(xiàn)代社會(huì)充滿了機(jī)遇，也充滿了競(jìng)爭(zhēng)，充滿了走上臺(tái)來(lái)推銷自己的時(shí)機(jī)。

這種競(jìng)爭(zhēng)應(yīng)該在日常學(xué)習(xí)和生活中進(jìn)行，成為習(xí)慣性意識(shí)，隨時(shí)準(zhǔn)備抓住機(jī)遇，去迎接挑戰(zhàn)。教師在教學(xué)中，要糾正學(xué)生的保守態(tài)度和嫉妒心理，向?qū)W生灌輸正確的人生觀念、高尚的思想意識(shí)，并身體力行地發(fā)動(dòng)學(xué)生，促成他們充滿活力、積極向上、勇于表現(xiàn)、不怕競(jìng)爭(zhēng)的人生觀，以適應(yīng)現(xiàn)代生活的需求。具體可以分小組競(jìng)賽、男女生之間競(jìng)賽、自由組合競(jìng)賽、個(gè)人挑戰(zhàn)競(jìng)賽等。如教單詞可競(jìng)爭(zhēng)誰(shuí)讀得又快又好又準(zhǔn);教會(huì)話時(shí)，可競(jìng)賽誰(shuí)對(duì)話正確、流利;競(jìng)賽哪個(gè)組，哪個(gè)學(xué)生先背出來(lái)。這樣競(jìng)賽項(xiàng)目一出來(lái)，學(xué)生們的熱情立刻高漲起來(lái)，學(xué)習(xí)自覺(jué)性增強(qiáng)，學(xué)習(xí)效率就大大提高了。

綜上所述，課堂教學(xué)十分重要。英語(yǔ)素質(zhì)教育的教學(xué)中，優(yōu)化課堂教學(xué)模式是重點(diǎn)，也是實(shí)施素質(zhì)教育主渠道，這就要求我們教師應(yīng)做到優(yōu)化教學(xué)目標(biāo)的制定，優(yōu)化課堂教學(xué)的設(shè)計(jì)，優(yōu)化教學(xué)方法的組合等，通過(guò)優(yōu)化課堂教學(xué)模式，以達(dá)到實(shí)施素質(zhì)教育的目的。

第三篇：英語(yǔ)論文

如何提高英語(yǔ)閱讀能力

第三初中

張艷萍

多年以來(lái)，英語(yǔ)教育一直把學(xué)生的閱讀能力放在首位，因?yàn)殚喿x是獲取信息的一個(gè)極其重要的途徑。在英語(yǔ)教學(xué)大綱中也有明確的規(guī)定，英語(yǔ)教育的目的是培養(yǎng)學(xué)生具有較強(qiáng)的閱讀能力、初步的寫和說(shuō)的能力，使學(xué)生能以英語(yǔ)為工具獲取專業(yè)所需的信息，并為進(jìn)一步提高英語(yǔ)水平打下較好的基礎(chǔ)。那么，英語(yǔ)學(xué)習(xí)者應(yīng)該怎樣提高英語(yǔ)閱讀能力呢？

上海對(duì)外貿(mào)易學(xué)院的黃源深教授大聲呼吁：“外語(yǔ)是讀出來(lái)的，不是做練習(xí)做出來(lái)的?！弊x出來(lái)的外語(yǔ)才是自然的、地道的，因?yàn)槟鞘菑恼Z(yǔ)境中悟出來(lái)的；靠練習(xí)做出來(lái)的外語(yǔ)是生硬的，常常也是不地道的，因?yàn)槿鄙僬Z(yǔ)感，是依靠規(guī)則在拼湊。因此，在英語(yǔ)閱讀教學(xué)中，要有意識(shí)地?cái)U(kuò)大學(xué)生的閱讀量，增加語(yǔ)言輸入的數(shù)量和頻率；不僅讓學(xué)生學(xué)會(huì)語(yǔ)言知識(shí)，獲取文章所提供的信息，領(lǐng)悟文章的文化內(nèi)涵，更為重要的是要采取適當(dāng)?shù)拈喿x教學(xué)策略，使學(xué)生掌握閱讀的方法和技能，逐步培養(yǎng)用英語(yǔ)獲得信息、處理信息的能力，學(xué)會(huì)用英語(yǔ)進(jìn)行思維和表達(dá)、分析問(wèn)題和解決問(wèn)題。

一、明確讀什么

閱讀能力的訓(xùn)練總是離不開(kāi)閱讀材料，如果在文章選材上不下工夫，所讀內(nèi)容干巴巴、思想陳舊、表達(dá)生硬不地道，會(huì)使讀者閱讀興趣大減，甚至失去信心，達(dá)不到提高閱讀能力的目的。因此，應(yīng)該選擇時(shí)代氣息濃、難易適中的、可讀性強(qiáng)的文章。

二、明確怎樣讀

閱讀的訓(xùn)練在提高閱讀速度和閱讀理解質(zhì)量。然而，閱讀速度和理解能力不是與生俱來(lái)，也不是一時(shí)半會(huì)就能提高的。如果盲目“加載提速”，則會(huì)欲速則不達(dá)。因此，掌握一套有效的訓(xùn)練方法很重要。1.注意精讀與泛讀的結(jié)合

1）做精讀訓(xùn)練時(shí)，要注意培養(yǎng)理解能力和表達(dá)能力，注意對(duì)所學(xué)內(nèi)容的理解和歸納，注意對(duì)語(yǔ)法知識(shí)的總結(jié)和積累；明確概括能力（尤其是邏輯思維能力）、背景知識(shí)以及加工策略（詞匯、句型、語(yǔ)法知識(shí)和語(yǔ)篇分析理解能力）在閱讀理解中的相互作用，逐步掌握如何抓住話題，利用自己已有知識(shí)對(duì)所讀文章進(jìn)行預(yù)測(cè)、推斷、驗(yàn)證和修改。通過(guò)精讀了解文章的結(jié)構(gòu)特點(diǎn)、表達(dá)習(xí)慣，明確詞匯、句型、語(yǔ)法等語(yǔ)言基礎(chǔ)知識(shí)在形成閱讀理解能力中所起的作用，為進(jìn)行廣泛和快速的閱讀打下堅(jiān)實(shí)的基礎(chǔ)。

2）泛讀就是學(xué)生選擇適當(dāng)?shù)牟牧线M(jìn)行大量的閱讀。泛讀是提高閱讀速度、增強(qiáng)背景知識(shí)的有效途徑。做泛讀訓(xùn)練要逐步達(dá)到以下三級(jí)理解層次：①理解文章的字面意思。②理解文章的深層含義。通過(guò)分析、判斷、推理等方法理解字里行間的言外之意——引申義，發(fā)展分析、綜合和概括的能力。③通過(guò)閱讀查閱讀相關(guān)資料，擴(kuò)展自己的知識(shí)面。這樣在文章中出現(xiàn)而又沒(méi)有闡述的人文知識(shí)，立刻會(huì)躍入你的腦海，使本來(lái)模糊的語(yǔ)句清晰無(wú)比，可謂如魚得水。2.注重語(yǔ)言基礎(chǔ)知識(shí)和語(yǔ)篇能力相結(jié)合

所謂語(yǔ)篇能力是指學(xué)習(xí)和掌握所學(xué)語(yǔ)言的風(fēng)格和表達(dá)習(xí)慣。詞匯、句型、語(yǔ)法都是語(yǔ)篇銜接的重要手段。在學(xué)習(xí)語(yǔ)言基礎(chǔ)知識(shí)的過(guò)程中，著眼培養(yǎng)和提高語(yǔ)言能力，同時(shí)注意在閱讀、完形填空、短文改錯(cuò)、寫作等語(yǔ)篇訓(xùn)練中激活、鞏固、升華語(yǔ)言基礎(chǔ)知識(shí)，才能促進(jìn)知識(shí)與能力之間的轉(zhuǎn)化和遷移。在做閱讀訓(xùn)練時(shí)，如何將“知識(shí)”與“能力”相結(jié)合，提高英語(yǔ)閱讀能力呢？

（1）注意詞匯在語(yǔ)篇中的銜接作用。在詞匯的學(xué)習(xí)中除了要結(jié)合閱讀語(yǔ)篇等來(lái)擴(kuò)大詞匯量外，還要養(yǎng)成歸納同義詞、近義詞、上下義詞、反義詞和固定搭配的好習(xí)慣，把詞匯學(xué)習(xí)與語(yǔ)篇能力有機(jī)結(jié)合起來(lái)。（2）注意語(yǔ)法和句式在語(yǔ)篇銜接中的作用。語(yǔ)法好似語(yǔ)言的編碼系統(tǒng)，在語(yǔ)篇銜接中自然起著重要作用。

我通常的做法是：根據(jù)英語(yǔ)報(bào)刊的寫作版，指導(dǎo)學(xué)生采用擴(kuò)寫、仿寫、續(xù)寫、改寫、縮寫、寫讀后感及內(nèi)容梗概等方式完成寫作練習(xí)，一周一篇，通過(guò)互批、展示和面批，及時(shí)反饋、檢測(cè)學(xué)生的閱讀情況，并據(jù)此對(duì)學(xué)生提出新的、有針對(duì)性的閱讀要求。

在這種循序漸進(jìn)的自主式閱讀訓(xùn)練中，學(xué)生拓展了視野，積累了大量的詞匯。更重要的是，學(xué)生不再將英語(yǔ)閱讀視為被動(dòng)的、外在式的行為方式，而是一種主動(dòng)的、內(nèi)需式的自主學(xué)習(xí)活動(dòng)。

二、立足課堂優(yōu)化，培養(yǎng)閱讀策略

自主式閱讀以課外為主，采取自學(xué)的方式，但這并不表示要摒棄課堂，相反，在有限的課堂教學(xué)時(shí)間里，教師更要靜心指導(dǎo)，讓學(xué)生可以借鑒他人的成功經(jīng)驗(yàn)，切實(shí)提高閱讀效率和閱讀能力。在每周一節(jié)的閱讀輔導(dǎo)課上，我從以下幾個(gè)方面指導(dǎo)學(xué)生閱讀：

（一）有針對(duì)性地介紹閱讀技巧

閱讀技巧是學(xué)生順利閱讀的關(guān)鍵因素之一。在學(xué)生積存了一定閱讀量的基礎(chǔ)上，教師根據(jù)教學(xué)目標(biāo)，精選一到兩篇文章，設(shè)計(jì)閱讀任務(wù)，向?qū)W生介紹跳讀和略讀（skimming）、細(xì)讀（scanning）等閱讀技巧。

1.跳讀是一種有選擇的閱讀。跳讀所選的內(nèi)容往往是文章中某些具體的事實(shí)和信息，直接以某個(gè)細(xì)節(jié)的關(guān)鍵詞（如時(shí)間、地名、人名等）為尋找對(duì)象。在跳讀訓(xùn)練的初期，應(yīng)設(shè)置一些

特定的細(xì)節(jié)問(wèn)題，幫助學(xué)生快速地鎖定跳讀目標(biāo)。比如，閱讀Teens Junior 3Arm strong passes away一文時(shí)，我給學(xué)生設(shè)計(jì)了如下提示性問(wèn)題：

1）When did Armstrong become the firstman to walk on the moon? 2）What did Armstrong do on the moon?.3）Who did he walk with on the moon? 2.略讀也是一種選擇性閱讀，但其側(cè)重點(diǎn)是對(duì)整體內(nèi)容的把握。當(dāng)我們要確定文章的主題、作者的觀點(diǎn)、作者的風(fēng)格或明確文章的結(jié)構(gòu)時(shí)，就應(yīng)選擇略讀的方式。略讀時(shí)，應(yīng)引導(dǎo)學(xué)生抓住文章的一些標(biāo)志性詞句，如文章的標(biāo)題、段首與段尾、主題句以及文章結(jié)尾帶有觀點(diǎn)性的陳述句。比如，閱讀TeensJunior 3中的Thereal United Stated一文時(shí)，我出示了以下兩個(gè)問(wèn)題引導(dǎo)學(xué)生略讀：

（二）適當(dāng)精講部分文章

結(jié)合學(xué)生的需求、興趣和語(yǔ)言程度選擇閱讀材料后，應(yīng)先要求學(xué)生限時(shí)閱讀，隨后教師對(duì)文章重點(diǎn)（如體裁、中心思想、背景知識(shí)和寫作意圖等）作適當(dāng)講解，幫助學(xué)生更深刻地理解和領(lǐng)悟文章內(nèi)容。比如，2014年青奧會(huì)將在南京舉辦，體育明星是學(xué)生追捧的對(duì)象，我們便集中一節(jié)課介紹了青奧會(huì)的相關(guān)知識(shí)，還有一些常見(jiàn)體育項(xiàng)目的英文名（如swimming，boxing，weightlifting，tennls等）以及這些項(xiàng)目的比賽規(guī)則等；“汶川”地震后，我向?qū)W生介紹了一些國(guó)際和國(guó)內(nèi)的慈善機(jī)構(gòu)，為加深對(duì)9A Unit 6Reading Earthquake in Taiwan一課內(nèi)容的理解，我還請(qǐng)學(xué)生摘錄并在課堂上朗誦了這樣一首詩(shī)：

（三）適時(shí)檢測(cè)閱讀質(zhì)量

初中生處于青春波動(dòng)期，自律能力相對(duì)欠缺，學(xué)習(xí)自覺(jué)性有時(shí)還不夠，若完全放手，有的學(xué)生會(huì)因?yàn)槎栊远荒芗皶r(shí)完成閱讀任務(wù)，使課后的自主閱讀流于形式。通過(guò)一定的課堂檢測(cè)，可以起到督促學(xué)生的作用。一般我以周為時(shí)間單位，事先準(zhǔn)備好一些題目，內(nèi)容涉及學(xué)生所閱讀的英語(yǔ)報(bào)刊的所有版面。學(xué)生以小組為單位，抽取老師事先準(zhǔn)備好的題目。我會(huì)根據(jù)作答情況，對(duì)小組給予獎(jiǎng)勵(lì)。為了更好地掌握學(xué)生閱讀英語(yǔ)報(bào)刊的情況和閱讀輔導(dǎo)課的效果，我還把報(bào)刊閱讀測(cè)試與課本教學(xué)測(cè)試相結(jié)合，從英語(yǔ)報(bào)刊上選取兩到三個(gè)內(nèi)容放入測(cè)試題中，進(jìn)一步督促學(xué)生認(rèn)真閱讀。

第四篇：英語(yǔ)論文

本科畢業(yè)論文

Noticing in SLA（小二號(hào)Times New Roman加粗居中頂頁(yè)眉）

(空一行)Abstract: This article focuses on the role of “noticing” and “noticing the gap” in second language acquisition.It is argued that this notion has gained wide support on the basis of intuition and assumption rather than on the findings of appropriate and exhaustive empirical research.The aim of this paper is twofold: a)to consider the theoretical constructs that underlie the role of noticing, and b)to assess the validity of the assumption that noticing enhances language acquisition.This paper concludes that 1)empirical research has yet to validate the role of noticing in language acquisition, 2)an alternative view offered by Truscott(1998), which suggests that noticing is merely tied to the acquisition of metalinguistic knowledge, is worthy of investigation, and 3)future research into the relationship between training learners to notice linguistic forms and the acquisition of metalinguistic knowledge may enhance our understanding of noticing in second language acquisition.（小四；不分段；頂格）

(空一行)Key words: noticing;metalinguistic knowledge;linguistic forms（小四）(空三行)（摘要、文章、參考文獻(xiàn)均先在默認(rèn)狀態(tài)下輸入，然后第二稿時(shí)再按照要求進(jìn)行字體、字符大小、加粗等的編輯。如果中、英文摘要在一頁(yè)里放不下，則將中文摘要另?yè)Q頁(yè)。）

二語(yǔ)習(xí)得中的注意（小二號(hào)宋體加粗居中）

（空一行）

摘要：本文著重研究了“注意”和“注意差距” 的作用，指出這一概念受到廣泛重視是出于直覺(jué)和假設(shè),而不是基于廣泛的實(shí)證研究.本文旨在:1)探討“注意”這一概念的理論構(gòu)建；2）評(píng)估“注意”強(qiáng)化語(yǔ)言習(xí)得假設(shè)的有效性。本文得出結(jié)論如下：1)通過(guò)實(shí)證研究，證明了“注意”在語(yǔ)言習(xí)得中的作用；2）特拉斯科特在1998年提出的新觀點(diǎn)是值得研究的，他認(rèn)為“注意”只同元語(yǔ)言知識(shí)的習(xí)得有聯(lián)系；3）如果能對(duì)學(xué)習(xí)者所受的注意語(yǔ)言形式訓(xùn)練和元語(yǔ)言知識(shí)的習(xí)得之間的關(guān)系作進(jìn)一步研究，會(huì)幫助我們更好的理解二語(yǔ)習(xí)得中的“注意”。（五號(hào)）

（空一行）

關(guān)鍵詞：注意；元語(yǔ)言知識(shí)；語(yǔ)言形式（五號(hào)）

本科畢業(yè)論文

（空一行）

Contents（四號(hào)加粗居中頂頁(yè)眉、）

1.Introduction..............................................................................................................................I 2.The theoretical constructs that underlie the role of noticing...................................................I 2.1 Consciousness raising and noticing...................................................................................I 2.2 Noticing and language acquisition.....................................................................................I 3.Influences on noticing..............................................................................................................I 3.1 Task demands....................................................................................................................II 3.2 Frequency..........................................................................................................................II 3.3 Perceptual salience................................................................................................................................................II 4.Conclusion.............................................................................................................................II References................................................................................................................................iii Acknowledgments..........................................................................................................................................................iv

（目錄用電腦自動(dòng)生成的格式，把行距改成1.5倍行距

二級(jí)標(biāo)題與第一級(jí)標(biāo)題首字母對(duì)應(yīng)

三級(jí)標(biāo)題與第二級(jí)標(biāo)題首字母對(duì)應(yīng)

不設(shè)置四級(jí)標(biāo)題）

本科畢業(yè)論文

Noticing in SLA（小二加粗居中頂頁(yè)眉，每個(gè)實(shí)詞首字母大寫）

（空一行）

1.Introduction（一級(jí)標(biāo)題，四號(hào)加粗頂格；所有標(biāo)題后均不加逗點(diǎn)或句點(diǎn)）

The significance of the role of conscious and unconscious processes and the notion of interface in second language(L2)development has been the focus of much debate in the general field of cognitive psychology.One proposal is that put forward by Burka(1996), who offers a hypothesis related to conscious learning that focuses on what Skehan argues is “the crucial concept of noticing”(Deleuze, 1986，p.48)（這是參考文獻(xiàn)出處文中注的格式，p用小寫）.The purpose of this paper is to a)consider the theoretical constructs that underlie the role of noticing, and b)assess the validity of the assumption that noticing enhances language acquisition.[一級(jí)標(biāo)題與一級(jí)標(biāo)題之間空一行，一級(jí)標(biāo)題和二、三級(jí)標(biāo)題之間都不空行。所有標(biāo)題均頂格、并只有第一個(gè)單詞首字母大寫（除專有名詞外）。]

2.The theoretical constructs that underlie the role of noticing（一級(jí)標(biāo)題）

2.1 Consciousness raising and noticing（二級(jí)標(biāo)題，小四加粗）

The term “consciousness raising” refers to the drawing of learners' attention to the formal properties of language(Fee and Fox., 1988).However, a key difference between noticing and consciousness raising is that noticing has supposed implications for language processing and the actual acquisition of linguistic features.（每段第一行退進(jìn)4個(gè)空格）2.2 Noticing and language acquisition

Geertz(1973)identifies three aspects of consciousness involved in language learning: awareness, intention and knowledge.Johnstone(1993)states that a)whether a learner deliberately attends to a linguistic form in the input or it is noticed purely unintentionally, if it is noticed it becomes intake.To help clarify Schmidt’s hypothesis and the place of noticing in L2 acquisition the following model, proposed by Ellis, is useful.(一級(jí)標(biāo)題與一級(jí)標(biāo)題之間空一行，一級(jí)標(biāo)題和二、三級(jí)標(biāo)題之間都不空行)3.Influences on noticing Jones(1978), in harmony with Schmidt's discussion of memory processing above, comments that it is inside short-term memory that noticing must in reality take place, since the “spotlight consciousness”(Magistrale, 1992, p.142)provided by short-term memory is

本科畢業(yè)論文

triggered by different influences on noticing.Schmidt(1990)claims that the following factors influence noticing in the input: 3.1 Task demands

Instruction provides structured, differentiated input that assists noticing by focusing attention on and enhancing awareness of language features(Pikarsky and Christensen, 1976).3.2 Frequency

A language feature may become frequent due to repeated instruction or by way of teacher talk.As such, when the item does appear more frequently in the input, the likelihood 3.3 Perceptual salience

The more prominent a language form at input, the greater the chance it will be noticed(Skehan, 1998).It stands to reason, therefore, that the less salient a form, the less likely it is to

(一級(jí)標(biāo)題與一級(jí)標(biāo)題之間空一行，一級(jí)標(biāo)題和二、三級(jí)標(biāo)題之間都不空行)4.Conclusion

It can be seen that there are various views regarding the role of conscious and unconscious processes in L2 acquisition.An important contribution to this debate has been Schmidt's “noticing hypothesis” and its claims about how input becomes intake, and this

本科畢業(yè)論文

References（四號(hào)居中加粗頂頁(yè)眉）

(空一行)Burka, Lauren P.A Hypertext History of Multi-User Dimensions.Retrieved August 18, 2009, from http://004km.cn/talent/ lpb/muddex/essay..Deleuze, Giles.Foucault.(Sean Hand, Trans.& Ed.).Minneapolis: U M P, 1986.Fee, Elizabeth & Daniel M.Fox.(Eds.).AIDS: The Burdens of History.Berkeley: University of California Press, 1988.Geertz, Clifford.The Interpretation of Cultures.New York: Basic Books.1973.Johnstone, Sue.Feminism and Pornography: Policing the Boundary between Art and Popular Culture.Doctoral Dissertation.Rutgers University, New Jersey, 1993.Jones, James.Daydreaming.In Lorence Smith(Ed.), Fictions.New York: Yale UP, 1978: 127-35.Magistrale, Tony.Wild Child: Jim Morrison’s Poetic Journeys.Journal of Popular Culture, 1992, 3: 133-44.Pikarsky, M.& Christensen, D.Urban Transportation Policy and Management.Boston: D.C.Heath, 1976.蓋淑華.英語(yǔ)專業(yè)學(xué)生詞匯附帶習(xí)得實(shí)證研究.外語(yǔ)教學(xué)與研究, 2003, 4: 282-286.梁正溜.英語(yǔ)教學(xué).上海: 外語(yǔ)教育出版社, 1999.(注意事項(xiàng)：

1.英語(yǔ)為小四，中文為五號(hào)；行距1.5倍，條目先列英語(yǔ)后列中文, 英文作者先寫姓氏，加逗號(hào)后，再寫名字，名字后用句點(diǎn), 英文和中文條目分別按作者姓氏英語(yǔ)首字母和漢語(yǔ)拼音首字母順序排列；中英文書名均不用書名號(hào)且英語(yǔ)書名為斜體；網(wǎng)址要需標(biāo)注網(wǎng)上查閱資料日期；每一個(gè)條目如需占用兩行，第二行則退進(jìn)四個(gè)空格；條目中的每項(xiàng)不同內(nèi)容（包括結(jié)尾）均用句點(diǎn)分隔，出版社前有地點(diǎn)就標(biāo)注地點(diǎn)，并用冒號(hào)隔開(kāi)，出版社與年代之間用句點(diǎn)。相關(guān)內(nèi)容參考“論文格式要求”中實(shí)例部分 2．文章中參考文獻(xiàn)文中注的引用出處格式：（作者姓，年代，頁(yè)碼）或（作者姓，年代）如：(Magistrale, 1992, p.142)(Pikarsky & Christensen, 1976))

iii

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Acknowledgments(四號(hào)加粗居中頂頁(yè)眉)

(空一行)I would like to thank my supervisor BBBB for her invaluable guidance, enthusiasm and support throughout the course of this work.I am also very grateful to CCCC for his helpful comments and insightful suggestions during the research and writing of this thesis.I would also like to thank DDDD for taking the time to be my external examiner.Many other people have helped and contributed their time to the research of this thesis.My thanks to EEEE, and FFFF for their invaluable comments and suggestions.I would also like to take this opportunity to express my gratitude toward everyone in the English Department of AAA University, especially GGGG, HHHH, for their valuable suggestions and help in these two years of study as well as their friendship.Thanks to all the other friends I have made at AAA University for making my stay at AAA an enjoyable period of time.I will always be indebted to my family, especially my parents IIII and JJJJ.I would like to thank them for their support and confidence in me.My gratitude goes to everyone at home.This thesis would not have been possible without all their kindness and encouragement.(注意: 此文本僅供參考,各位同學(xué)應(yīng)該依據(jù)實(shí)際情況寫出致謝！!如果仿寫,請(qǐng)注意紅色字體部分).iv

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Noticing in SLA（小二號(hào)Times New Roman加粗居中頂頁(yè)眉）

二語(yǔ)習(xí)得中的注意（小二號(hào)宋體加粗居中）

（空一行）

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關(guān)鍵詞：注意；元語(yǔ)言知識(shí)；語(yǔ)言形式（五號(hào)）

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（空一行）

Contents（四號(hào)加粗居中頂頁(yè)眉、）

（目錄用電腦自動(dòng)生成的格式，把行距改成1.5倍行距

二級(jí)標(biāo)題與第一級(jí)標(biāo)題首字母對(duì)應(yīng)

三級(jí)標(biāo)題與第二級(jí)標(biāo)題首字母對(duì)應(yīng)

不設(shè)置四級(jí)標(biāo)題）

vii

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Noticing in SLA（小二加粗居中頂頁(yè)眉，每個(gè)實(shí)詞首字母大寫）

（空一行）

1.Introduction（一級(jí)標(biāo)題，四號(hào)加粗頂格；所有標(biāo)題后均不加逗點(diǎn)或句點(diǎn)）

2.The theoretical constructs that underlie the role of noticing（一級(jí)標(biāo)題）

2.1 Consciousness raising and noticing（二級(jí)標(biāo)題，小四加粗）

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triggered by different influences on noticing.Schmidt(1990)claims that the following factors influence noticing in the input: 3.1 Task demands

Instruction provides structured, differentiated input that assists noticing by focusing attention on and enhancing awareness of language features(Pikarsky and Christensen, 1976).3.2 Frequency

A language feature may become frequent due to repeated instruction or by way of teacher talk.As such, when the item does appear more frequently in the input, the likelihood 3.3 Perceptual salience

The more prominent a language form at input, the greater the chance it will be noticed(Skehan, 1998).It stands to reason, therefore, that the less salient a form, the less likely it is to

(一級(jí)標(biāo)題與一級(jí)標(biāo)題之間空一行，一級(jí)標(biāo)題和二、三級(jí)標(biāo)題之間都不空行)4.Conclusion

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References（四號(hào)居中加粗頂頁(yè)眉）

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Acknowledgments(四號(hào)加粗居中頂頁(yè)眉)

第五篇：英語(yǔ)論文

讓英語(yǔ)“火”起來(lái)

——淺談農(nóng)村英語(yǔ)教學(xué)

李

苗

長(zhǎng)清區(qū)孝里鎮(zhèn)下巴中心小學(xué)

摘要：英語(yǔ)現(xiàn)已成為小學(xué)教育中的一門主學(xué)科。各地方、各部門對(duì)英語(yǔ)教學(xué)也是尤為重視。我是一名小學(xué)教師，我的主教學(xué)科是語(yǔ)文，但學(xué)校師資有限，我也帶著英語(yǔ)課。我覺(jué)得在我們農(nóng)村地區(qū)的英語(yǔ)教學(xué)中，特別是英語(yǔ)口語(yǔ)教學(xué)的效果很差。我們應(yīng)該教師積極地去探索改變教學(xué)方法，運(yùn)用激勵(lì)機(jī)制，努力營(yíng)造語(yǔ)言環(huán)境，培養(yǎng)學(xué)生大膽開(kāi)口說(shuō)英語(yǔ)，從而提高農(nóng)村小學(xué)生的英語(yǔ)口語(yǔ)水平。關(guān)鍵詞：農(nóng)村小學(xué)英語(yǔ)

現(xiàn)狀

對(duì)策

一、農(nóng)村小學(xué)教學(xué)現(xiàn)狀

英語(yǔ)教學(xué)也要從娃娃抓起，這已成為當(dāng)今教育界的共識(shí)。目前我國(guó)的英語(yǔ)教學(xué)基本上已普及到小學(xué)階段，然而農(nóng)村小學(xué)英語(yǔ)教學(xué)狀況令人堪憂，具體表現(xiàn)在以下幾個(gè)方面：

（一）農(nóng)村小學(xué)英語(yǔ)師資力量薄弱。

農(nóng)村學(xué)校教師師資力量薄弱，教師本身英語(yǔ)水平就有限，尤其是英語(yǔ)口語(yǔ)。擔(dān)任英語(yǔ)教學(xué)的大部分教師是兼職教師，而且不是英語(yǔ)專業(yè)畢業(yè)的，英語(yǔ)知識(shí)水平有限。對(duì)于這一點(diǎn)，我深有感觸啊。哪一個(gè)學(xué)校若有一個(gè)專業(yè)的英語(yǔ)老師，肯定要教三四個(gè)班的英語(yǔ)，“大班教學(xué)”、“多班教學(xué)”、“跨級(jí)教學(xué)”的現(xiàn)象是再平常不過(guò)的事了，這樣的教學(xué)必然影響備課的質(zhì)量和教法的改進(jìn)。其次農(nóng)村小學(xué)英語(yǔ)教學(xué)方法與評(píng)價(jià)手段單一，基本上都是采取“滿堂慣，英譯漢”的教學(xué)方法，無(wú)法滿足學(xué)生的學(xué)習(xí)興趣，導(dǎo)致學(xué)生產(chǎn)生厭倦心理，不愿意繼續(xù)學(xué)習(xí)英語(yǔ)。

（二）農(nóng)村孩子比較膽小，羞于說(shuō)英語(yǔ)。

農(nóng)村小學(xué)的學(xué)生從小受特定環(huán)境與家庭教育的影響，往往做事比較拘謹(jǐn)、不善言談，在課堂上有許多學(xué)生不愿意開(kāi)口說(shuō)話，擔(dān)心自己會(huì)說(shuō)錯(cuò)，會(huì)遭人恥笑，所以羞于說(shuō)英語(yǔ)。這些不說(shuō)的學(xué)生始終處于被動(dòng)地位。學(xué)習(xí)一門語(yǔ)言，如果不開(kāi)口說(shuō)，那一定不能達(dá)到最佳效果。

（三）缺乏學(xué)英語(yǔ)的環(huán)境氛圍。

我們學(xué)生的家長(zhǎng)大都忙于農(nóng)活，閑暇時(shí)間就外出打工。根本沒(méi)時(shí)間管孩子的學(xué)習(xí)，再說(shuō)他們那一代學(xué)歷也不高，甚至還有的小學(xué)都沒(méi)畢業(yè)，更不可能輔導(dǎo)孩子學(xué)習(xí)。這樣一來(lái)農(nóng)村沒(méi)有用英語(yǔ)進(jìn)行交流的環(huán)境，農(nóng)村小學(xué)學(xué)生幾乎都是在英語(yǔ)課上才接觸英語(yǔ)。

二、農(nóng)村小學(xué)英語(yǔ)口語(yǔ)教學(xué)的對(duì)策

農(nóng)村小學(xué)英語(yǔ)口語(yǔ)教學(xué)存在著問(wèn)題，那么如何才能有效改變農(nóng)村小學(xué)英語(yǔ)口語(yǔ)教學(xué)的現(xiàn)狀呢？我覺(jué)得應(yīng)從以下幾方面著手：

（一）加強(qiáng)師資隊(duì)伍建設(shè)是搞好農(nóng)村小學(xué)英語(yǔ)教學(xué)的關(guān)鍵。

小學(xué)英語(yǔ)師資缺乏是制約農(nóng)村小學(xué)進(jìn)行英語(yǔ)教學(xué)的瓶頸。因此，當(dāng)前農(nóng)村小學(xué)英語(yǔ)教學(xué)的關(guān)鍵是加強(qiáng)師資隊(duì)伍建設(shè)，提升師資水平。分析農(nóng)村小學(xué)師資隊(duì)伍現(xiàn)狀，總結(jié)農(nóng)村小學(xué)英語(yǔ)課程開(kāi)設(shè)的實(shí)踐，我認(rèn)為立足于現(xiàn)有師資力量的培養(yǎng)、提高，不是學(xué)好了再干，而是干起來(lái)再學(xué)習(xí)。邊教邊學(xué)，在實(shí)踐中打造農(nóng)村小學(xué)英語(yǔ)教師隊(duì)伍，才是解決農(nóng)村小學(xué)英語(yǔ)課程師資問(wèn)題的有效方法。

（二）學(xué)校要重視農(nóng)村小學(xué)的英語(yǔ)教學(xué)工作。

學(xué)校要根據(jù)學(xué)生實(shí)際，在教學(xué)內(nèi)容的安排上為英語(yǔ)教學(xué)創(chuàng)造良好的環(huán)境，特別要重視學(xué)生發(fā)音準(zhǔn)確性的教學(xué)，讓學(xué)生初步掌握一些簡(jiǎn)單英語(yǔ)知識(shí)，為以后進(jìn)一步學(xué)習(xí)英語(yǔ)打下良好的基礎(chǔ)。

（三）教師要根據(jù)農(nóng)村小學(xué)生的特點(diǎn)認(rèn)真研究和實(shí)施教學(xué)方法。

1、教師不僅讓學(xué)生背單詞、學(xué)音標(biāo)、記語(yǔ)法，還要讓學(xué)生多聽(tīng)、多說(shuō)、多玩、多演，在活動(dòng)中接觸語(yǔ)言信息。教師可根據(jù)不同的教學(xué)內(nèi)容，精心設(shè)計(jì)，把每一課導(dǎo)演成學(xué)生喜聞樂(lè)見(jiàn)的形式：時(shí)而朗讀，時(shí)而重述，時(shí)而提問(wèn)，創(chuàng)造語(yǔ)言情境，啟發(fā)學(xué)生思維，促使他們積極主動(dòng)地進(jìn)行創(chuàng)造性的學(xué)習(xí)，從而提高小學(xué)生學(xué)習(xí)英語(yǔ)的效率。營(yíng)造語(yǔ)言環(huán)境的教學(xué)方法有以下幾種：（1）起英文名

給學(xué)生起一個(gè)通俗易懂，而又別致的英文名字?？筛鶕?jù)學(xué)生自己名字的特色起，例如：名字中有叫?月?的女生起名叫?Moon?；名字有?雪?的女生起名叫?Snow? ；還可根據(jù)諧音起名，例如：有?婕?的女生可叫?jesse?；有?濤?的男生可叫?Thomas?或?Tom?。這些名字對(duì)于小學(xué)生很有新鮮感，所以從一個(gè)名字就很有可能引起學(xué)生對(duì)英語(yǔ)的興趣，而不再排斥。老師可讓學(xué)生每人只做一張寫有自己英文名字的卡片，上課前擺放在桌子上，上課時(shí)老師叫學(xué)生，學(xué)生叫學(xué)生都只叫其英文名字，這樣學(xué)生潛移默化地掌握了常用的英文人名的讀法和寫法，同時(shí)也鍛煉了口語(yǔ)表達(dá)能力。（2）視聽(tīng)模擬口語(yǔ)練習(xí)培養(yǎng)語(yǔ)感

在英語(yǔ)課堂教學(xué)中模擬表演創(chuàng)設(shè)的情境，往往受時(shí)空限制無(wú)法全部做到。而農(nóng)村小學(xué)設(shè)備落后，在這種情況下，可運(yùn)用錄音手段來(lái)移植情景，形象生動(dòng)地再現(xiàn)有關(guān)對(duì)話的時(shí)空。例如：下雨的情境課堂上難以再現(xiàn)，又無(wú)多媒體設(shè)備來(lái)展示圖片或錄像，老師可讓學(xué)生聽(tīng)預(yù)先錄下的下雨聲，打雷聲，也可展示預(yù)先畫好的有關(guān)下雨的圖片（在有限的設(shè)備資料情況下，可取得美術(shù)老師的幫助），讓學(xué)生先體會(huì)下雨的情境，再學(xué)習(xí)有關(guān)下雨的對(duì)話內(nèi)容，這樣學(xué)生在情景中深入角色，自覺(jué)主動(dòng)學(xué)習(xí)，又在表演中充分展露自己的才華，在相互評(píng)價(jià)中體現(xiàn)自我。

（4）唱英文歌，形成輕松愉快的氣氛

心理學(xué)研究證明，兒童的注意力易分散，唯有對(duì)感興趣的東西才會(huì)集中注意并能持久。不少小學(xué)英語(yǔ)學(xué)習(xí)內(nèi)容可以用歌曲形式表達(dá)，這有助于激發(fā)興趣和分散難點(diǎn)。學(xué)生在唱歌時(shí)，隨著旋律的起伏變化，在感到松弛、愉快、滿足的同時(shí)，產(chǎn)生興奮情緒。凡是教材上有的歌曲我們都學(xué)唱，學(xué)生在沒(méi)有掌握多少英語(yǔ)的情況下，就能唱出一句句有難度的英語(yǔ)歌，這無(wú)疑給學(xué)生增添了無(wú)限樂(lè)趣和成就感，增強(qiáng)了求知欲。因此，在英語(yǔ)教學(xué)中融音樂(lè)與英語(yǔ)為一體，能幫助學(xué)生理解對(duì)話，表現(xiàn)情景內(nèi)容，創(chuàng)設(shè)有聲語(yǔ)言環(huán)境，使學(xué)生自然投入。在唱歌過(guò)程中，可以根據(jù)歌曲內(nèi)容進(jìn)行問(wèn)答或分角色對(duì)話，體現(xiàn)歌曲中的交際情景。唱歌不僅可以激發(fā)學(xué)生學(xué)習(xí)的興趣，還可以增強(qiáng)記憶力。讓學(xué)生從機(jī)械、呆板、單調(diào)、緊張的學(xué)習(xí)環(huán)境中解脫出來(lái)，消除學(xué)習(xí)疲勞，并感受到學(xué)習(xí)的樂(lè)趣，提高學(xué)習(xí)效率。因此可以說(shuō)唱歌也是在課堂上不可缺少的“調(diào)和劑”和“興奮劑”。（5）設(shè)計(jì)游戲情景，復(fù)習(xí)鞏固對(duì)話內(nèi)容

在對(duì)話復(fù)習(xí)教學(xué)中設(shè)計(jì)適合兒童口味的游戲情景，是寓教于樂(lè)的好方法，能幫助教師把單調(diào)乏味的復(fù)習(xí)工作變得生動(dòng)活潑，為學(xué)生在輕松自然的氣氛中進(jìn)行語(yǔ)言操練創(chuàng)造了條件，使學(xué)生樂(lè)而好學(xué)。學(xué)生在游戲情景中深入角色、踴躍表演，在玩中復(fù)習(xí)鞏固，既符合孩子們樂(lè)于模仿與好玩的天性，又充分發(fā)揮了主觀能動(dòng)性與創(chuàng)造性，還調(diào)節(jié)了學(xué)習(xí)節(jié)奏。尤其是農(nóng)村小學(xué)生，天性活潑好動(dòng)，不易管理，但在課堂上設(shè)計(jì)游戲活動(dòng)，絕對(duì)是孩子們樂(lè)于做的事情。而目前農(nóng)村小學(xué)英語(yǔ)教學(xué)中引入游戲教學(xué)做得還不夠。當(dāng)然既要注意質(zhì)，又要有良好的量的把握，不要把課堂變成游戲天地，讓孩子們?cè)谟螒蛑畜w會(huì)到快樂(lè)輕松，卻沒(méi)學(xué)到任何知識(shí)。那樣即使課堂氣氛多么活躍，孩子多么“喜歡”上英語(yǔ)課，這都不是一堂成功的課，因?yàn)闆](méi)能完成知識(shí)技能的教學(xué)目標(biāo)。因此，教師在將游戲引入課堂時(shí)，要注意把握好度。（7）扮演角色，進(jìn)行對(duì)話訓(xùn)練

對(duì)話是在一定情境下的習(xí)慣性語(yǔ)言，脫離了情景，對(duì)話也就失去了意義。在教學(xué)中，教師可設(shè)計(jì)具體的題目范圍讓學(xué)生練習(xí)聽(tīng)說(shuō)，如自我介紹、結(jié)識(shí)新友或看醫(yī)生、借東西、問(wèn)路、新年等可以啟發(fā)學(xué)生想像出他們喜歡談的題目一起練習(xí)聽(tīng)說(shuō)。這種方法比較適合小學(xué)高年級(jí)的學(xué)生。而對(duì)于低中年級(jí)的學(xué)生，教師可根據(jù)課文人物制作頭像，讓學(xué)生扮演文中人物，練習(xí)課文對(duì)話內(nèi)容。這些對(duì)話表演，可以幫助學(xué)生了解對(duì)話內(nèi)容，逼真地再現(xiàn)對(duì)話，使學(xué)生有身臨其境的感覺(jué)，大大激發(fā)了他們內(nèi)在的表達(dá)欲望，從而積極地參與對(duì)話活動(dòng)，加深了對(duì)對(duì)話內(nèi)容的理解。

2、教師要把教學(xué)重點(diǎn)放在學(xué)生知識(shí)形成的過(guò)程上，善于設(shè)計(jì)問(wèn)題，引導(dǎo)、幫助學(xué)生形成自主思考、發(fā)現(xiàn)問(wèn)題、分析和解決問(wèn)題的思路和習(xí)慣，讓學(xué)生通過(guò)“感知—概括—應(yīng)用”的思維過(guò)程去發(fā)現(xiàn)并掌握語(yǔ)言運(yùn)用的規(guī)律。

3、英語(yǔ)教師應(yīng)根據(jù)農(nóng)村小學(xué)的實(shí)際，靈活運(yùn)用教材，整合教材和其他的教學(xué)資源，作教學(xué)資源的設(shè)計(jì)者和組織者。

4、在英語(yǔ)教學(xué)過(guò)程中，教師應(yīng)充分將課內(nèi)英語(yǔ)教學(xué)與學(xué)生實(shí)際生活聯(lián)系起來(lái)，鼓勵(lì)學(xué)生把課內(nèi)學(xué)到的英語(yǔ)用到學(xué)校、家庭生活中，還可以布置一些與英語(yǔ)有關(guān)的實(shí)踐活動(dòng)，提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣。

總之，教師要想方設(shè)法盡量啟發(fā)、誘導(dǎo)、激勵(lì)學(xué)生產(chǎn)生說(shuō)的欲望。除了為他們創(chuàng)造各種條件讓他們有機(jī)會(huì)?說(shuō)?，還要具體幫助、指導(dǎo)，為他們創(chuàng)設(shè)各種情景，出些具體題目或范圍，并指導(dǎo)學(xué)生該說(shuō)什么，怎么說(shuō)。真正帶動(dòng)農(nóng)村小學(xué)生說(shuō)英語(yǔ)的氣氛，營(yíng)造良好環(huán)境。如若農(nóng)村的小學(xué)英語(yǔ)教師能做到以上幾點(diǎn)，農(nóng)村的小學(xué)英語(yǔ)教學(xué)水平必定會(huì)上一個(gè)臺(tái)階！參考文獻(xiàn)：

（1）《淺談如何促進(jìn)小學(xué)英語(yǔ)口語(yǔ)教學(xué)》英語(yǔ)聯(lián)盟（2）《創(chuàng)設(shè)情景教學(xué) 提高教學(xué)效率》作者：饒劍（3）《淺談農(nóng)村小學(xué)英語(yǔ)口語(yǔ)教學(xué)》作者：李紅霖

（4）《新課程理念下如何恰當(dāng)?shù)貏?chuàng)設(shè)教學(xué)情境》人民大學(xué)附屬小學(xué)特級(jí)教師錢守旺

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