第一篇：學(xué)習(xí)筆記《葛傳槼：向英語學(xué)習(xí)者講話》（最終版）

關(guān)鍵詞：Reading aloud;reading widely;reading carefully;imitating consciously;commit them to your memory.Above all, we should learn to be modest.葛先生的建議：要讀英文，就讀當(dāng)代英文，而且要出聲讀，大聲朗讀可以避免尷尬，而且避免沒有英語學(xué)習(xí)環(huán)境的困境。先生認(rèn)為，凡我們想要表達(dá)的話，別人都已經(jīng)說過，所以我們?cè)趯懽鲿r(shí)，首先要避免自己根據(jù)所謂的語法寫，而要根據(jù)慣用法寫。要寫好，寫對(duì)只有讀得多，讀得仔細(xì)，認(rèn)真模仿才行。其次先生建議可以編寫屬于自己的字典。一類是詞的用法的字典，便于充分認(rèn)識(shí)單詞，把原本是別的字典的詞變?yōu)檎嬲亲约旱脑~，再者可以編寫以主題分類的字典，編字典時(shí)不需要逐字逐句摘抄，可以以索引加提示的方式來編寫。以下是我的摘抄，原文來自于《葛傳槼---向?qū)W習(xí)英語者講話》。

1.What to Read My advice to you is to change it for something else.Your chief reading matter must have been written far less than a hundred years ago, a few weeks ago if possible, must have been written in simple English, and must have been written by an Englishman or an American.Your chief reading matter need not be a literary masterpiece.Nor need it be written by a famous author.A volume of short pieces of narration or exposition is better than a novel or some long argumentative essays.You have a book or two for your chief reading matter.You should also read something else, which may be a little more difficult, but which still had better not be a classic of more than a hundred years ago.2.Reading Aloud Reading aloud helps you to learn by heart, and learning by heart is essential to all who aims at writing well.Reading aloud helps you to cultivate good pronunciation and good intonation, and good pronunciation and good intonation are essential to all language learners.Reading aloud helps you to discover certain beauties of language that you may fail to see in your silent reading.Unless you read aloud, you cannot lean to write naturally or to appreciate literature.3.Can You Read Englishmen’s English? I would advise you to read as much as possible in general English literature and to cultivate the habit of thinking in English.I would also advise you to read some concise history of England and commit to memory every bit of knowledge about English life and thought that you may find in reading or study.4.What kind of English? There are English English, American English, Scotch English, Irish English, and other kinds of English.I call it foolish of one to attempt the other English before one has acquired the ability to speak, read and write English as it is used by the average educated Englishman or American of today.One has yet much to learn before one can be properly called an advanced learner of English so long as one cannot read the news or cannot express oneself intelligibly to Englishmen or Americans in speaking and writing.By “English as it is used by the average educated Englishman or American”I mean everyday idiomatic English.It is practical, if that means actually used, but not if that means specially adapted to Chinese psychology The fact is, however, that one cannot master English---that is, what I call practical English---by reading about things Chinese only.I would advise those who are in the habit of confining themselves to Chinese news when reading newspapers in English, to give up the habit.5.The Question of Background It includes history, geography, mythology, the Bible, characters and facts in fiction, proverbs, customs, games, and sports, superstitions, and other things.And in order to understand fully the works of any author, one needs to possess as much knowledge of these things as he does.This is practically impossible with the average Chinese leaner of English.(but would you like to acquire such knowledge?)

6.Books on English and Books in English Language is not an exact science, nor a mere matter of principles, rules, exceptions, definitions, formulas, and diagrams.Books on English are helpful, but no one can master English by reading such books only.This is due to their ignorance of the fact that without wide and careful reading, the mastery of English is impossible.I would advise all learners of English to devote more time to reading books in English and less time to reading books on English.Well, if you happen to spend your days and nights on books on English, it is time you acted on my warning.7.An Easy Sentence to Study Why, after all, did the young man fail to understand the short sentence---They cannot see enough of each other? My answer is that it is because its way of expression does not have its corresponding way in our own language.There are many ways of expression in English that have no corresponding ways in Han.These are puzzling to most Chinese learners of English.In your reading you will do well to pay special attention to those ways of expression for which you do not find corresponding ways in Han.This will help you both in reading and writing.I am sorry to find that many Chinese learners do not realize the importance of doing this, with the result that while they can read English by Chinese authors and write long and tolerably grammatical essays, yet they may not be able to understand an Englishman’s social letter thoroughly or write a short paragraph in purely idiomatic English.8.What Does “Would of Come” Mean? You ought to learn to use English correctly.But you ought as well to learn to understand the incorrect expressions that are common among Englishmen or Americans.It is partly owing to their ignorance of such incorrect expressions that many Chinese leaners can parse and analyze well without being able to read a single page in an English-language magazine published in England or America.There are many mistakes that are common among Englishmen or Americans but from which we Chinese are absolutely free.As I have said, you ought to understand them, but you ought not to adopt them as ornaments of style.9.“More Presently”

Equipped with a good knowledge of grammar, Chinese learners of English are apt to think they are quite able to read general literature without much difficulty so long as they have a good dictionary within reach.What is more, they are too ready to dismiss as wrong any combination of words that does not seem to him to be capable of grammatical analysis.Important as grammar is, there are many turns of expression that are generally considered blameless English though they are not quite defensible from a narrowly grammatical point of view.So that the mastery of English grammar in its narrow sense does not enable one so much as to read English intelligently.When you come across in good writing any construction that you do not find grammatical, I would advise you to note it down instead of calling it a mistake, and to see if you will meet with a similar one in your reading.You will very soon, perhaps, and then you will most likely understand the construction.10.Double Negatives in Current English Double negatives always mean emphatic negation rather than assertion.What I wish to tell you is that this unreasonable fact is not peculiar to Elizabethan literature.It exists at present.I don’t want to you use this unreasonable construction(I want you to talk and write like an educated person).But I believe every learner of English should know it.There are several English usages that every learner of English should know, but which many, or even most, Chinese learns do now know, because these are not to be understood by means of mere logic and are not to be found in ordinary grammars.The double negative is one of them.11.About the Study of Grammar

The object of this article, however, is to advise you not to devote much time to the study of grammar.You study English in order to be able to make practical use of it.This object is not to be attained by mere study of grammar.I don’t even think I should now be able to write such simple English as that of this book if I had read nothing but grammars.Grammar tells you some general rules, some exceptions to rules, and perhaps some idioms.But the correct use of English is not a mere matter of such.English is not to be learnt from grammar but only from careful reading.Many Chinese students write sentences that might be justified by one grammatical rule or another but are certainly wrong.Grammar may help you to use English, but only to a certain extent.Do not look on the study of grammar as all or nearly all that you have to do in order to master English.Careful reading and constant practice are far more important.12.Knowing Just Enough Grammar to Go Wrong Students’ narrowly grammatical conscience, however, often causes them to change idiomatic English into unidiomatic English.There are several forms of expression that are purely idiomatic and do not admit of grammatical analysis.In your reading, reader, take care to note down those idiomatic constructions that you do not find grammatical enough.Commit them to memory and try to use them in your writing.You must not think, however, that idiom and grammar are always incompatible.What is idiomatic is far more often grammatical than ungrammatical.I mean simply that not every idiomatic construction is grammatically explainable, nor is every strictly grammatical construction idiomatic.13.The Language Is the Main Thing Of course, it is all right to read and enjoy and remember a story, and d so long as one wants to know the story only, one needs not bother about the language.But the case is quite different with a learner of English, I mean a student of English as distinguished from a student of stories or what is called the general reader.Whatever a learner of English reads, he should, in my opinion, regard the language as the main thing.In this way, he does learn some English though what he reads may happen to be otherwise uninteresting or uninstructive.It may safely be said that this is a far better way of learning English composition than to read and consider the so-called principles of the subject.Incidentally, I would advise teachers of English to question their pupils on points of diction and construction as well as facts and thoughts.14.Logic and Usage There are a number of other illogicalities in English that are quite idiomatic.As I have said, logic has time on its side.But how many years the English language will take to become a perfectly logical speech!

15.Something Unnatural Chinese learners of English often misunderstand or fail to understand a group of simple words put together in a simple way.My advice is to stop to think again when you find something unnatural in an expression.That something is perhaps not in the expression itself but in your interpretation of it

16.A Good Knowledge of Bad English Perhaps you think that bad English is not worth learning, and that the English of the average Chinese learner of the language is bad enough without his ever making any effort to learn to be bad.Bad English means bad grammar, bad spelling, bad usage, and bad pronunciation.All these things form an interesting and useful study.Without a good knowledge of these one will miss much in modern literature and will fail to understand any uneducated Englishman or American one has occasion to have anything to do with.17.Reading Dictionaries I am sure that reading dictionaries is, after all, not so foolish as you might think.I used many years ago to read through many articles on common words in the Concise Oxford Dictionary.Ifound that very helpful in the mastery of common words and phrases.Such common words and phrases can be very easily picked up by English-speaking boys and girls.But they are not likely to be acquired by Chinese students without any special effort in this respect.The reading of articles on common words in dictionaries is no doubt a great aid.18.Make your own Dictionary The chief reason is that being a conscientious learner of EnglishI am always careful to avoid slipshod or perfunctory work.I hope that the delay in publication will be compensated for by the richer and better contents of the book.I think that every learner could make his own dictionary of usage.He could keep a notebook in which to record, in alphabetical order, such points of usage as he might find of particular interest to him.Such a book would serve him as a constant companion to composition, though many things in it might seem quite dull or useless to others.I think that every learner could make his dictionary of usage as large as the sum total of the books he reads.I mean that he might make a usage index, so to speak, to those books.For a particular point he would have to record only the book, the page, and the line concerned.I wish I could find time to do this.And I believe that I could thus lay the foundation of a live and original dictionary---quite different from those based on nothing but one or more dictionaries.19.Make Another Dictionary of Your Own

I mean a dictionary in which a certain number of topics are arranged in alphabetical order and useful phrases and sentences about each topic are grouped together.This can be done by reading and making notes.It is not necessary to copy the phrases and sentences.It is enough to jot down the page number and line number, and give one or two words as a hint.In this way, any book may be turned into a topic dictionary by merely providing it with a topic index.And several such dictionaries may be turned into a fairly complete topic dictionary.20.More about What to Read Since it is with a view to learning composition that you read, and since it is in present-day English prose that you ought to learn to express yourself, what you read must be present-day English prose.Expressions in common use a hundred years ago may not be so at the present day.Likewise, expressions in common use in verse may not be so in prose.Since it is in StandardEnglish that you ought to learn to express yourself, what you read must not contain too much slang, whatever significance one may attach to the word.Since it is things in everyday life that you ought to learn to write about, what you read must not be of a technical character.What you read must be fairly easy for you;too much time and energy spent in reading between the lines and finding out all kinds of references and allusions would very likely distract your mind from your purpose, which is to learn English composition.21.Reading to Learn the Art of Expression As you are a learner of English, I think you should often read to learn the art of expression.And for this purpose you may read either a short story or a biographical sketch, either an essay or a news item, indeed, anything that is written in good current English.Even from a short paragraph you may learn several forms of expression if you are observant enough.In this way you will learn the art of expression very quickly;perhaps one or two paragraphs a day will teach you hundreds of forms of expression in a month, and these forms of expression will greatly improve your writing.If you can---I believe you can---commit to memory one or two paragraphs a day that you have already read in this way, the results will be still greater.22.Learning English Conversation by Imitation The other day I met a Chinese woman who spoke perfect English.She speaks it in the way she does, not because she thinks it is the right way but because she knows no other.She is free from, and probably ignorant of, the thousand and one mistakes peculiar to Chinese students of English.This woman learnt to speak English by imitating unconsciously.It is no doubt the best way.But not all Chinese learners have the change of learning in this way.Well, there is the second best way;I mean learning by imitatingconsciously.If there are people who spent years in England or America but who do not speak English correctly, it is because they did not do much conscious imitating when abroad.They have carried their mistakes over and then carried them back, though they ought to have left them there.I simply mean that by careful imitation one can very well learnt it---and that not only in countries where English is the mother language but also in some places in China.It needs to be generally realized among Chinese learners of English that good speaking leads to good writing and that language is essentially something spoken.23.Imitation, Good and Bad Too often a learner of English who has read one or two classics tries to imitate their style.The fact, however, is that style cannot be imitated.Different authors have different styles.They do not endeavor to write the way they write.So the imitation of any style often results in affectation.The result will be still worse if the style imitated is that of a work written a hundred years ago or more.We are of the eighties of the twentieth century, and we should not write the English of the eighties of the nineteenth century.I would advise you not to aim at a special style.Take care to write correct, simple, idiomatic, and clear English, that’s all.But imitation is not always bad.Very often it is important to imitate something.Where personal style is out of place, imitation is the only means by which correctness may be secured.24.Tongue and Pen In fact, language is essentially a spoken thing.To study Englishwithout trying to speak it is not advisable.And it is absurd to read a conversation book in just the same manner as to read a grammar.As ordinary written English is not quite different from ordinary spoken English, to learn to speak is a very good way to learn to write.One who speaks good English writes good English too.The pen cannot go wrong where the tongue goes right.Many everyday phrases and everyday constructions come natural to one who uses them in speaking.I think it would be very doo method of learning writing as well as learning speaking for a pupil to talk to his teacher in English about whatever subject the former is interested in and to have himself corrected whenever he makes a mistake.25.Simply Didn’t Know People don’t write well though having a good knowledge of grammar.One of your troubles, I think, is that you often cannot express what you want to say.You cannot, but when you have seen you meaning expressed by someone who can express it, you will most probably say to yourself “That seems easy enough.I simply didn’t know.”

You simply didn’t know.Just a few common words arranged in a simple grammatical order by someone who is at home in English.That expresses your meaning, and yet you simply didn’t know which common words to choose and how to arrange them.This is very common trouble with Chinese learners of English.It is due to the fact that they do not read widely enough, not carefully enough.There are thousands of useful expressions that are not generally considered idioms.They are so easy to understand that they are apt to be neglected.But those who neglect them will forget them, and fail to use them when they need them.You cannot learn to write with much freedom of expression till you have laid in a stock of useful phrases and sentences, and you cannot do it without reading widely and carefully.26.So Many Points Lapses in idiom always betray one’s unfamiliarity with correct English.It follows that the seemingly trifling points of usage are well worthy of the attention of all who wish to write English correctly.What I call points of usage, however, are not so formidable an enemy as they may seem to you.Close attention to them helps to conquer them.What English-speaking persons get from speaking you may get from reading aloud, which will help you in the same way as speaking would, though perhaps less quickly.There is an advantage in reading aloud over speaking in the fact that in reading good written English, you are not in danger of getting those common solecisms, barbarisms, and improprieties in the speech of persons of limited culture.27.How to Say it You did have something to say, but you did not know how to say it, hence the importance of studying composition.As matter of fact, many of the ideas and thoughts you often have occasion to express have already been expressed by others before you.Read any page in any book carefully, and you will perhaps find some expressions that will help you to say things.Many such expressions may seem to you to be too simple to deserve much attention, but the fact is that you cannot invent them, nor can you use them unless you noted them.The trouble with those people who, with a good knowledge of grammar, cannot even write tolerable English is that they may either not have read widely enough or not have read carefully enough or not have committed to memorize enough words, phrases and sentences that they may have found too easy to understand to be worth remembering.28.A “Foolish” Principle of Composition I discovered the principle myself, and I acted up to it as soon as I discovered it many years ago.I have found it so helpful that I believe you will do well to adopt it.The principle is that you should use no construction, no form of expression, and no combination of words that you have not seen in your reading.It seems to me that the average Chinese learner of English has a fair knowledge of grammar and a fairly large vocabulary and that when he writes English, he makes sentences according to his knowledge of grammar and his understanding of the meaning of words.The result is that his English often seems to be correct enough but is not really correct.For correct English is a matter of usage, not merely a matter of grammar and vocabulary.In composition correction I have often been asked why I had changed a certain word or construction to another.Well, I cannot always say why.I have substituted that word or construction simply because that is the word or construction that an Englishman would have used them.I regard the principle very helpful, and I hope that you will try to put it into practice.Shall I not find it practically impossible to write anything because I do not always remember whether I have ever seen a certain construction or form of expression or combination of words? Well, you should remember.You should read carefully.You should learn the art of expression from your reading.29.An Aid to Composition If you come across things that cannot simply be translated into readable Han, I would advise you not to try to translate them.Just commit them to memory.They will often come in useful when you write.They will help you to write more idiomatic English.Sometimes, Chinese learners tend to neglect some idiomatic usage of certain words because they do not usually use an English word in a sense that cannot be easily translated into Han such as “society” used in the sentence “The old man enjoys the society of young people”, meaning companionship.30.Some Mistakes to Consider I find that there are some mistakes in the use of many other common English words.I am of opinion that discussion of such mistakes ought to form a large part of every composition book specially intended for Chineselearners, and it is a matter of regret that many, many Chinese learners are studying rules and principles of grammar and rhetoric without caring a bit about such mistakes.31.Some More Mistakes to Consider Grammars mention the double object and give examples of it, but they do not tell you that only a few verbs can take the double object, nor do they mention any verbs with which this construction is impossible.To tell the truth, grammar does not help you much in writing.It tells you what is right, but it does not tell you much about what is wrong.When you have seen a certain construction in your grammar, you try to make use of it in your own writing.Possibly you have made no mistake, but it is also possible that you have made a mistake.32.Better Short than Long I full agree with the view that a sentence is not good or bad merely because it is long or short.Length is a false test of a sentence.It is wrong to think that a series of long sentences is a proof of one’s good command of English.It is equally wrong to think that simple and clear English requires every sentence to contain a certain number of words at most.While I would warn all learners of English composition against two mistakes, I think the mistake of writing long sentences is the commoner one.And learners ought to take more care to avoid it, not merely because in the hands of those who have not had much practice in the use of words and phrases and idiomatic constructions, long sentences are much harder to manage than short ones.It must not for a moment be supposed that an error in grammar or idiom embedded in a long sentence can easily escape detection.33.Something More Important than Enlarging One’s Vocabulary By knowing a word I mean knowing its true sense or senses instead of merely knowing one or more of what we call its Han equivalents.We are apt to neglect common words.Apart from the possibility of misuse and misunderstanding we are apt to neglect their various senses, or rather idiomatic uses.34.Make the Word Your Own A word is not your own until you can use it correctly.You may know one or more Han equivalents for a word and yet you may not be able to use it correctly.I am afraid that of all the English words that the average Chinese learner can translate into Han, less than half may really called his own.Remember that not every word that you think you understand well is really your own.35.A Warning Regarding the Use of Words When in writing, it can be commonly found that people would use destruct instead of destroy, and destroyal instead of destruction.I do not think that the users of these non-existing words did not know the correct words.They were careless enough, though.They just seize upon a combination of letters that looked like the word they wanted.It is true that these non-existing words may be understood by all who see them.But, of course, they cannot therefore justify themselves.I would therefore advise you to use no word that you are not sure you have seen used by standard authors, and to consult your dictionary in case of doubt.One word more of warning.It is possible that you sometimes use a word that is recorded in your dictionary, but which is not in common use, and which you use not because you are sure of its existence but simply because you think it is the word you want.For instance, because you know the noun “aggression” and the adjective “aggressive”, you may use the verb “aggress”---which, however, is a very uncommon word.36.The Word Sometimes I fail to get the exact word in spite of much thinking and weighing.In such cases I have to content myself with using the word that I regard as being nearest to the meaning I want to express.This is a common experience with writers of English, and is one they ought to feel sorry for.The study of synonyms is no doubt very helpful in the careful choice of words, which is essential to precision, one of the qualities of good writing.But there are two mistakes against which I think learners ought to be warned.One is that of trusting to the so-called Han equivalents as given in English-Han dictionaries.The other is that of studying the explanations in articles on synonyms but neglecting the illustrative examples.Correct English, however, is largely a matter of the use of common words, the correct use of which depends on not so much upon their “meanings” as upon what is known as usage.For native English writers, they use the word as a matter of habit rather than as a result of the careful choice of words.The study of synonyms is of no help in this matter.One can improve only by the careful reading of idiomatic English---which no amount of word study can supplant.37.What is “Literary English” Means? Literary English, if you please, does not mean English confined in its use to literature.It is not a distinctly elegant sort of English.It is just the ordinary English that well-educated Englishmen or Americans use in writing---not necessarily for literary purposes, but often for practical purpose.It does not follow that English used in conversation is necessarily too colloquial to be used in writing.The majority of the words and idioms used by well-educated English and American people in conversation are certainly literary English.

第二篇：英語學(xué)習(xí)筆記

小學(xué)英語新課標(biāo)學(xué)習(xí)心得體會(huì)

小學(xué)英語教學(xué)屬于英語啟蒙教育，學(xué)生通過聽、說、動(dòng)唱、玩具備一定的語言基礎(chǔ)。并獲得初步的聽說能力和一定的語感?；谛W(xué)生的心理特點(diǎn)，以及新課標(biāo)的要求，小學(xué)英語教學(xué)應(yīng)該以提高興趣為主。

一、激發(fā)學(xué)生學(xué)習(xí)英語的興趣

興趣是最好的老師，學(xué)生只有對(duì)英語有濃厚的興趣才會(huì)愿意學(xué)，要讓學(xué)生有興趣，我們首先得讓學(xué)生感到英語易學(xué)，其次讓學(xué)生樂學(xué)，最后培養(yǎng)學(xué)生的自學(xué)能力，培養(yǎng)他們對(duì)英語學(xué)習(xí)的積極態(tài)度。使他們建立初步的學(xué)習(xí)英語的自信心。

二、教學(xué)方式

依據(jù)新課標(biāo)的要求，新教材的教學(xué)必須根據(jù)小學(xué)生的學(xué)習(xí)特點(diǎn)，創(chuàng)建以活動(dòng)課為主的教學(xué)模式。重點(diǎn)培養(yǎng)學(xué)生用語言進(jìn)行交流的能力。采用聽、說、唱、玩、演的方式對(duì)于零起點(diǎn)的農(nóng)村的學(xué)生來說，我認(rèn)為要盡可能讓他們多聽地道的英語，語言介紹宜采用先輸入后輸出的方式。

1、Just Listen

即盡可能讓學(xué)生多聽，運(yùn)用聽覺記憶，使他們用第一語言做出反應(yīng)，在課堂實(shí)際教學(xué)中如何進(jìn)行操作呢？例如,教文具單詞時(shí)，以前教師大部分采用這樣的方法：Look at the picture and read after me.出示圖片，學(xué)生跟讀。現(xiàn)在新教材要求在Just listen這一步時(shí)教師出示圖片，反復(fù)示范發(fā)音，讓學(xué)生靜聽，使他們處在聽覺記憶的過程中，然后可以把圖片朝下，打亂順序，由教師本人抽出一張，做猜謎游戲，教師問：Pencil? Is it a pencil?學(xué)生只要回答Yes或No即可，這一步學(xué)生仍然是聽，并用第一語言作出反應(yīng)。

2、Listen and move

即學(xué)生在聽的過程中指一指，找一找，做出相應(yīng)的動(dòng)作，這一階段他們運(yùn)用的是形體或運(yùn)動(dòng)記憶。如Listen and point/colour/number/circle/check.也就是教師發(fā)指令，學(xué)生動(dòng)一動(dòng)，例如在教數(shù)字時(shí)，教師快速報(bào)數(shù)字，學(xué)生做出手勢(shì)，再把數(shù)字卡片發(fā)給學(xué)生，按照老師的口令排順序，我們還可以設(shè)計(jì)這樣的游戲：在教室前放幾把椅子，讓手持?jǐn)?shù)字卡片的學(xué)生坐在椅子上，教師報(bào)出兩個(gè)數(shù)字，手持這兩個(gè)數(shù)字的學(xué)生盡快更換位置，教師也可參與進(jìn)去搶座位，這樣，形體記憶在這一階段得到發(fā)揮。

3、Listen and pass it on

即學(xué)生先聽再重復(fù)，這時(shí)他們運(yùn)用的是短期記憶，也就是跟讀學(xué)說的過程，如在教對(duì)話時(shí)，教師放錄音學(xué)生邊聽邊看，繼續(xù)放錄音，學(xué)生聽替換進(jìn)對(duì)話里的新單詞，邊聽，邊說，就屬于這一過程，在教句型時(shí)，由于不講語法，我們可以教學(xué)生唱語法歌，教材中配有相應(yīng)的語法歌。

4、Choose what to say

在這一階段學(xué)生能夠開始用英語說話，這時(shí)他們運(yùn)用的是長時(shí)記憶，他們可以用英語選擇他們會(huì)說的，每個(gè)學(xué)生都會(huì)有成功的愉悅。例如，教食物bread, ice-cream…和句型I like …, I don’t like …可采用開放式教學(xué)，讓他們自由選擇所知道的食物來說出喜歡吃的和不喜歡吃的，有的學(xué)生就會(huì)說出，sandwish,salad…這樣能使學(xué)生感到成功增加他們的自信心。

5、Just say it

在這一階段學(xué)生能說出他們所學(xué)的內(nèi)容，甚至能脫口而出，這是長期記憶起著作用。在這一步中，可讓學(xué)生表演，自由對(duì)話，復(fù)述故事，同時(shí)教師不必急

于糾正學(xué)生語言表現(xiàn)中的錯(cuò)誤，要讓學(xué)生有安全感，并積極主動(dòng)地學(xué)習(xí)外語。鼓勵(lì)學(xué)生積極參與，大膽表達(dá)使學(xué)生從動(dòng)腦、動(dòng)口、積極思維參與教學(xué)活動(dòng)。如低年級(jí)學(xué)生可靈活處理教材內(nèi)容，將其編成兒歌、童謠。課堂中多采用游戲教學(xué)法，加上教師靈活親切的身體語言，使得課堂豐富多彩、輕松活躍。培養(yǎng)學(xué)生能在圖片、手勢(shì)的幫助下，聽懂語速較慢的話語或錄音材料。

三、創(chuàng)設(shè)情景

用自己充滿激情的表情和動(dòng)作去感染學(xué)生，讓學(xué)生積極的參與到學(xué)習(xí)中來。變被動(dòng)學(xué)習(xí)為主動(dòng)學(xué)習(xí)，創(chuàng)設(shè)情景，相互交流，啟發(fā)學(xué)習(xí)動(dòng)機(jī)，樹立學(xué)習(xí)信心。直觀情景教學(xué)是小學(xué)英語教學(xué)之中一種很重要的教學(xué)技巧。教師要充分利用教科書中的課文來創(chuàng)設(shè)情景，如打電話、購物、生日聚會(huì)、旅游、問路等。為學(xué)生提供使用英語進(jìn)行交流的機(jī)會(huì)。

通過新課標(biāo)的學(xué)習(xí)，我們迎接了新理念新考驗(yàn)新挑戰(zhàn)。我們只要大膽運(yùn)用新理念、新方法到課堂實(shí)踐中。努力落實(shí)新課標(biāo)。就會(huì)探出一條用好新教材的新路子。

小學(xué)英語新課標(biāo)學(xué)習(xí)心得體會(huì)

新課改倡導(dǎo)全人教育，強(qiáng)調(diào)課程要促進(jìn)每個(gè)學(xué)生身心健康的發(fā)展，培養(yǎng)學(xué)生良好的品質(zhì)的終身學(xué)習(xí)的能力，新課改倡導(dǎo)建設(shè)性學(xué)習(xí)，注重科學(xué)探究的學(xué)習(xí)，關(guān)注體驗(yàn)性學(xué)習(xí)，提倡交流與合作、自主創(chuàng)新學(xué)習(xí)，課程改革的成敗關(guān)鍵在于教師，教師是課程改革的實(shí)施者，作為教師的我必須做好充分的準(zhǔn)備，學(xué)習(xí)新課程改革理論，更新教學(xué)觀念，迎接新課改的挑戰(zhàn)，下面簡(jiǎn)單地談一下英語新課標(biāo)學(xué)習(xí)的幾點(diǎn)體會(huì)。

一、面向全體學(xué)生，為學(xué)生全面發(fā)展和終身發(fā)展奠定基礎(chǔ)。

1、鼓勵(lì)學(xué)生大膽地使用英語，對(duì)他們?cè)趯W(xué)習(xí)過程中的失誤和錯(cuò)誤采取寬容的態(tài)度。

2、為學(xué)生提供自主學(xué)習(xí)和直接交流的機(jī)會(huì)，以及充分表現(xiàn)和自我發(fā)展的一個(gè)空間。

3、鼓勵(lì)學(xué)生通過體驗(yàn)、實(shí)踐、合作、探索等方式，發(fā)展聽、說、讀、寫的綜合能力。

4、創(chuàng)造條件讓學(xué)生能夠探究他們自己的一些問題，并自主解決問題。

二、關(guān)注學(xué)生情感，創(chuàng)造民主、和諧的教學(xué)氣氛。情態(tài)是學(xué)好英語的重要因素，因此我努力創(chuàng)造寬松民主、和諧的教學(xué)空間，做到：

1、尊重每個(gè)學(xué)生，積極鼓勵(lì)他們?cè)趯W(xué)習(xí)中的嘗試，保護(hù)他們的自尊心和積極性，2、把英語教學(xué)與情態(tài)有機(jī)地結(jié)合起來，創(chuàng)造各種合作學(xué)習(xí)的活動(dòng)，促進(jìn)學(xué)生互相學(xué)習(xí)，互相幫助，體驗(yàn)成就感，發(fā)展合作精神。

3、關(guān)注學(xué)習(xí)有 困難的或性格內(nèi)向的學(xué)習(xí)，盡可能地為他們創(chuàng)造語言的機(jī)會(huì)。

4、建立融洽、民主的師生交流渠道，經(jīng)常和學(xué)生一起反思學(xué)習(xí)過程和學(xué)習(xí)效果，互相鼓勵(lì)和幫助，做到教學(xué)相關(guān)。

三、加強(qiáng)學(xué)習(xí)策略的指導(dǎo)，讓他們?cè)趯W(xué)習(xí)和適用的過程中逐步學(xué)會(huì)如何學(xué)習(xí)做到：

1、積極創(chuàng)造條件，讓學(xué)生參與到階段性學(xué)習(xí)目標(biāo)，以及實(shí)現(xiàn)目標(biāo)的方法。

2、引導(dǎo)學(xué)生結(jié)合語境，采用推測(cè)、查閱和協(xié)調(diào)的方法進(jìn)行學(xué)習(xí)。

3、引導(dǎo)學(xué)生在學(xué)習(xí)過程中，進(jìn)行自我評(píng)價(jià)，并根據(jù)需要調(diào)整自己的學(xué)習(xí)目標(biāo)和學(xué)習(xí)策略。

四、對(duì)學(xué)生進(jìn)行有效的評(píng)價(jià)。評(píng)價(jià)采用形成性評(píng)價(jià)與終結(jié)性評(píng)價(jià)相結(jié)合。讓學(xué)生認(rèn)識(shí)自我，樹立自信，有助于反思及調(diào)整自己的學(xué)習(xí)過程，評(píng)價(jià)或采用測(cè)驗(yàn)及非測(cè)驗(yàn)形式，平時(shí)重視形成性評(píng)價(jià)，對(duì)學(xué)生回答學(xué)習(xí)過程中的表現(xiàn)所改進(jìn)的誠績，及反映的情感、態(tài)度、策略某方面進(jìn)行及時(shí)的評(píng)價(jià)，如有口頭評(píng)價(jià)、等級(jí)評(píng)價(jià)、學(xué)生之間互相評(píng)價(jià)等方法，充分發(fā)覺學(xué)生的進(jìn)步，鼓勵(lì)學(xué)生自我反思，自我提高，測(cè)驗(yàn)以學(xué)生綜合運(yùn)用能力為目標(biāo)，側(cè)重于學(xué)生理解和獲取信息，能力減少客觀題，增加主觀題，通過評(píng)價(jià)學(xué)生學(xué)會(huì)分析自己的成績和不足，明確努力方向。新課程改革不能只停留在理論上，在實(shí)踐中發(fā)現(xiàn)問題，在新課標(biāo)的理論指導(dǎo)下解決問題，在課改中不斷學(xué)習(xí)，不斷實(shí)踐，不斷反思，愿與新課程共同成長。

第三篇：易經(jīng)學(xué)習(xí)筆記--序卦傳

序卦傳 上

作者：石家莊聚仟射箭館楊濤 時(shí)間：2016年3月

卦的順序，也是經(jīng)過了多次演變的。連山易，以艮為第一卦。歸藏易，以坤為第一卦。當(dāng)然也有人主張以謙為第一卦。但是多番演變之后，現(xiàn)在大家比較認(rèn)同的是周易當(dāng)中的順序。《周易·序卦傳·上》

有天地，然后萬物生焉。盈天地之間者唯萬物，故受之以《屯》?！锻汀氛撸?；物之始生也。物生必蒙，故受之以《蒙》。《蒙》者，蒙也；物之稚也。物稚不可不養(yǎng)也，故受之以《需》。《需》者，飲食之道也。飲食必有訟，故受之以《訟》。訟必有眾起，故受之以《師》?！稁煛氛撸娨?。眾必有所比，故受之以《比》?！侗取氛?，比也。比必有所畜，故受之以《小畜》。物畜然后有禮，故受之以《履》。履而泰然后安，故受之以《泰》。《泰》者，通也。物不可以終通，故受之以《否》。物不可以終否，故受之以《同人》。與人同者物必歸焉，故受之以《大有》。有大者不可以盈，故受之以《謙》。有大而能謙必豫，故受之以《豫》。豫必有隨，故受之以《隨》。以喜隨人者必有事，故受之以《蠱》?！缎M》者，事也。有事而后可大，故受之以《臨》?！杜R》者，大也。物大然后可觀，故受之以《觀》?？捎^而后有所合，故受之以《噬嗑》。嗑者，合也。物不可茍合而已，故受之以《賁》?！顿S》者，飾也。致飾然后亨則盡矣，故受之以《剝》?！秳儭氛撸瑒円?。物不可以終盡，剝，窮上反下，故受之以《復(fù)》。復(fù)則不妄矣，故受之以《無妄》。有無妄然后可畜，故受之以《大畜》。物畜然后可養(yǎng)，故受之以《頤》?！额U》者，養(yǎng)也。不養(yǎng)則不可動(dòng)，故受之以《大過》。物不可以終過，故受之以《坎》?！犊病氛?，陷也。陷必有所麗，故受之以《離》?！峨x》者，麗也。

序卦傳屯、蒙—易經(jīng)學(xué)習(xí)筆記11 原文：有天地，然后萬物生焉。盈天地之間者唯萬物，故受之以《屯》。屯者，盈也（盈就是懷孕），物之始生也。物生必蒙，故受之以蒙。簡(jiǎn)單說就是生了孩子，你得養(yǎng)。

萬物始生，郁結(jié)未通，故為盈塞于天地之間。至通暢茂盛，則塞意亡矣。

天地生萬物，屯，萬物之始生，故繼乾坤之后。蒙者物之稚也。物始生稚小，蒙昧未發(fā)，所以蒙卦在屯卦后面。

就是有天地生萬物，屯就是萬物初生，蒙就是初生之后的教育引導(dǎo)，就是啟蒙。生孩子難啊，十月懷胎，養(yǎng)孩子更難，生下來的才是剛開始。

序卦傳需、訟—易經(jīng)學(xué)習(xí)筆記12 原文：《蒙》者，蒙也；物之稚也。物稚不可不養(yǎng)也，故受之以《需》?！缎琛氛撸嬍持酪?。飲食必有訟，故受之以《訟》。

養(yǎng)育孩子，首先得吃飽飯，所以需卦就是吃飯，飲食之道。

有所需，就會(huì)有爭(zhēng)執(zhí)，你也想要，我也想要，所以產(chǎn)生爭(zhēng)訟。所以需卦之后是訟卦。

序卦傳師比—易經(jīng)學(xué)習(xí)筆記13 師和比的含義可以從這兩個(gè)詞來理解。興師動(dòng)眾，比翼雙飛。

原文：訟必有眾起，故受之以《師》?！稁煛氛?，眾也。眾必有所比，故受之以《比》?！侗取氛?，比也。

訟是爭(zhēng)執(zhí)，當(dāng)爭(zhēng)執(zhí)產(chǎn)生以后無法解決了，怎么辦？ 那就出師了，打仗吧。所以訟卦后面是師卦

打仗分一伙一伙的，那就有比了，比就是搞在一起了。歸附，比附。說的好聽一點(diǎn)就是合作。

當(dāng)然我們現(xiàn)在也可以理解為，打仗解決不了問題的時(shí)候怎么辦？ 談判，合作。共同開發(fā)。這才是問題的解決之道。比卦就排到師卦后面了。

序卦傳小畜、履—易經(jīng)學(xué)習(xí)筆記14 原文：比必有所畜，故受之以《小畜》。物畜然后有禮，故受之以《履》。有合作，自然比打仗要強(qiáng)，社會(huì)安寧，大家都可以安安穩(wěn)穩(wěn)的生活。這樣下來，大家慢慢的就會(huì)有所積蓄，也就是最初的財(cái)富積累。要記著，合作，才是積累財(cái)富的好方法。

那么有點(diǎn)小錢了，不愁吃穿了，會(huì)怎么樣？人們會(huì)有更高一級(jí)的精神上的追求。履，鞋子，規(guī)矩，制度。就是禮儀。也有履行的意思。

履行什么？天道。有點(diǎn)錢了，不要瞎折騰。要履行天道。要懂禮儀。守規(guī)矩。

序卦傳泰、否—易經(jīng)學(xué)習(xí)筆記15 原文：履而泰然后安，故受之以《泰》。《泰》者，通也。物不可以終通，故受之以《否》。以禮來規(guī)范節(jié)制人心，個(gè)人家庭社會(huì)國家生活安泰、精神安泰。泰就是通。泰卦是政通人和的意思。通，通達(dá)，順?biāo)?。事物不可能長久處于通泰的狀態(tài)，所以接著是否塞不通。但是萬事都不會(huì)一直保持這種通達(dá)的狀態(tài)，走著走著就歪了。順著順著就背了。也就是咱們說的，三十年河?xùn)|，三十年河西。為啥呢？因?yàn)槿藭?huì)在順境中膨脹，逆境中成長。

本來是通的。但是你膨脹，就過不去了。就堵住了。

你看那高速公路為啥是彎彎曲曲的？因?yàn)榘踩?，太直的路段，司機(jī)一放松，更容易睡著。也更容易出事故。

序卦傳同人、大有—易經(jīng)學(xué)習(xí)筆記16 原文：物不可以終否，故受之以《同人》。與人同者物必歸焉，故受之以《大有》。只有當(dāng)你點(diǎn)背的時(shí)候，你才知道誰是你的真朋友。逆境中，依然對(duì)你不離不棄的才是真感情。

所以否了，你才能見真心，才能找到同心同德的人。同人，同人之心，親如一體。

與人和同，有富同享，有亂同當(dāng)，我為人人，人人為我；萬物一定歸附。所以接著是大有卦。

同心同德才能眾望所歸，眾望所歸，才會(huì)要啥有啥。才能大有可為。

序卦傳謙、豫—易經(jīng)學(xué)習(xí)筆記17 原文：有大者不可以盈，故受之以《謙》。有大而能謙必豫，故受之以《豫》。

能夠大有作為的人，都不會(huì)太滿，大有，也需虛心。因?yàn)闈M招損，謙受益。所以大有之后是謙。

謙虛，是一個(gè)真正的，在精神上物質(zhì)上大有的人才能夠表現(xiàn)出來的。真正的有修養(yǎng)的人，在精神上強(qiáng)大，才可以做到對(duì)人對(duì)事的冷靜和淡然。

真正的有錢的人，才可以在花錢的態(tài)度上有平常心。這樣的人，都是快樂的。有大業(yè)而能夠謙虛待人待物，一定安豫快樂。豫，安樂吉祥。所以跟著一卦是豫。

序卦傳隨、蠱—易經(jīng)學(xué)習(xí)筆記18 原文：豫必有隨，故受之以《隨》。以喜隨人者必有事，故受之以《蠱》?！缎M》者，事也。誰都喜歡快樂的人和快樂的事，所以就有人愿意跟隨你。跟你一起快樂，這就是隨卦。

隨便，隨時(shí)，隨機(jī)。隨是看準(zhǔn)方向的一種努力，有所準(zhǔn)備，有機(jī)會(huì)，我就跟上。隨機(jī)應(yīng)變，能夠根據(jù)情況及時(shí)修正自己的行為。隨遇而安，能夠適應(yīng)各種環(huán)境。

但是跟隨波逐流，是一種順境，順境總會(huì)出各種問題。

流水不腐，戶樞不蠹。一旦習(xí)慣了順境就不會(huì)動(dòng)了。當(dāng)然就會(huì)生蟲子。蠱就是生蟲子了，就是腐敗了。出事了。怎么辦？反腐倡廉。

序卦傳臨、觀—易經(jīng)學(xué)習(xí)筆記19 原文：有事而后可大，故受之以《臨》?！杜R》者，大也。物大然后可觀，故受之以《觀》。反腐倡廉，就要靠近群眾，你離群眾近了，才能了解民間的問題。離的近就顯得大。做為一個(gè)領(lǐng)導(dǎo)，你越是和民眾接觸的多，越是親民，那么在群眾的眼睛里，你就越高大。比如這個(gè)詞，如朕親臨，就好像皇帝自己到了現(xiàn)場(chǎng)一下，高大了吧。

一個(gè)這么高大的形象，出現(xiàn)在民眾面前，那么大家就可以仔細(xì)的觀察你，學(xué)習(xí)你了。所以跟著是觀卦。

序卦傳噬嗑、賁—易經(jīng)學(xué)習(xí)筆記20 原文：可觀而后有所合，故受之以《噬嗑》。嗑者，合也。物不可茍合而已，故受之以《賁》?！顿S》者，飾也。

可觀，就是有了學(xué)習(xí)的榜樣，有所合，那就向人家學(xué)習(xí)，在這個(gè)學(xué)習(xí)的過程，就會(huì)發(fā)現(xiàn)自己身的一些問題，一些不正確的做法。就得改。

噬嗑就是咬斷。有東西在嘴里，嘴巴合不上，那就得咬斷才行了。讓事情順利，有時(shí)候就需要一些強(qiáng)硬的手?jǐn)唷?/p>

但是通常過于強(qiáng)硬的手段會(huì)讓大家難以接受，所以需要一些裝飾。

裝飾可以讓接合的部分看起來更舒服，自然。所以接著就是賁卦。就是裝飾。也是現(xiàn)在說的廣告。

還可以理解成，秋天果實(shí)累累的樣子。

序卦傳剝、復(fù)—易經(jīng)學(xué)習(xí)筆記21 原文：致飾然后亨則盡矣，故受之以《剝》?！秳儭氛撸瑒円?。物不可以終盡，剝，窮上反下，故受之以《復(fù)》。

裝飾到了極點(diǎn)，亨通就到了盡頭，所以接著是剝卦。

說到底裝飾就是個(gè)表象，你廣告做的沒邊沒沿的，現(xiàn)在誰看信？沒了信用，自然就沒人買你的東西了。

那就到了剝卦，是慢慢剝落的意思。

這里也有點(diǎn)像是經(jīng)歷過秋天碩果累累之后，到了冬天都掉的干干凈凈的樣子。當(dāng)你冬天果實(shí)落在地上的時(shí)候，那么之后自然就是春天萬物復(fù)蘇了。以接著是復(fù)卦。

序卦傳無妄、大畜—易經(jīng)學(xué)習(xí)筆記22 原文：復(fù)則不妄矣，故受之以《無妄》。有無妄然后可畜，故受 之以《大畜》。膽大妄為，就是瞎折騰。無妄之災(zāi)，就是啥也沒干，卻被雷劈了。下面打雷的圖，就是無妄的樣子。你別亂跑，應(yīng)該沒事。無妄，就是不得瑟，不瞎折騰。所以無妄就是老子所說的無為。不是啥也不干，是為無為。干應(yīng)該做的事，別瞎折騰沒用的，給自己找麻煩。

那為什么復(fù)之后是無妄呢？

復(fù)是恢復(fù)，返回正道，是實(shí)實(shí)在在的，所以無妄。

能夠真正做的到?jīng)]有虛妄，那是掌握了大智慧，這樣一定可以得到大量的財(cái)富，資源，人脈等等。

那才是大畜，不只是有點(diǎn)錢就可以的，要錢我有錢，要地我有地，要人才，我有人才，要政策我有政策。什么都有才是大畜。那是在精神上和物質(zhì)上，都很充足。

序卦傳頤、大過—易經(jīng)學(xué)習(xí)筆記23 原文：物畜然后可養(yǎng)，故受之以《頤》?！额U》者，養(yǎng)也。不養(yǎng)則不可動(dòng)，故受之以《大過》。

什么也不缺了，你干什么？

養(yǎng)生！什么都有不養(yǎng)生，掛了不就白折騰一輩子了？ 所以跟著是頤卦，就是吃東西，也是管住嘴。

包括了別亂吃東西，別亂說話。一方面是身體上的不亂吃東西。另一方面是道德上的修養(yǎng)，不亂說話。都很重要。

大過不是咱們對(duì)學(xué)生的處分，大過不是大錯(cuò)。而是一種非常時(shí)期，非常人，所做的非常事。過是過錯(cuò)，過分，經(jīng)過三重意思。

過分的事情，在一段時(shí)間之后，你也許會(huì)有不同的看法。那么為什么頤卦之后是大過？

有養(yǎng)而后能成，一旦養(yǎng)成之后，強(qiáng)大了，就會(huì)做一些非常事。

比如秦始皇，統(tǒng)一文字，統(tǒng)一度量衡。就是大過，過分啊，那么多的文化產(chǎn)物都沒有了。換個(gè)角度，哇，偉大啊，統(tǒng)一了。第一位始皇帝！

序卦傳坎、離—易經(jīng)學(xué)習(xí)筆記24 原文：物不可以終過，故受之以《坎》?！犊病氛?，陷也。陷必有 所麗，故受之以《離》?！峨x》者，麗也。

要做非常事，那就必然會(huì)困難重重。那就要學(xué)會(huì)面對(duì)各種危險(xiǎn)。所以大過之后跟著坎卦，就是陷阱，就是困難。

但是學(xué)會(huì)怎么去面對(duì)困難，適應(yīng)對(duì)于種種困難的應(yīng)對(duì)。陷必有所麗（依附，依靠），是指掉進(jìn)水里的人都會(huì)拼命去抓那根救命的稻草。越是在黑暗的時(shí)候，人們?cè)綍?huì)奔向光明。所以坎之后是離卦。

離卦也是文明高度發(fā)展的景象。

序卦傳 上經(jīng)部分總結(jié)—易經(jīng)學(xué)習(xí)筆記25 萬物初生，都不容易，這叫做始生之難，了解這個(gè)難，就應(yīng)該學(xué)會(huì)尊重生命。從生下來什么都不知道，漸漸了解了這個(gè)世界，就會(huì)想要這個(gè)，想要那個(gè)。任何生命，都會(huì)趨向于對(duì)自己有利的一面。最基本的需求，就是要吃飯。都想吃飯，資源有限的情況下，就會(huì)發(fā)生爭(zhēng)執(zhí)。爭(zhēng)吵不能解決問題的，就會(huì)打仗。

打仗不是一個(gè)人的事，肯定有一伙的。和你一伙的，也有對(duì)方一伙的。相互間如果都打不過對(duì)方，結(jié)果打架的雙方，也就合作了。通過合作，大家都能得利。就能小有積蓄。

物質(zhì)上有了基礎(chǔ)，就要追求精神上的提高，就要學(xué)習(xí)禮儀。能夠處處守禮，就會(huì)時(shí)時(shí)通達(dá)。

但是哪哪都通，慢慢的就會(huì)膨脹，以前通暢的路，也會(huì)顯得有點(diǎn)堵了。發(fā)現(xiàn)寸步難行的時(shí)候，進(jìn)入了人生的低谷，就會(huì)知道，誰才是真正的朋友。才能找到真正志同道合的人。

找到志同道合的朋友，必然會(huì)大有作為。

大有作為，就大有收獲，擁有的越多，就會(huì)越謙虛，人的內(nèi)心越是豐富，就越能表現(xiàn)的淡然。能謙虛的對(duì)人對(duì)事，就能得到真正的快樂。

快樂都是可以相互感染的，快樂，會(huì)讓更多的人愿意接近，跟隨。

跟隨別人的人，都是順流而下的人，他們處在順境中，得到變得容易，也就容易發(fā)生腐敗。要治理腐敗，就要深入民間，貼近群眾。

能靠近群眾的領(lǐng)導(dǎo)，都是高大的榜樣值得我們學(xué)習(xí)。

要學(xué)習(xí)，首先得改掉自己的壞習(xí)慣。要追上先進(jìn)的隊(duì)伍，就得剔除隊(duì)伍中的問題分子。向先進(jìn)的模式，優(yōu)秀的人靠攏，要學(xué)會(huì)裝飾自己的，打扮自己。裝扮的過分，早晚會(huì)脫落，但是最終留下的，是你真正的核心價(jià)值。保住這點(diǎn)核心，你就有東山再起的機(jī)會(huì)。

能夠恢復(fù)過來的人，都是重新走上正路的人。就不會(huì)再迷茫。

不再迷茫，終會(huì)有一天，得到大的收獲。那個(gè)時(shí)候，真的啥也不缺了。什么都不缺的人，只有最后一個(gè)目標(biāo)了，就是活的更長，于是開始養(yǎng)生。生命不只是為了活著，于是養(yǎng)生成功的人，開始追求更高的人生價(jià)值。要做一些突破常理，比較過分的事。做這樣的事，自然是困難重重的。

但是當(dāng)你越是陷入一片黑暗的時(shí)候，越是奔向光明。就是我們所說的道路是坎坷的，前途是光明的。

可能有很多人看到這里，還不太明白，我這啰嗦半天說的是啥。其實(shí)這就是易經(jīng)的上經(jīng)三十卦。天地孕育萬物，從出生，到長大，直到最后走向光明。上經(jīng)的部分，展示了天道的運(yùn)行規(guī)律?？谠E：乾坤屯蒙需訟師，比小畜兮履泰否，同人大有謙豫隨，蠱臨觀兮噬嗑賁，剝復(fù)無妄大畜頤，大過坎離三十備。

序卦傳 下

有天地，然后有萬物；有萬物，然后有男女；有男女，然后有夫婦；有夫婦，然后有父子；有父子，然后有君臣；有君臣，然后有上下；有上下，然后禮義有所錯(cuò)。夫婦之道，不可以不久也，故受之以《恒》?！逗恪氛撸靡?。物不可以久居其所，故受之以《遁》?！抖荨氛撸艘?。物不可以終遁，故受之以《大壯》。物不可 以終壯，故受之以《晉》?！稌x》者，進(jìn)也。晉必有所傷，故受之以《明夷》。夷者，傷也。傷于外者必反其家，故受之以《家人》。家道窮必乖，故受之以 《睽》?！额ァ氛撸砸?。乖必有難，故受之以《蹇》。《蹇》者，難也。物不可以終難，故受之以《解》?！督狻氛?，緩也。緩必有所失，故受之以《損》。損而 不已必益，故受之以《益》。益而不已必決，故受之以《夬》。《夬》者，決也。決必有所遇，故受之以《姤》?！秺ァ氛?，遇也。物相遇而后聚，故受之以 《萃》。《萃》者，聚也。聚而上者謂之升，故受之以《升》。升而不已必困，故受之以《困》。困乎上者必反下，故受之以《井》。井道不可不革，故受之以 《革》。革物者莫若鼎，故受之以《鼎》。主器者莫若長子，故受之以《震》?！墩稹氛?，動(dòng)也。物不可以終動(dòng)，止之，故受之以《艮》?！遏蕖氛?，止也。物不可 以終止，故受之以《漸》?！稘u》者，進(jìn)也。進(jìn)必有所歸，故受之以《歸妹》。得其所歸者

必大，故受之以《豐》?！敦S》者，大也。窮大者必失其所居，故受之以 《旅》。旅而無所容，故受之以《巽》。《巽》者，入也。入而后說之，故受之以《兌》?！秲丁氛撸f也。說而后散之，故受之以《渙》?！稖o》者，離也。物不 可以終離，故受之以《節(jié)》。節(jié)而信之，故受之以《中孚》。有信者必行之，故受之以《小過》。有過物者必濟(jì)，故受之以《既濟(jì)》。物不可窮也，故受之以《未 濟(jì)》終焉。

序卦傳 咸、恒—易經(jīng)學(xué)習(xí)筆記26 有天地，然后有萬物；有萬物，然后有男女。

這段的原文都很容易理解，咸就是男女。飲食男女，自然而然。日久生情。有了感情，就希望能在一起，而且是永遠(yuǎn)在一起。所以就要結(jié)婚。那就是恒。

序卦傳遁、大壯—易經(jīng)學(xué)習(xí)筆記27 所有我們追尋的永恒，其實(shí)都不存在，那只是相對(duì)于短暫而存在的長久。早晚都會(huì)有結(jié)束的時(shí)候，所以遁就是一種好的處理方式。不要等別人推你下臺(tái)，激流勇退，也是一種智慧。可以有效的保存自己。

有效的保存自己之后，就可以在有機(jī)會(huì)的時(shí)候，有大的發(fā)展。遁就到展到了大壯。

序卦傳晉、明夷—易經(jīng)學(xué)習(xí)筆記28 發(fā)展壯大之后，必然會(huì)積極進(jìn)取。就想往前沖。前進(jìn)就是晉。沖的越靠前，就越是容易受傷。從來都是槍打出頭鳥。晉之后，是明夷，就是受傷。

序卦傳家人、睽—易經(jīng)學(xué)習(xí)筆記29 動(dòng)物受了傷會(huì)回到窩里，人要受了傷就回到家里了。所以之后是家人卦。家里人也有分別的時(shí)候，睽就是背離的意思。

比如說，兩個(gè)女兒要出嫁了，這就是睽，所以天下事，分久合，合久分。睽不是壞事，對(duì)立而統(tǒng)一，天地如果不分開，就沒有萬物。異性相吸，就是睽的主要作用。

序卦傳蹇、解—易經(jīng)學(xué)習(xí)筆記30 在家千日好，出門一朝難。

與家人分離，自然感覺到外面的困難。蹇就是困難，災(zāi)難。

災(zāi)難的來了，不會(huì)永遠(yuǎn)在這兒里，堅(jiān)持下去，問題總是會(huì)慢慢解決的。解卦就是有所緩解。

序卦傳損、益—易經(jīng)學(xué)習(xí)筆記31 破財(cái)免災(zāi)，要緩解，消除災(zāi)禍，那必須有所損失。

比如壁虎遇到了災(zāi)難，留下了尾巴，自己跑了。這就是付出了損失，躲過了災(zāi)難。萬物是平衡的，有損失的一方，就有受益的一方。

序卦傳夬、姤—易經(jīng)學(xué)習(xí)筆記32 一直在增益的一方，最終還是要有所決斷的。

水庫的水，一直在增加，如果你不去疏通泄洪。那總有一天就會(huì)決堤。你不決也得決。所以之后是夬卦。就是有所決斷。一旦有所決斷，自然會(huì)有新的遭遇。（相遇就是姤）

家里的小姑娘，雖然你一天天的不讓她出門，但是她總有一天會(huì)長大（益），終于有一天，要出去轉(zhuǎn)轉(zhuǎn)看看（夬），一出去，就會(huì)遇到一些人（姤）。然后就不回來了。

序卦傳萃、升—易經(jīng)學(xué)習(xí)筆記33 萃，就是聚集。

相遇之后不分開，就會(huì)聚集在一起。而遇到合適的人和環(huán)境，自然也愿意在一起。所以姤之后是萃卦。

聚在一起，就會(huì)越堆越高，比如說聚沙成塔。所以聚之后是升卦。

序卦傳困、井—易經(jīng)學(xué)習(xí)筆記34 升到不能再升，沒有上升的力量了，就被困在那里了。

困住了，四面不能離開，向上也沒有空間，那就只有向下了。向下挖就是井，所以困卦之后是井卦。

序卦傳革、鼎—易經(jīng)學(xué)習(xí)筆記35 井其實(shí)也是困，只是一個(gè)是困在天上，一個(gè)是困在地下。

想要離開這種狀態(tài)，那就得突破包圍，那就得打破常規(guī)，就是革命！革是丟棄舊的，鼎就創(chuàng)造新的。

要改變，要革新，就得有器物。當(dāng)然如果從卦象上看就更容易理解一些了。革就像煮水，要不然就是水被燒干，要不然就是下面的火被澆滅。

那要是想安全一點(diǎn)方便一點(diǎn)怎么辦，就是用鼎。有一個(gè)鍋在，燒水就比較方便了。變革也可以更緩和一些。

序卦傳震、艮—易經(jīng)學(xué)習(xí)筆記36 用器（鼎）首選的應(yīng)該是長子（震），所以后面眼著是震卦。震也是動(dòng)，有動(dòng)就有止，運(yùn)動(dòng)與靜止是相對(duì)的。所有跟著是艮卦 我的看法是：創(chuàng)新時(shí)候，需要的是一股沖勁。這種沖動(dòng)可以推動(dòng)我們將創(chuàng)業(yè)堅(jiān)持下來。但是沖動(dòng)后總會(huì)冷靜下來。

序卦傳漸、歸妹—易經(jīng)學(xué)習(xí)筆記37 停止只是為了更遠(yuǎn)的前進(jìn)，所以艮卦之后是漸卦。意思是慢慢的再次啟程，重新回到大路上前進(jìn)。

在前進(jìn)的路上，你會(huì)遇到很多走不動(dòng)的，停在路上的人，還有想往回走的。你有前進(jìn)的方向，他們會(huì)來歸附你。

序卦傳豐、旅—易經(jīng)學(xué)習(xí)筆記38 來歸附你的人多了，你自然會(huì)有大的收獲。所以后面是豐卦。

東西多了，人也多了，家里不夠住了，怎么辦？出去想辦法。所以旅卦就到了。

序卦傳巽、兌—易經(jīng)學(xué)習(xí)筆記39 出了門，沒個(gè)地方容身，所以就找個(gè)山洞鉆進(jìn)去休息。進(jìn)入，就是巽卦。

也可以理解成，出門在外，沒個(gè)親戚朋友，就想加入一個(gè)組織。

能有個(gè)容身之所，或者山洞也好，或是某個(gè)組織也好。就會(huì)高興起來。就是兌卦。

序卦傳渙、節(jié)—易經(jīng)學(xué)習(xí)筆記40 將快樂傳播，散開，就是渙卦。

分散就顯得聲勢(shì)浩大。但是這種渙散必須要節(jié)制，不能任其發(fā)展。所以后面是節(jié)卦。講的是收放自如。

序卦傳中孚、小過—易經(jīng)學(xué)習(xí)筆記41 節(jié)約并不是不用，而是應(yīng)該用就用，不應(yīng)該用，就不浪費(fèi)。

所以守中道。所以做事情更有信心。因?yàn)槟阒雷约浩綍r(shí)的節(jié)制，可以有更長久的發(fā)展。中道，信心，就是中孚卦。

小過不是過錯(cuò)，是小的通過。你有信用，一些小事上，大家自然會(huì)給你方便。

序卦傳既濟(jì)、未濟(jì)—易經(jīng)學(xué)習(xí)筆記42 小事都這么方便，那么大事一定也可以成功。所以小過之后是既濟(jì)。

但是世界上的不會(huì)就此終結(jié)，永遠(yuǎn)有沒有完成的事情等著我們，所以最后一卦是未濟(jì)。代表著萬事萬物，沒有終結(jié)。

序卦傳 下經(jīng)部分總結(jié)—易經(jīng)學(xué)習(xí)筆記43

感情是短暫的開始，但是希望能夠走向天長地久。

退是為了進(jìn)，太陽會(huì)升起就會(huì)落下去。

家人有親情，也有反目的。有困難有災(zāi)難，但也都會(huì)有緩解的時(shí)候。有人得利，就有人失利。得到的好還是失去的好？

決定就會(huì)有機(jī)遇。有聚就有散。有動(dòng)就有靜，出去就有回。有出就有入。

很多事都是相對(duì)的。這一段目標(biāo)完成，還會(huì)有下一段目標(biāo)，萬物不會(huì)有所終結(jié)。

下經(jīng)一共三十四卦，代表著人道循環(huán)。

從感情，到家庭，再到社會(huì)，和政治。并沒有像上經(jīng)一樣太強(qiáng)的連慣性。

但是突出了人一生當(dāng)中的起起落落，反反復(fù)復(fù)。真的好像人的一生展現(xiàn)在眼前。多是以事物的相對(duì)方面來講解人與人之間的問題所在。以及解決問題的方式。最后以未濟(jì)結(jié)束，反而是在說沒有結(jié)束?？谠E：咸恒遁兮及大壯，晉與明夷家人睽，蹇解損益夬姤萃，升困井革鼎震繼，艮漸歸妹豐旅巽，兌渙節(jié)兮中孚至，小過既濟(jì)兼未濟(jì)，是為下經(jīng)三十四。

第四篇：英語學(xué)習(xí)筆記[最終版]

剩下的 remaining;the rest of

剩下的全部：all the rest

the rest of用作定語 后面可加n.the restn.剩余者；其余者 可作主語、賓語

區(qū)別在于make sense 是不及物的，譯為“講得通，有道理” 而make sense of是及物的，譯為“弄懂，理解”

可如下相互轉(zhuǎn)換:

This sentence doesn't make sense to me

I can not make sense of this sentence

contribute 發(fā)布，貢獻(xiàn)，出力；投稿

distribute 分配；散布；分開

fourteen [f?r?tin]

forty [?f?rti] 讀di的音 就像city

police [p??lis]

please [pliz]

advice：[?d'vais] 名詞形式 建議，忠告，勸告，意見

advise：[?d'vaiz] 動(dòng)詞形式

social[?so??l]adj 社會(huì)的, 社交的, 群居的一個(gè)人的社交生活a busy social life

社交能力 social skills

聯(lián)誼活動(dòng)可以說是social events

Society[s??sai?ti]n 社會(huì),社團(tuán),...會(huì),...社, 交際, 社交界, 上流社會(huì)adj.上流社會(huì)的，社交界的pre在..之前

post 在..之后

specialadj.特殊的；專門的； n.專車；特價(jià)；特刊

especialadj.特別的，突出的especially adv.尤其地；特別地 specify [?spes?fa?] V指定；詳述

suppose [s?'p??z] vt.假設(shè)；猜想, 以為 supposal

purpose ['p?:p?s]n.目的；作用；vt.打算；企圖on purpose propose [pr?'p??z]vt.建議；打算proposal

有意地，故意

affect [??f?kt] 與 effect [??f?kt] 均可表示“影響”，其區(qū)別是：前者是動(dòng)詞(及物)，主要指一時(shí)的影響，著重影響的動(dòng)作，可指一般意義的影響(不分好壞)，也可指不良影響；后者是名詞(可數(shù)或不可數(shù))，兩者的關(guān)系大致為：affect＝have an effect on.The news did not affect her at all.＝The news had no effect on her at all.這條消息對(duì)她沒有一點(diǎn)影響。effect 有時(shí)雖用作動(dòng)詞(及物)，但不表示“影響”，而表示“實(shí)現(xiàn)”或“產(chǎn)生”等。如： He effected great changes in the company.他使公司發(fā)生了巨大的變化。influence

vt.影響, 感化

n.影響力, 權(quán)勢(shì), 勢(shì)力,影響

influence所表達(dá)的影響可以是好的影響，也可以是壞的影響。

作動(dòng)詞的搭配就是influence sb 影響某人 influence sth 影響某事

Don't let me influence your decision.不要讓我影響你的決定

作名詞的搭配就是 a influence on/over sb./sth.對(duì)某人某事有影響

His parents no longer have any real influence over him.他的父母對(duì)他不再有任何真正的約束力了。

affect 作主語通常是物而不是人，指一物對(duì)另一物產(chǎn)生的消極影響。

influence 側(cè)重在思想、性格、行為等方面所產(chǎn)生的潛移默化的影響，也可指自然力的影響。impact 是不及物動(dòng)詞，對(duì)某物有強(qiáng)烈影響（have a strong effect）（+on）

sustaining[s?'ste?n??]連續(xù)的intermittent [??nt??m?tnt] 間歇的斷斷續(xù)續(xù)的reduce是一種主觀的減少、降低，主語是使減少的外力 可以表示尺寸，數(shù)量，程度或強(qiáng)度的減少，詞義引申后，還可以表示地位，處境或狀況的降低。

decrese是一種客觀的減少、下降，主語是減少的東西（size, amount, or price

1.the conductor reduced the speed of the train(降低火車速度）because of the traffic accident ahead.2.the number of milu deer has decreased to 250（減少到250只）in that area 3.the time he spent on his study has decreased(減少）since he became interested in on-line games

4.the population of the village has decreased by 120 to about 600(減少了120人還有大約600人）

marry Vi Vt 結(jié)婚；嫁；娶；與......結(jié)婚等。

一、marry sb表示嫁給某人；與......結(jié)婚。

例如：John married Mary last week.上星期約翰和瑪麗結(jié)婚了。

二、be/get married to sb表示與某人結(jié)婚。

例如：Jane was married to a doctor last month.Rose got married to a teacher.羅斯和一位教師結(jié)婚了。

三、marry sb to sb表示父母把女兒嫁給某人或?yàn)閮鹤尤⑾眿D。

She married her daughter to a businessman.她把女兒嫁給了一位商人。

四、marry作不及物動(dòng)詞時(shí)，往往用副詞或介詞短語來修飾。

例如：She married very early.她很早就結(jié)婚了。

五、marry 一般不與介詞with 連用。

她和一位英國人結(jié)了婚。

【誤】She married with an Englishman.【正】She married an Englishman.【正】She was / got married to an Englishman.六、若問某某是否結(jié)婚，而不涉及結(jié)婚的對(duì)象，可用be / get married的形式，相當(dāng)于系表結(jié)構(gòu)。

例如：你結(jié)婚了嗎？

【正】 Are you married?/ Have you got married

in terms of根據(jù)；用…的話；就…而言；以…為單位

? Our goods compete in terms of product quality, reliability and above all variety...我們的產(chǎn)品在質(zhì)量、可靠性，尤其是品種方面頗具競(jìng)爭(zhēng)力。

? esolve 動(dòng)詞 vt解決，vi決心。名詞：決心，解決

decide指“經(jīng)過詢問、研討和考慮之后, 在幾種可能的選擇之中作出決定”, 如:

She decided to leave here on Sunday instead of Monday.她決定星期日而不是星期一離開這里。

? determine指“決心作某一件事而不動(dòng)搖”, 如:

We have determined to get the work done ahead of schedule.我們已經(jīng)決定要提前完成這項(xiàng)工作。

? resolve指“打定主意做某事或不做某事”, vt解決，vi決心。名詞：決心，解決

I resolve to study English.我決定學(xué)英語。

decide抉擇反義詞：hesitate猶豫hesitation

Village 村，村民

town 鎮(zhèn)

county縣

area、district 區(qū),地區(qū)

City市

state州，國家vt規(guī)定 聲明

province省

capital 首都,country 國家 家鄉(xiāng)

hundred 百

thousand 千

million 百萬

billion 十億

sever ['sev?(r)] V切斷 斷絕 sever connections with sb.與某人斷絕關(guān)系

severe [s?'v??(r)] adj.嚴(yán)峻的；嚴(yán)厲的；苛刻的several [?sevr?l]adj.幾個(gè)的；分別的 pron.幾個(gè)，數(shù)個(gè)；一些

serve [s?:v] V 招待；服務(wù),適用, 提供

server ['s?:v?(r)] n 服務(wù)員服務(wù)器

service ['s?:v?s] n.服務(wù)；服務(wù)業(yè)； vt.檢修，；保養(yǎng)

ex的讀音規(guī)則：

1.若ex后接一個(gè)元音字母（a, e, i, o, u）或不發(fā)音字母h，且重音不落在第一個(gè)音節(jié)上，則ex的發(fā)音為 /?gz/ 例如：

exact /?g'z?kt/ 精確的，確實(shí)的； exam /?g'z?m/ 考試，測(cè)驗(yàn)；

example / ?g'zɑ?mpl/ 例子，榜樣；exist /?g'z?st/ 存在，生存；

exhibit /?g'z?b?t/ 陳列，展覽；exhaust/ ?g'z??st/ 竭盡，耗盡;

exert/ig'z?:t/ v.發(fā)揮, 施以影響, 運(yùn)用

2.若ex后接一個(gè)輔音字母，且重音不落在第一個(gè)音節(jié)上，則ex的發(fā)音為 /?ks/ 例如： exchange / ?ks't?e?nd? / 交換，交易；excuse /?k'skju?z/ 原諒，借口； expect / ?k'spekt/ 預(yù)期，期望；except /?k'sept / 除……外；

experience /?k'sp??r??ns/ 經(jīng)歷，經(jīng)驗(yàn)； experiment /?k'sper?m?nt/ 實(shí)驗(yàn)； explain /?k'sple?n/ 解釋，說明；expose /?k'sp??z/ 使暴露，揭露；

express /?k'spres/ 表達(dá)；expression /?k'spre?n/ 表達(dá)法，表情；

extend /?k'stend/ 延展，伸展；expense / ?k'spens/ 費(fèi)用；

expensive /?k'sp?ns?v/ 昂貴的；extraordinary /?k'str?rdn,?r?/ 突出的，特別的。

3.只要重音（或次重音）落在第一個(gè)音節(jié)上，則ex的發(fā)音為 /eks/ 例如：

exercise / 'eks?sa?z/ 練習(xí)，訓(xùn)練； expert /'eksp??t/ 專家，能手；

extra / 'ekstr?/ 額外的；exhibition /?eks?'b??n/ 陳列，展覽

-ed

在濁輔音和元音后面 [d]

在清輔音后面 [t]

在[t] [d]音后面 [id]

規(guī)則動(dòng)詞的過去式由“動(dòng)詞原形+-ed”構(gòu)成，具體變化有：

1.直接在詞尾加-ed。如: want—wanted, work—worked, need—needed, clean—cleaned

2.以不發(fā)音的e結(jié)尾的在詞尾加-d。如：like—liked, live—lived, use—used, move—moved

3.以一個(gè)元音字母加一個(gè)輔音字母結(jié)尾的重讀閉音節(jié)動(dòng)詞，先雙寫結(jié)尾的輔音字母，再加-ed。如：stop—stopped, trip—tripped

4.以輔音字母加y結(jié)尾的動(dòng)詞，先把y變成i，再加-ed。如：study—studied, carry—carried, hurry—hurried, marry—married

不規(guī)則動(dòng)詞的過去式大體上歸納有以下六條記憶法：

1.以t結(jié)尾的詞，過去式與原形相同。如：put—put, let—let, cut—cut, beat—beat

2.以d結(jié)尾的詞，把d變成t。如:build—built, lend—lent, send—sent, spend—spent

3.以n結(jié)尾的詞，在詞后加t。如：mean—meant, burn—burnt, learn—learnt

4.以ow / aw結(jié)尾的詞，把ow / aw變成ew。如：blow—blew, draw—drew, know—knew, grow—grew

5.含有雙寫字母的詞，將雙寫改為單寫，在詞尾加t。如：keep—kept, sleep—slept, feel—felt, smell—smelt

6.含有元音字母o / i的詞，將o / i變成a。如：sing—sang, give—gave, sit—sat, drink—drank

第五篇：英語外出學(xué)習(xí)筆記

外出學(xué)習(xí)筆記

崔志超

2013年9月份，我參加了在濰坊市舉行的山東省第二屆小學(xué)英語教學(xué)技能觀摩會(huì)，作為一名年輕的英語教師,能有機(jī)會(huì)參加教研室為我們提供的這次學(xué)習(xí)機(jī)會(huì),我覺得十分榮幸。這次學(xué)習(xí)為我們小學(xué)英語老師提供了一次很好的學(xué)習(xí)的平臺(tái)，也留給了我滿滿的收獲和深深的思考,現(xiàn)將自己的學(xué)習(xí)心得體會(huì)總結(jié)如下：

一、從專家報(bào)告中受到的啟示

本次會(huì)議三天中分別由清華大學(xué)的催剛教授、英語輔導(dǎo)報(bào)創(chuàng)始人包天仁教授、國家外語教學(xué)研究中心副主任等做專題報(bào)告，他們分別從小學(xué)英語語音教學(xué)、小學(xué)英語課堂教學(xué)基本要求、小學(xué)英語教學(xué)的目標(biāo)和任務(wù)等方面做了專題報(bào)告。

催剛教授在分析小學(xué)英語教學(xué)的現(xiàn)狀中指出，基礎(chǔ)教育各學(xué)科中小學(xué)英語教學(xué)較為薄弱，而其中語音教學(xué)最為人們忽視，原因一方面是語音教學(xué)意識(shí)不強(qiáng)，另一方面是受教師自身語音知識(shí)和素質(zhì)限制。崔教授對(duì)為什么要在小學(xué)階段重視語音教學(xué)做了具體的闡述，還指出了小學(xué)英語教師應(yīng)該給學(xué)生系統(tǒng)教授哪些語音知識(shí)、培養(yǎng)哪些語音技能，此外還結(jié)合中國小學(xué)生學(xué)習(xí)英語的特點(diǎn)介紹了一些語音教學(xué)好的方法。其中提到的自然拼讀法和我們學(xué)校之前福尼斯英語的音圖教學(xué)法有很多相同之處，我們應(yīng)該發(fā)揮我校在這一方面的優(yōu)勢(shì)，利用好、保留好福尼斯英語教學(xué)中好的方法，為我校探索和實(shí)踐英語語音教學(xué)服務(wù)。

包天仁教授從小學(xué)英語課堂教學(xué)的問題出發(fā)，分析和闡述了小學(xué)英語課堂教學(xué)的基本要求。他從八個(gè)方面分析了小學(xué)英語課堂教學(xué)目前存在的主要問題，針對(duì)以上問題提出了課堂教學(xué)要注意的事項(xiàng)和要做到的基本要求。包教授提倡“四位一體”的英語教學(xué)法，要求教師在課堂上必須是直接的、公開的、顯性的傳授知識(shí)，反對(duì)交際法中以聽說為主、不重視語言點(diǎn)、語音語法知識(shí)的體驗(yàn)式學(xué)習(xí)，強(qiáng)調(diào)技能的基礎(chǔ)是知識(shí)的習(xí)得。包教授報(bào)告中的一些英語教學(xué)理念，使我不僅深刻地反思了自己的教學(xué)，也使我明白了教學(xué)要求我們要敢于質(zhì)疑、敢于實(shí)踐，要不斷的學(xué)習(xí)和吸取更好的、更適合學(xué)生的教育教學(xué)方法。

二、從專家點(diǎn)評(píng)中得到的信息

本次會(huì)議比賽中，由來自全國各省市的教研員、一線優(yōu)秀教師進(jìn)行點(diǎn)評(píng)，在對(duì)三十幾節(jié)參賽課的點(diǎn)評(píng)中，各省市教研員共同關(guān)注的有以下四個(gè)方面：一是關(guān)注學(xué)生的學(xué)習(xí)過程而不是學(xué)習(xí)結(jié)果，即學(xué)生在課堂上是怎樣學(xué)習(xí)的、怎樣學(xué)會(huì)的，教師是如何引導(dǎo)學(xué)生學(xué)習(xí)、練習(xí)、消化和應(yīng)用的；二是關(guān)注學(xué)生學(xué)習(xí)策略的培養(yǎng)，在不同的課型和教學(xué)模式中，教師是如何培養(yǎng)學(xué)生聽、說、讀、寫等學(xué)習(xí)策略的，有沒有引導(dǎo)學(xué)生的細(xì)節(jié)和步驟；三是關(guān)注學(xué)生的語音學(xué)習(xí)，在教學(xué)的過程中教師是否注重語音知識(shí)和技能的講解和培養(yǎng)；四是注重課堂的實(shí)效性，主張英語課堂教學(xué)要平時(shí)、有效，而不是花哨、熱鬧。

三、從參賽課中尋找到的不足

本次會(huì)議中有10名教師進(jìn)行了優(yōu)秀課說課展評(píng)，32名教師進(jìn)行了基本功比賽。通過認(rèn)真聽課和分析，我發(fā)現(xiàn)自己存在的不足還很多，主要有以下兩個(gè)方面：一是缺乏英語語言系統(tǒng)性知識(shí)，要加強(qiáng)對(duì)英語語音學(xué)、英語教學(xué)法等方面的系統(tǒng)性學(xué)習(xí)，只有全面的、有體系的掌握知識(shí)，才能準(zhǔn)確的把握教學(xué)的目標(biāo)，才能站在學(xué)生終生英語語言學(xué)習(xí)的角度去思考小學(xué)階段的英語學(xué)習(xí)；二是對(duì)先進(jìn)的英語語言教學(xué)理論了解不夠，平時(shí)教學(xué)過程中立足自己的課堂，只關(guān)注了自己身邊有限的、已知的方式方法，沒有積極的通過各種信息渠道去獲得最新的、先進(jìn)的理念來引導(dǎo)自己的教學(xué)。以上是我本次外出學(xué)習(xí)的一些心得體會(huì)，我將與全組成員繼續(xù)進(jìn)行研討與反思，加強(qiáng)學(xué)習(xí)，積極改進(jìn)。