第一篇：修改ing 翁夢云畢業(yè)論文

存檔編號

贛南師范學(xué)院2014屆本科畢業(yè)論文

題目：九江市早期教育發(fā)展現(xiàn)狀的研究

——以武寧縣為例

教學(xué)學(xué)院 教育科學(xué)學(xué)院

屆 別 2014屆

專 業(yè) 學(xué)前教育

學(xué) 號 101205035

姓 名 翁夢云

指導(dǎo)教師 曹曉剛

完成日期

目 錄

摘要????????????????????????????????1 關(guān) 鍵 詞??????????????????????????????1 Abstract??????????????????????????????1 Key words?????????????????????????????1

一、引言??????????????????????????????2

（一）問題的提出??????????????????????????2

（二）研究的目的和意義???????????????????????4

（三）文獻(xiàn)綜述???????????????????????????4

（四）研究方法???????????????????????????4

二、相關(guān)概念的闡述?????????????????????????8

（一）早期教育???????????????????????????8

（二）早教機(jī)構(gòu)???????????????????????????9

（三）托幼機(jī)構(gòu)???????????????????????????9

（四）幼兒園????????????????????????????10

三、武寧縣早期教育發(fā)展現(xiàn)狀及分析??????????????????12

（一）武寧縣早教發(fā)展現(xiàn)狀??????????????????????12

（二）農(nóng)村幼兒早期教育發(fā)展?????????????????????14

（三）政府在學(xué)前教育方面的舉措???????????????????16

四、如何促進(jìn)早期教育的發(fā)展?????????????????????17 參考文獻(xiàn)?????????????????????????????17 致 謝???????????????????????????????18 1 摘 要：本研究著眼于九江市早期教育發(fā)展現(xiàn)狀，主要以武寧縣為例，并在此基礎(chǔ)上進(jìn)行調(diào)查分析，以便對該地區(qū)早期教育發(fā)展提供一些建設(shè)性意見，促進(jìn)當(dāng)?shù)赜捉淌聵I(yè)的發(fā)展壯大。本研究結(jié)合了文獻(xiàn)法、訪談法、觀察法等方法對武寧縣1所早教機(jī)構(gòu)、3所公辦幼兒園、10所民辦幼兒園進(jìn)行調(diào)查研究。研究表明：近年來早期教育在九江地區(qū)得到了長足發(fā)展，但不可否認(rèn)的是早期教育的發(fā)展還不完善，幼教小學(xué)化、農(nóng)村幼兒入園率低、家長對早教認(rèn)識不清等問題嚴(yán)重影響了早期教育的發(fā)展。綜上，應(yīng)從家長、幼教機(jī)構(gòu)、政府、社會等方面著手，大力推動早期教育在基層地區(qū)的發(fā)展。

關(guān)鍵詞：早期教育

早教機(jī)構(gòu)（中心）

幼兒園

Abstract：This study looks at the early education development present situation of JiuJiang city, mainly in WuNing county as an example, and on the basis of the investigation and analysis, in order to early education development in the region to provide some constructive suggestions, to promote the local development of preschool education career.This study combines the literature method, interview method, observation method and other methods to observe about 1 early education institution, 3 public kindergartens and 10 private kindergartens ,WuNing county.Research shows that: in recent years, the early education in JiuJiang region got great progress, but there is no denying that the development of early education is not perfect, preschool education, the enrollment rate for children of kindergarten age of rural children is low ,parents’ understanding of early education problems is unclear ,it’s all seriously influenced the development of early education.In conclusion, we should starting with the parents, the aspects such as preschool education institutions, government, society, vigorously promote the development of early education in areas at the grass-roots level.Key words：Early Education Educational Institutions(Center)Kindergarten

一、引言

(一)問題的提出

嬰幼兒早期教育興起于2O世紀(jì)60年代的歐美，在現(xiàn)階段的中國，早期教育包括兩個階段：胎兒期到3歲（一般在早教機(jī)構(gòu)完成）；3歲正式進(jìn)入幼兒園到入小學(xué)前（一般在幼兒園完成）。早教機(jī)構(gòu)在我國出現(xiàn)于9O年代，隨著早教理念的深入傳播，在近十幾年的時間里，早教機(jī)構(gòu)如雨后春筍般興起，早期教育獲得了較快的發(fā)展。但是由于人們的思想觀念和自身的知識素質(zhì),對于早期教育的了解還是比較片面并受過去經(jīng)驗(yàn)的制約,因此早期教育的發(fā)展“任重而道遠(yuǎn)”。

國家在2010年公布的《國家中長期教育改革和發(fā)展規(guī)劃綱要（2010—2020年）》（以下簡稱《綱要》）中對學(xué)前教育制定了明確的計(jì)劃：到2020年學(xué)前一年的毛入園率目標(biāo)為95%，學(xué)前三年毛入園率目標(biāo)為75%，幼兒園人數(shù)達(dá)到4000萬人。而目前我國適齡的可以接受學(xué)前教育的兒童大約在6000萬人左右，但實(shí)際在園的只有2470多萬人，僅占41%左右。且當(dāng)前我國幼兒早期教育存在教育滯后、教師資源不足、管理體制不得當(dāng)、政府責(zé)任不清、“小學(xué)化”傾向嚴(yán)重等諸多亟待解決的問題。

目前我國農(nóng)村學(xué)前教育是個非常薄弱的環(huán)節(jié)，政府重視不夠。不少縣區(qū)城區(qū)只有一所公辦幼兒園，一些鄉(xiāng)鎮(zhèn)連一所標(biāo)準(zhǔn)建制的公辦幼兒園都沒有。為了解決問題，基層政府要擔(dān)當(dāng)起重任，將學(xué)前教育納入義務(wù)教育范疇，大力普及學(xué)前教育，以“公辦幼兒園為主體、為主導(dǎo)，民辦為輔、為補(bǔ)充”的思路發(fā)展學(xué)前教育，提高學(xué)前教育的質(zhì)量。因此，研究武寧縣早期教育特別是農(nóng)村早期教育的發(fā)展現(xiàn)狀，有助于基層政府更好履行宏觀職能，加大對幼教事業(yè)的支持力度，對當(dāng)?shù)卦缙诮逃暮氵h(yuǎn)發(fā)展更是有著極其重要的現(xiàn)實(shí)意義。

研究者經(jīng)研究發(fā)現(xiàn)當(dāng)前早期教育發(fā)展中存在的問題有：幼兒早期教育不完整；農(nóng)村幼兒入學(xué)率低；幼兒教育很不一致；幼兒教育小學(xué)化嚴(yán)重等。并針對以上問題在家長、園方、政府、社會等方面提出了相對應(yīng)的解決方案。

（二）研究的目的和意義

1、研究的目的

讓每一個幼兒都受到良好的早期教育,是國家發(fā)展幼兒教育的基本宗旨和目標(biāo),基層地區(qū)幼兒教育是我國幼兒教育的重要組成部分,沒有農(nóng)村幼兒教育的發(fā)展,就談不上全面提高我國幼兒教育的整體水平。農(nóng)村幼兒教育的質(zhì)量將直接關(guān)系著九年義務(wù)教育的質(zhì)量,關(guān)系著我國人口素質(zhì)的整體提高,甚至關(guān)系著中華民族的興衰，所以研究早期教育在基層地區(qū)的發(fā)展?fàn)顩r就顯得尤為重要。本研究著眼于武寧城鄉(xiāng)地區(qū)，重點(diǎn)研究分析其早期教育的發(fā)展現(xiàn)狀及不足之處，并提出合理的建設(shè)性意見。

2、研究的意義

學(xué)術(shù)價(jià)值：通過研究當(dāng)前城鄉(xiāng)地區(qū)學(xué)前教育發(fā)展現(xiàn)狀并分析其不足，總結(jié)農(nóng)村地區(qū)學(xué)前教育發(fā)展概況，以此豐富城鄉(xiāng)早期教育發(fā)展?fàn)顩r的研究，也為以后相關(guān)的研究提供依據(jù)。

現(xiàn)實(shí)意義：本研究著眼于農(nóng)村地區(qū)早期教育發(fā)展現(xiàn)狀，旨在調(diào)查九江地區(qū)早期教育的發(fā)展情況，分析其發(fā)展不足及前景，并為當(dāng)?shù)卦缙诮逃I(lǐng)域的發(fā)展提供了一些可行性意見。

（三）文獻(xiàn)綜述

1、國外研究綜述

當(dāng)前，由于歐美日等國家的早期教育起步早、速度快、質(zhì)量高，因此國外在早期教育發(fā)展方面的研究日趨成熟。研究內(nèi)容主要有：目前國外早教發(fā)展現(xiàn)狀、早期教育發(fā)展迅速的原因、政府采取的措施、未來發(fā)展的趨勢等方面。

1.1國外早期教育發(fā)展現(xiàn)狀

經(jīng)研究，國際上，主要?dú)W美日等國的早期教育受到政府的高度重視，較早將早期教育視為提高國際競爭能力的關(guān)鍵性內(nèi)容。以美國為例：

在美國，早期教育（Early Childhood Education）泛指0-8歲兒童的教育，在某些情況下特指0-3歲兒童的教育或者學(xué)齡前兒童的教育。從20世紀(jì)60年代開始，美國0-3歲早期教育經(jīng)歷了快速發(fā)展的一段時期，一系列發(fā)展計(jì)劃和項(xiàng)目開始實(shí)施并取得成效。

早期教育深受美國政府的高度重視。美國政府已經(jīng)把早期教育視為國際競爭的一項(xiàng)內(nèi)容，發(fā)展早期教育是為數(shù)不多的既受民主黨支持又受共和黨支持的政策。早在20世紀(jì)30年代，美國就提出0-6歲兒童整體教育計(jì)劃。1965年開始實(shí)施開端計(jì)劃（Head Start Project），開端計(jì)劃是迄今為止美國聯(lián)邦政府實(shí)施的規(guī)模最大的早期兒童發(fā)展項(xiàng)目。

美國早期兒童教育形式多樣,除了幼兒園、保育學(xué)校和日托中心外,60年代增加了“先行教育”計(jì)劃、日托之家和復(fù)興的蒙臺梭利學(xué)校。最近幾十年來又發(fā)展了一種以家庭為基礎(chǔ)的早期教育計(jì)劃。美國另一種新的幼兒教育形式是以家庭為基礎(chǔ)的早期兒童教育計(jì)劃。與日托之家不同,這種教育計(jì)劃在兒童自己家里進(jìn)行,以兒童父母為主要對象。

美國用了大約20年的時間(從60年代中期至80年代中期)普及了幼兒園教育,3一4歲兒童的早期教育也接近普及。美國早期兒童教育迅速普及的一個基本經(jīng)驗(yàn)是,建立幼兒教育市場。它包括私立幼兒園、私立保育學(xué)校、私立日托中心,尤其是日托之家。美國政府還頒布了許多早教項(xiàng)目，以1981年密蘇里州教育部創(chuàng)辦的“父母作為老師”(PAT)的項(xiàng)目最為著名，目前該組織已將它們的項(xiàng)目推廣 4 至全美47個州，培訓(xùn)了8000名“父母輔導(dǎo)者”。

美國的另一項(xiàng)以家庭為基礎(chǔ)的父母教育計(jì)劃，稱作HIPPY計(jì)劃：學(xué)齡前兒童的家庭指導(dǎo)計(jì)劃。20世紀(jì)90年代，先后又有兩項(xiàng)計(jì)劃得以實(shí)施，一是早期優(yōu)先計(jì)劃（EHS），1998年1月開始實(shí)施，它是由政府資助低收入家庭嬰幼兒和孕婦的一項(xiàng)社區(qū)計(jì)劃。二是“頭腦啟動計(jì)劃”，1997年由克林頓政府提出，強(qiáng)調(diào)從嬰兒誕生的第一天起就要進(jìn)行教育，要保證每個美國公民擁有世界上最好的教育。2008年以來，在美國總統(tǒng)奧巴馬的教育政策中，其中有一項(xiàng)是投資100億美元發(fā)展0-5歲兒童的早期教育。

1.2歐美日早期教育高質(zhì)高速發(fā)展的原因

1.2.1經(jīng)濟(jì)因素：二戰(zhàn)以來，各主要資本主義國家經(jīng)濟(jì)都在高速發(fā)展，盡管各國具體原因不同，但從生產(chǎn)力角度分析，戰(zhàn)后發(fā)展起來的以核子、電子為代表的科學(xué)技術(shù)推動了各國生產(chǎn)力的高速發(fā)展，這就為學(xué)前教育發(fā)展提供了物質(zhì)基礎(chǔ)。

1.2.2政治因素：其一：戰(zhàn)后，各國認(rèn)識到，國際間各種實(shí)力的競爭實(shí)質(zhì)上是科技的競爭，而科技競爭的勝負(fù)又取決于人才的多寡與質(zhì)量的高低。因此，各國大力發(fā)展教育，培養(yǎng)人才。在此過程中，隨著腦科學(xué)、兒童心理學(xué)、教育學(xué)的發(fā)展，逐漸認(rèn)識到早期教育對于開發(fā)智力，培養(yǎng)一流人才是十分關(guān)鍵的。所以60年代以來，早期教育呈現(xiàn)了高速度、高質(zhì)量發(fā)展的趨勢。其二：政府積極倡導(dǎo)教育機(jī)會均等，這對幼兒教育的發(fā)展影響很大。

1.2.3社會因素：婦女就業(yè)率上升；核心家庭增多，老人照看孩子現(xiàn)象減少；家長的早教意識觀念增強(qiáng)等。1.3政府采取的有效措施

二戰(zhàn)以來，基于社會對早期教育的需求，各國政府采取了一系列措施發(fā)展早期教育。普遍措施有：加大教育投入；降低義務(wù)教育年齡；抓普通幼兒教育的同時還抓特殊兒童即天才兒童、殘疾、智力落后兒童的教育；積極推行教育補(bǔ)償計(jì)劃，使廣大社會下層兒童得到均等的教育機(jī)會；政府積極支持私人辦園；政府積極促進(jìn)學(xué)前教育社會化；幼教師資水平大學(xué)化；加強(qiáng)科學(xué)研究，如在美國費(fèi)拉德爾菲亞，由腦科學(xué)家格倫多曼領(lǐng)導(dǎo)了一百多位兒科醫(yī)生、心理學(xué)家、教育家等，創(chuàng)辦了一所“人類智力發(fā)展研究所”，想把普通幼兒培養(yǎng)成天才。經(jīng)過他們訓(xùn)練的幼兒，6歲半能熟練演奏巴赫的小提琴曲，閱讀《魯濱孫漂流記》,3歲半能將國名與元首名放在一起。實(shí)驗(yàn)后，專家一致認(rèn)為：人類智力并非決定于遺傳，而是取決于生命最初幾年接受的刺激。這一理論雖有些極端，但卻充分證明了幼兒的潛力和早期教育的重要性。1.4國外早教研究及發(fā)展的趨勢

1.4.1研究趨勢：第一，研究方式綜合化。如兒童智力發(fā)展問題，把對它的研究建立在心理學(xué)、教育學(xué)、生理學(xué)等基礎(chǔ)上。第二，研究對象和內(nèi)容擴(kuò)大化。如年齡提前到了胎兒；從幼兒園教育擴(kuò)大到家庭教育乃至社會教育；從研究智力因素?cái)U(kuò)大到非智力因素；從研究普通兒童教育擴(kuò)大到研究天才兒童及殘障兒童的教育。這些研究成果對學(xué)前質(zhì)量的提高，起了顯著作用。

1.4.2發(fā)展趨勢：一，21世紀(jì)將成為兒童的世紀(jì)；二，幼兒入學(xué)年齡日趨減小；三，教學(xué)手段和內(nèi)容進(jìn)一步現(xiàn)代化；四，幼兒創(chuàng)造性的培養(yǎng)必將加強(qiáng)；五，閱讀教學(xué)必將在幼兒園教育中取得重要地位。

2、國內(nèi)研究綜述

相對國外研究而言，國內(nèi)對于基層早期教育發(fā)展的研究起步比較晚。主要研究的課題是在國外已有研究基礎(chǔ)上加以概括總結(jié)，再加入自己的研究方法，得出另外的一套研究成果。我國研究主要集中在早期教育重要性、農(nóng)村和西部地區(qū)早期教育發(fā)展現(xiàn)狀、政府在早教發(fā)展中的職責(zé)等方面。2.1 早期教育發(fā)展方面的研究

⑴王萍、張麗娜、鄭曉巖通過對社區(qū)嬰幼兒早期教育研究發(fā)現(xiàn)，首先，嬰幼兒早教市場存在的問題：沒有形成規(guī)范的行業(yè)準(zhǔn)入制度、行業(yè)指導(dǎo)和監(jiān)督制度；機(jī)構(gòu)從業(yè)人員龐雜，缺乏行業(yè)自律；一些機(jī)構(gòu)以高檔華麗的設(shè)施吸引需求者的眼球，掩蓋其機(jī)構(gòu)師資等軟件的不足；機(jī)構(gòu)的早教理念缺乏本土化的演繹過程。其次，社區(qū)早期教育的專業(yè)人員缺失：目前社區(qū)開展早期教育工作主要是負(fù)責(zé)計(jì)劃生育的干部，沒有專職的早教人員，大多沒接收專業(yè)培訓(xùn)，缺乏專業(yè)知識。最后，社區(qū)早期教育經(jīng)費(fèi)不足，開展教育工作的場地不足。

⑵石學(xué)云、高麗通過對貧困家庭兒童早期教育的調(diào)查發(fā)現(xiàn)：貧困家庭父母受教育程度普遍偏低，無業(yè)、失業(yè)率較高；家庭經(jīng)濟(jì)收入水平低且增長渠道狹窄、增長速度緩慢，家庭生存負(fù)擔(dān)沉重，生活風(fēng)險(xiǎn)應(yīng)對脆弱；貧困家庭兒童早期教育的總體水平較低，父母學(xué)歷較低和就業(yè)困難以及父母對早期教育的認(rèn)知模糊和情感消極是導(dǎo)致貧困家庭兒童處境不利的主要因素。

⑶范瑞芝（2010)研究發(fā)現(xiàn)：河南省農(nóng)村幼兒家庭早期教育存在的問題有，父母早教意識相對淡薄，當(dāng)?shù)卣麄髁Χ认鄬Ρ∪酰桓改竿獬鰟?wù)工的較多，對幼兒的早期教育存在著“無奈”的現(xiàn)象；孩子主要由休閑在家的老人照顧。

⑷丁忠鑒（2012）通過對早期教育的誤區(qū)及對策進(jìn)行研究了解：早期教育在家長教育方式，教育觀、兒童觀兩方面具有明顯誤區(qū)。針對其對策，我們應(yīng)樹立正確的教育觀，選擇適合的教育內(nèi)容，采用正確的教育方式，堅(jiān)持因材施教，解放兒童，培養(yǎng)幼兒的創(chuàng)造力，以幼兒生活為中心，實(shí)施全面發(fā)展的素質(zhì)教育。2.2 西部地區(qū)早期教育發(fā)展現(xiàn)狀

⑴王冬蘭從西部學(xué)前教育發(fā)展面臨的機(jī)遇與挑戰(zhàn)方面研究發(fā)現(xiàn)：國家一系列涉及學(xué)前教育發(fā)展的規(guī)劃、政策的出臺給我國的學(xué)前教育事業(yè)，特別是相對落后的西部學(xué)前教育提出了挑戰(zhàn)，并使西部學(xué)前教育中蓄積已久的一些問題顯得愈發(fā)亟待解決。西部總體上經(jīng)濟(jì)社會發(fā)展水平低將長期嚴(yán)重影響和制約西部學(xué)前教育發(fā)展水平；西部幼兒教師從業(yè)準(zhǔn)入門檻低，在職培訓(xùn)機(jī)會少，專業(yè)化程度不一，師資隊(duì)伍整體素質(zhì)不高；西部地區(qū)農(nóng)村由于特殊的地理及交通條件限制，地廣人稀，居民區(qū)分散且集中困難，這樣的自然地理因素客觀上制約學(xué)前教育在地理布局上的密集分布。

⑵在西部發(fā)展早期教育的對策建議的研究上應(yīng)：政策傾斜、投入加大，保障經(jīng)費(fèi)到位；因地制宜，分類推進(jìn)，鼓勵發(fā)展多種形式的幼兒教育；從西部各地的實(shí)際出發(fā)，鼓勵企業(yè)、慈善組織、社會團(tuán)體等舉辦公益性幼兒園；多種途徑加強(qiáng)西部幼兒教師隊(duì)伍建設(shè)，提高幼兒教師隊(duì)伍專業(yè)素質(zhì)；樹立項(xiàng)目意識，通過項(xiàng)目的實(shí)施與課題研究，促進(jìn)西部地區(qū)農(nóng)村學(xué)前教育的發(fā)展。2.3政府在早期教育方面的職責(zé)

戴明麗在研究相關(guān)問題上得出有關(guān)部門應(yīng)：制定并完善相關(guān)的法律政策，創(chuàng)造良好的制度環(huán)境；納入統(tǒng)籌規(guī)劃，保障學(xué)前教育有序、可持續(xù)發(fā)展；加強(qiáng)管理與監(jiān)督，引導(dǎo)、規(guī)范學(xué)前教育發(fā)展；通過政策性資助與財(cái)政資助，積極鼓勵扶持學(xué)前教育發(fā)展；保障教師的公平地位與待遇，穩(wěn)定師資隊(duì)伍。

（四）研究方法

1、研究對象：本研究于2014年2-4月期間通過閱讀大量文獻(xiàn)，走訪武寧縣教育局等教研單位，以及1所早教機(jī)構(gòu)、3所公辦幼兒園、10所民辦幼兒園進(jìn)行調(diào)查研究，對5名幼教事業(yè)領(lǐng)導(dǎo)及老師、3名幼兒家長進(jìn)行訪談，重點(diǎn)了解政府、幼教機(jī)構(gòu)、家長的早教觀念，并針對武寧縣早期教育發(fā)展現(xiàn)狀進(jìn)行初步了解，以便在已形成的幼教體系上繼續(xù)全方位發(fā)展，并為武寧早期教育發(fā)展出謀劃策。

2、研究方法

文獻(xiàn)法：本文主要通過查閱贛南師范學(xué)院圖書館的文獻(xiàn),同時進(jìn)入中國知網(wǎng)、中國期刊網(wǎng)、中國學(xué)位論文數(shù)據(jù)庫、Google、百度、中國早教網(wǎng)等網(wǎng)站和閱讀相關(guān)文獻(xiàn),以此獲得國內(nèi)外有關(guān)基層早期教育發(fā)展的資料。參照資料對本論文所涉及的相關(guān)概念進(jìn)行必要解釋，并結(jié)合資料對基層地區(qū)早期教育的發(fā)展提供一些建議。

訪談法：本次訪談主要針對四類對象開展：0-6歲（側(cè)重3-6歲）兒童的家長，包括法定監(jiān)護(hù)人和實(shí)際監(jiān)護(hù)人；縣城教育局等教研單位；個別早期教育中心以及各個民辦公辦幼兒園。通過走訪看到了武寧縣早期教育市場的發(fā)展現(xiàn)狀及預(yù)測日后的發(fā)展前景。

二、相關(guān)概念的闡述

（一）早期教育：早期教育廣義上指人出生到6歲入小學(xué)以前階段的教育，對0-6歲兒童進(jìn)行的以促進(jìn)其身心和諧發(fā)展為目的的教育而一般幼兒在3歲進(jìn)入幼兒園，所以3-6歲兒童的早期教育又稱了幼兒教育。狹義主要指0-3歲幼兒階段的早期學(xué)習(xí)。（《早期教育論文》參考文獻(xiàn)）

本設(shè)計(jì)中所提到的早期教育采用廣義上的概念，即從出生到6歲入小學(xué)以前階段接受的教育，也稱學(xué)前教育。

（二）早教機(jī)構(gòu)：早教機(jī)構(gòu)的通俗含義是為所有沒有精力和時間引導(dǎo)教育孩子的家長提供上門式的一對一的專業(yè)服務(wù)機(jī)構(gòu)?？茖W(xué)早教機(jī)構(gòu)以“體能、智能、心理能力三維平衡發(fā)展”理論為基礎(chǔ)，依據(jù)五萬份孩子成長基準(zhǔn)數(shù)據(jù)，提煉出孩子的九大成長目標(biāo)：安全感、意志力、目標(biāo)感、注意力、記憶力、思維能力、平衡、力量、速度。

（三）托幼機(jī)構(gòu)：包含托兒所、幼兒園、學(xué)前班等為0-6歲兒童提供早期教育服務(wù)的機(jī)構(gòu)，其中包括各部門、企事業(yè)單位、集體和私人舉辦的各類托幼園所以及學(xué)前班。

（四）幼兒園：舊時稱蒙學(xué)園、幼稚園，為一種學(xué)前教育機(jī)構(gòu)，用于對幼兒集中進(jìn)行保育和教育，通常接納三周歲以下幼兒為托兒所，而接納三至六周歲幼兒的為幼兒園。當(dāng)前有公辦幼兒園和民辦幼兒園兩種。

三、武寧縣早期教育發(fā)展現(xiàn)狀及分析

（一）武寧縣早期教育發(fā)展

隨著經(jīng)濟(jì)的發(fā)展，社會的進(jìn)步以及國家對嬰幼兒早期教育的重視，武寧縣的學(xué)前教育近年來取得了較快發(fā)展。1990年后，武寧私立幼兒園在城鄉(xiāng)迅速發(fā)展壯大。1991年，全縣私立幼兒園發(fā)展到30所，其中縣城有13所。1996年，全縣城鄉(xiāng)共有私立幼兒園67所，在園幼兒6214人，幼兒教師182人。2001年，縣幼兒園入園幼兒547人，教師36人。2006年，全縣私立幼兒園發(fā)展到81所，全縣3-5周歲幼兒11079人，入園或入學(xué)前班就讀的有6099人，入園（班）率達(dá)55%，縣城95%，全縣基本普及一年學(xué)前教育。2010年，經(jīng)縣教育局審批發(fā)證的私立幼兒園95所，入園幼兒8034人，幼兒教師385人?？h幼兒園在園幼兒674人，教師38人。

1、早教機(jī)構(gòu)：目前武寧縣的早教行業(yè)基本上還是一片空白，據(jù)了解，只有一家加盟的香港神州智慧星親子園是比較正規(guī)的早教機(jī)構(gòu)。該機(jī)構(gòu)“為4-12歲中國孩子提供的學(xué)科英文課程。原汁原味的美式課堂，與美國兒童同質(zhì)同步的學(xué)科（語文、數(shù)學(xué)、科學(xué)）知識體系和未來領(lǐng)導(dǎo)力為教授內(nèi)容，品牌系列教育課程使受教育者不但擁有英語能力，更能獲得美式思維能力和創(chuàng)造力?！?/p>

不過，由于親子園收費(fèi)相對偏高以及家長早教意識較模糊等主客觀原因，該 8 親子園規(guī)模相對較小，入園幼兒也不多。因此，對于現(xiàn)階段的武寧縣而言，早教市場發(fā)展很欠缺，與此同時也說明了武寧縣早期教育發(fā)展空間很大，可以預(yù)計(jì)前景很廣闊。

2、幼兒園：按辦園主體來分，幼兒園可分為公辦幼兒園和民辦幼兒園兩類。而這兩者的發(fā)展由于種種條件的制約，具體在縣城地區(qū)和鄉(xiāng)鎮(zhèn)地區(qū)有所不同。

縣城地區(qū)目前公辦園有兩所，縣一幼和縣二幼，其中縣一幼創(chuàng)建時間較早，發(fā)展?fàn)顩r良好，并在2009年成為省級示范園，縣二幼為2012年新建園，2013年9月投入使用，同樣由于政府的大力重視發(fā)展勢頭良好，今年招聘入編教師21名；目前縣城民辦園有近50所，其中以蒙臺梭利實(shí)驗(yàn)幼兒園、寧博童趣幼兒園、天水名都幼兒園3所民辦幼兒園規(guī)模最大，發(fā)展態(tài)勢良好。以下公辦民辦各選一例進(jìn)行調(diào)研：

縣第一幼兒園

該園前身為武寧縣幼稚園，創(chuàng)建于1932年。期間經(jīng)過種種發(fā)展歷程，到1990年發(fā)展為11個教學(xué)班（含學(xué)前班），幼兒525人，教職工24人。2010年秋，發(fā)展為15個教學(xué)班，在園幼兒674人，教師38人。其中教師本科學(xué)歷9人，大專學(xué)歷13人。該園多年以來榮獲市“青年文明號”、市幼教工作先進(jìn)集體、市文明單位、市示范幼兒園等榮譽(yù)，并于2009年評定為省示范園。

該園于2000年開始使用南京師大主編的五大領(lǐng)域主題式教材。2003年使用華東師大主編的構(gòu)建式教材，2009年增設(shè)文化禮儀教育課，在教材方面及時更新。2005年，縣幼兒園負(fù)責(zé)縣城私立幼兒園的管理，并承擔(dān)全縣幼兒教師的指導(dǎo)和幼師培訓(xùn)工作。2006年以來，舉辦了5期全縣私立幼兒園園長和骨干教師培訓(xùn)班?？h幼兒園教師的繼續(xù)教育培訓(xùn)、普通話、中級計(jì)算機(jī)技術(shù)合格率均達(dá)100%。2009年，幼兒園自籌資金200多萬元興建綜合樓，對原兩棟教學(xué)樓進(jìn)行重新裝修，對運(yùn)動場進(jìn)行改造，完善配套設(shè)施。

天水名都幼兒園

該園于2007年由王太秀投資368萬元創(chuàng)辦，是我縣辦園較早、規(guī)模較大的民辦幼兒園。幼兒園開設(shè)語言、科學(xué)、音樂、美工、健康、社會等課程，還開設(shè)了美術(shù)、幼兒英語、珠心算、舞蹈等幼兒興趣班。每年“六一”和“元旦”在縣藝術(shù)中心舉行文藝節(jié)目匯演，邀請各界領(lǐng)導(dǎo)和家長觀看，深受社會、家長的普遍贊譽(yù)。2010年秋，有入園幼兒376人，10個教學(xué)班，專任教師10人，生活教師10人。

農(nóng)村地區(qū)目前早期教育往往不受重視，一般家庭不會想到在幼兒進(jìn)入小學(xué)前送入正規(guī)的學(xué)前教育機(jī)構(gòu)學(xué)習(xí)。而幼兒家長能夠選擇的早期教育機(jī)構(gòu)很少，一般鄉(xiāng)鎮(zhèn)上只有一兩所民辦幼兒園，公立幼兒園更是稀缺。

（二）農(nóng)村幼兒早期教育發(fā)展 筆者在武寧縣早教發(fā)展調(diào)查中發(fā)現(xiàn)，農(nóng)村早期教育在整個武寧縣早期教育快速發(fā)展背景下凸顯出了諸多問題：

1、托幼機(jī)構(gòu)很少：一般鄉(xiāng)鎮(zhèn)只有一兩所民辦幼兒園，公辦園極少鄉(xiāng)鎮(zhèn)有。因此農(nóng)村幼兒家長可選擇的幼教機(jī)構(gòu)少。

2、幼兒入學(xué)率偏低：目前在農(nóng)村幼兒園學(xué)齡前期(大班年齡段)的幼兒入學(xué)率較高,大班的入學(xué)率可達(dá)到 100%, 而中小班的幼兒隨著幼兒年齡遞減入學(xué)率降低,小班年齡間段的幼兒家長認(rèn)為孩子太小不放心送進(jìn)幼兒園。三年制的幼兒園,許多幼兒都只上一二年,幼兒園的大班常常會超編,而中小班卻常常學(xué)額不滿。而三歲以下的農(nóng)村幼兒進(jìn)入托幼機(jī)構(gòu)的更少基本沒有。

1、幼兒教育不一致：首先，家庭教育不一致，在農(nóng)村不少家庭都是三代同堂,爺爺、奶奶和孩子的父母共同承擔(dān)養(yǎng)育孩子的工作,還有很多是留守兒童家庭，在教育孩子的方式、方法上難免存在著一定的偏差。家庭成員對孩子的教育方法不一致。其次，家園要求不一致，在我們的工作中我們常?；匕l(fā)現(xiàn)老師的教育要求與家長的教育是不一樣的。這兩種情況往往取決于家長的早期教育觀念。

4、幼兒園教育小學(xué)化：幼兒教育小學(xué)化主要表現(xiàn)：在行為規(guī)范上，要求幼兒象小學(xué)生一樣遵規(guī)守紀(jì),少動少玩；在學(xué)習(xí)知識上，要求幼兒象小學(xué)生一樣以學(xué)為主,刻苦學(xué)習(xí)；教學(xué)內(nèi)容上，使用的是小學(xué)一年級教材，注重讀、寫、算的學(xué)習(xí)；教學(xué)方法上，教師講、幼兒聽，教師念、幼兒讀，教師做、幼兒看的“注入式”或死記硬背的方式統(tǒng)治著課堂，一味向幼兒灌輸知識，課講完后則要求幼兒做作業(yè)，要求幼兒象小學(xué)生那樣學(xué)習(xí)，寫字。

（三）政府在學(xué)前教育方面的舉措

為貫徹落實(shí)教育規(guī)劃綱要、《國務(wù)院關(guān)于當(dāng)前發(fā)展學(xué)前教育的若干意見》、學(xué)前教育三年行動計(jì)劃和教育部《3—6歲兒童學(xué)習(xí)與發(fā)展指南》，武寧縣立足自身實(shí)際，積極回應(yīng)社會關(guān)切，強(qiáng)化各項(xiàng)措施，切實(shí)辦好學(xué)前教育，保障幼兒健康快樂成長：

1、科學(xué)規(guī)劃，繪制學(xué)前教育發(fā)展藍(lán)圖：根據(jù)國家、省市有關(guān)文件精神，武寧縣把學(xué)前教育全面納入城鎮(zhèn)和新農(nóng)村建設(shè)規(guī)劃，先后制訂了《武寧縣學(xué)前教育十二五規(guī)劃》、《武寧縣農(nóng)村學(xué)前教育推進(jìn)工程建設(shè)五年規(guī)劃》、《武寧縣學(xué)前教育三年行動計(jì)劃》，建立政府主導(dǎo)、社會參與、公辦民辦并舉的辦園體制，構(gòu)建以縣幼兒園為示范、鄉(xiāng)鎮(zhèn)中心幼兒園為骨干、村級辦園為主體、個人辦園為補(bǔ)充的辦園格局，預(yù)計(jì)到2015年，60%鄉(xiāng)鎮(zhèn)建立中心幼兒園、75%的村級建立附屬幼兒園，實(shí)現(xiàn)幼兒入園率85%的目標(biāo)。

2、加大投入，推進(jìn)學(xué)前教育有關(guān)項(xiàng)目：2012年，武寧縣在縣城新區(qū)新建第二幼兒園，投入3000余萬元，建筑面積15998平方米，可容納幼兒1200人，2013 10 年9月投入使用；改建3所鄉(xiāng)鎮(zhèn)中心幼兒園和6所村小學(xué)附屬幼兒園，投入200余萬元，2012年9月順利開辦。2013年，啟動3所縣城小區(qū)幼兒園建設(shè)，可容納幼兒720人，擬投入1200萬元，計(jì)劃2014年春季開園；增設(shè)30所農(nóng)村小學(xué)、教學(xué)點(diǎn)附屬幼兒園，投入655余萬元；規(guī)劃建設(shè)7所鄉(xiāng)鎮(zhèn)中心幼兒園。目前，學(xué)前教育項(xiàng)目使受益幼兒達(dá)8500人，預(yù)計(jì)到2013年底可達(dá)12000人。

3、加強(qiáng)培訓(xùn)，提升教師隊(duì)伍整體素質(zhì)：為提高學(xué)前教育保教質(zhì)量，除依法落實(shí)幼兒教師地位和待遇外，武寧縣還嚴(yán)格執(zhí)行幼兒教師資格標(biāo)準(zhǔn)，不斷強(qiáng)化幼兒教師培養(yǎng)培訓(xùn)。近年來，已面向社會公開招聘幼兒教師7人，定向培養(yǎng)幼兒教師15人；2013年，計(jì)劃招聘幼兒教師40人，定向培養(yǎng)幼兒教師15人。近幾年，全縣有多名幼兒教育工作者獲得市級以上榮譽(yù)，縣第一幼兒園園長董韻獲全省首屆優(yōu)秀中小學(xué)校長（園長）和全省幼兒教育工作先進(jìn)個人各1次、4次獲市級優(yōu)秀園長。同時，加強(qiáng)教師技能培訓(xùn)，2010-2012年，組織幼兒教師（含民辦幼兒園教師）參加“國培計(jì)劃”147人，參加省級全員遠(yuǎn)程培訓(xùn)121人，參加全縣幼兒教師業(yè)務(wù)培訓(xùn)953人次，并開展課題研究和園本培訓(xùn)，堅(jiān)持“走出去，引進(jìn)來”之路；充分發(fā)揮縣幼兒園省級示范園的示范指導(dǎo)作用，開展城鄉(xiāng)之間、園際之間的結(jié)對幫扶活動，逐步優(yōu)化幼兒教師隊(duì)伍。

4、加強(qiáng)管理，規(guī)范幼兒園辦園行為：明確對幼兒園的管理職責(zé)，縣教育行政部門加強(qiáng)對幼兒園的宏觀指導(dǎo)和管理，各鄉(xiāng)鎮(zhèn)和有關(guān)部門履行各自職責(zé)、協(xié)調(diào)配合。依據(jù)學(xué)前教育辦園標(biāo)準(zhǔn)，認(rèn)真落實(shí)幼兒園準(zhǔn)入制度，嚴(yán)格幼兒園審批程序，加強(qiáng)幼兒園年檢工作，對不具備辦園資格的民辦幼兒園及時責(zé)令停辦。尤其是強(qiáng)化對幼兒園教育教學(xué)、教材使用、安全衛(wèi)生等方面的管理，糾正教育教學(xué)的隨意性，“小學(xué)化”、低齡化等現(xiàn)象；以縣直公辦幼兒園為示范，引導(dǎo)鄉(xiāng)鎮(zhèn)中心幼兒園、村小學(xué)和教學(xué)點(diǎn)附屬幼兒園、民辦幼兒園使用符合國家學(xué)前教育課程標(biāo)準(zhǔn)的教材，逐步使教材趨向統(tǒng)一、規(guī)范化；完善幼兒園特別是民辦幼兒園收費(fèi)管理辦法，幼兒園收費(fèi)由縣物價(jià)部門審核批準(zhǔn)，按物價(jià)部門有關(guān)文件執(zhí)行，并實(shí)行收費(fèi)公示，對違規(guī)收費(fèi)的予以公開曝光和嚴(yán)肅處理。

在全縣上下的不懈努力下，武寧縣學(xué)前教育取得了長足發(fā)展。當(dāng)前，全縣幼兒園92所，其中公辦幼兒園4所，民辦幼兒園88所；幼兒教師482人，其中公辦教師57人（大專以上48人、中專9人，分別占84.2%、15.8%）、民辦教師425人（大專以上107人、中專271人，分別占25.2%、63.8%）。2010-2012年，全縣3-5歲幼兒分別為13290人、16146人、15878人，在園幼兒（含學(xué)前班）分別為11432人、13424人、13649人，總體入園（班）率分別為86%、83%、86%，學(xué)前教育普及程度得到較大提高，城鄉(xiāng)幼兒“入園難”問題得到有效緩解。2009年，縣第一幼兒園通過“省級示范幼兒園”評審，多次獲得市級學(xué)前教育工作先進(jìn)單位；2012 11 年，民辦蒙臺梭利實(shí)驗(yàn)幼兒園被評為“市級示范幼兒園”。

四、如何促進(jìn)早期教育的發(fā)展

（一）家長樹立正確的教育觀

現(xiàn)代年輕的父母接受新事物、新觀念很快，也明白早期教育對孩子的重要性，但是大部分家長的早教觀念還是有些模糊，要樹立正確的早教觀念具體該從哪些方面入手呢？

1、父母是寶寶早教最好和最重要的老師：父母要和孩子多交流互動，對孩子多一些了解和關(guān)心，把早教和適應(yīng)孩子的身心規(guī)律結(jié)合起來，注重科學(xué)性和有效性才能充分開發(fā)寶寶潛能，培養(yǎng)出良好行為習(xí)慣的下一代。引導(dǎo)要因材施教，可以從培養(yǎng)孩子的學(xué)習(xí)興趣入手，可以教育孩子一些學(xué)習(xí)方法。

2、父母首先加強(qiáng)自己對早教的認(rèn)識，知道自己在家庭教育中的角色：教育無論何時都是父母的必修課，孩子從胎教開始到學(xué)前教育，父母可以不讓孩子去上學(xué)前班，但是一定要注重孩子的早期教育，用適當(dāng)?shù)木θヅ惆楹⒆拥某砷L，持之以恒，這樣會收到好的早教效果。

3、早期教育是幫孩子開發(fā)潛能，不是單純學(xué)習(xí)知識：在早教學(xué)習(xí)中不必要求孩子記住什么，關(guān)鍵是父母的參與可以讓孩子一種愉快的心情得到潛能的開發(fā)。科學(xué)早教可以在生活和游戲中進(jìn)行。

4、父母要保證寶寶的身體營養(yǎng)和精神營養(yǎng)的結(jié)合：寶寶從出生起大腦就不斷地吸收各種幫助大腦發(fā)育、發(fā)展的營養(yǎng)元素，ARA和DHA成分對腦部和視覺發(fā)育非常重要，因此，父母要注意食物的營養(yǎng)搭配。

（二）基層政府大力支持

根據(jù)國務(wù)院關(guān)于當(dāng)前發(fā)展學(xué)前教育的若干意見 國發(fā)[2010]40號文件，基層縣政府應(yīng)該認(rèn)真貫徹落實(shí)《綱要》精神，積極發(fā)展學(xué)前教育，著力解決當(dāng)前存在的“入園難”問題，滿足適齡兒童入園需求，促進(jìn)學(xué)前教育事業(yè)科學(xué)發(fā)展：

1、將發(fā)展學(xué)前教育擺在更加重要的位置：學(xué)前教育是終身學(xué)習(xí)的開端，是國民教育體系的重要組成部分，是重要的社會公益事業(yè)。雖然改革開放以來，我國早期教育取得了明顯的進(jìn)步，但是從總體上來講，學(xué)前教育仍是各級各類教育中的薄弱環(huán)節(jié)，主要表現(xiàn)為教育資源短缺、投入不足、師資隊(duì)伍不健全、體制機(jī)制不完善、城鄉(xiāng)區(qū)域發(fā)展不平衡，一些地方“入園難”問題突出。

2、多種形式擴(kuò)大學(xué)前教育資源：大力發(fā)展公辦幼兒園，提供“廣覆蓋、?；尽钡膶W(xué)前教育公共服務(wù)，同時積極鼓勵社會各界創(chuàng)辦民辦幼兒園。

3、多種途徑加強(qiáng)幼兒教師隊(duì)伍建設(shè)：加快建設(shè)一支師德高尚、熱愛兒童、業(yè)務(wù)精良、結(jié)構(gòu)合理的幼兒教師隊(duì)伍；結(jié)合本地實(shí)際，合理確定師生比，核定公辦幼兒園教職工編制，逐步配齊幼兒園教職工；健全幼兒教師資格準(zhǔn)入制度，嚴(yán) 12 把入口關(guān)；完善學(xué)前教育師資培養(yǎng)培訓(xùn)體系。

4、多種渠道加大學(xué)前教育財(cái)政投入：新增教育經(jīng)費(fèi)要向?qū)W前教育傾斜。制定優(yōu)惠政策，鼓勵社會力量辦園和捐資助園。

5、強(qiáng)化幼兒園安全監(jiān)管：高度重視幼兒園安全保障工作，加強(qiáng)安全設(shè)施建設(shè)，配備保安人員，健全各項(xiàng)安全管理制度和安全責(zé)任制，落實(shí)各項(xiàng)措施，嚴(yán)防事故發(fā)生。

6、規(guī)范幼兒園收費(fèi)管理：加強(qiáng)民辦幼兒園收費(fèi)管理，完善備案程序，加強(qiáng)分類指導(dǎo)。幼兒園實(shí)行收費(fèi)公示制度，接受社會監(jiān)督。加強(qiáng)收費(fèi)監(jiān)管，堅(jiān)決查處亂收費(fèi)。

參考文獻(xiàn)

[1]高佳.我國早教機(jī)構(gòu)發(fā)展現(xiàn)狀及對策研究[J].現(xiàn)代教育論叢，2009（09）[2] o歲一3歲嬰幼兒早期教養(yǎng)現(xiàn)況網(wǎng)上問卷調(diào)查分析[M].實(shí)用醫(yī)科雜志，2004（5）

[3]吳鳳崗.論幼兒早期教育[J]北京師范大學(xué)學(xué)報(bào)（社會科學(xué)版)，1981（6）[4]陳燕惠．嬰兒早期教育實(shí)驗(yàn)研究[J]．中國優(yōu)生優(yōu)育，1998(19)．

[5]丁金霞.農(nóng)村幼兒教育的困境與出路[D].湖南師范大學(xué)碩士學(xué)位論文，2005 [6]潘黎明．湖州市o—3歲嬰幼兒早期教育效果分析[J].中國兒童保健雜志，2004(6)．

[7]袁愛玲.六十年代以來六國幼兒教育的發(fā)展[J].河北大學(xué)學(xué)報(bào)1989（2）[8]劉莉．影響嬰幼兒發(fā)育相關(guān)因素的探討[J]．中國幼婦保健,2002(17)． [9]馮曉霞、蔡迎旗、嚴(yán)冷，世界幼教事業(yè)發(fā)展趨勢：國家財(cái)政支持幼兒教育[J]，學(xué)前教育研究，2007,5 [10]龐麗娟，把握機(jī)遇 明確思路 迎來學(xué)前教育事業(yè)發(fā)展的美好明天[J]，學(xué)前教育，2009,4 [11]汪冬梅，農(nóng)村學(xué)前教育問題研究—黑龍江省齊齊哈爾市雙河鄉(xiāng)學(xué)前教育現(xiàn)狀調(diào)查[D]，東北師范大學(xué)，2006 [12]Nucci and Weber.Children`Social interactions in the home and the development conceptions of young children the personal domain.Child Development,1995:106-125

致謝

回首近兩個月的時光，心中充滿感慨，更多的是感激之情。首先要感謝的是導(dǎo)師曹曉剛老師，從論文的選題、開題、初稿到定稿，他的悉心指導(dǎo)使我受益匪淺。論文寫作期間，導(dǎo)師為我的論文提出許多寶貴而詳細(xì)的建議并細(xì)心修改，花費(fèi)了大量的心血，使我得以順利完成畢業(yè)論文。他的人格魅力和嚴(yán)謹(jǐn)?shù)膶W(xué)術(shù)精神讓我由衷的折服，師恩我將永生難忘！

同時，也深深感謝許多幫助過我的同學(xué)，感謝他們在論文寫作期間給予的關(guān)心鼓勵和建議。

最后我要感謝永遠(yuǎn)支持、關(guān)愛我的家人，在多年來的學(xué)習(xí)和生活上給予了我最無私的照顧和關(guān)懷，最大的包容和鼓勵，感謝爸媽這許多年來的養(yǎng)育！

第二篇：畢業(yè)論文修改

分類號

UDC

單位代碼

1166

1密 級

公開

學(xué)

號

2009402034

四川民族學(xué)院

學(xué)士學(xué)位論文

高中英語詞匯教學(xué)的探析

(初稿)

論文作者：

周均梅 指導(dǎo)教師：

學(xué)科專業(yè)：

研究方向：

提交日期：

2013年

月

日

中 國 ? 康定

English Department

Sichuan University for Nationalities

Analysis of Lexical Teaching in Senior High Schools

by ZHOU Jun-mei

A Thesis

Submitted to the English Department In Partial Fulfillment of the Requirement For the Degree of B.A.in English

Sichuan University For Nationalities May 2013 Thesis Supervisor:

高中英語詞匯教學(xué)的探析

摘要

愛瑪在高中英語詞匯教學(xué)中，傳統(tǒng)的教學(xué)模式給老師的授課和學(xué)生的學(xué)習(xí)帶來很多問題。致力于語言教學(xué)的國內(nèi)外學(xué)者普遍認(rèn)為詞匯知識在語言運(yùn)用和篇章理解方面有著至關(guān)重要的作用。自新課改以來，大多數(shù)中學(xué)都采用了新思路和新的教學(xué)方法，就本文的問卷調(diào)查來看，其成果不可忽視。該文章意在遵循新課改的要求，探析英語詞匯教學(xué)中的規(guī)律和方法，主要從三個方面進(jìn)行闡述：其一，新課改下,英語詞匯教學(xué)的現(xiàn)狀，從正反兩方面分析，提出問題。其二，.英語詞匯教學(xué)應(yīng)遵循的規(guī)律，著重研究詞匯教學(xué)中應(yīng)注意的單詞固有規(guī)律、學(xué)生生理與心理特點(diǎn)以及學(xué)生的記憶規(guī)律。其三，針對英語詞匯教學(xué)探究的教學(xué)方法，具體有語境記單詞教學(xué)法，以及對所學(xué)單詞的復(fù)現(xiàn)和運(yùn)用。

關(guān)鍵詞：語詞匯教學(xué);注意因素;有效方法

i

Analysis of Lexical Teaching in Senior High Schools

Abstract

In terms of vocabulary teaching in senior high school, the traditional pattern has caused lots of problems to both the teachers and students.The domestic and abroad scholars, devoted to language teaching, generally believe that lexical knowledge is pretty crucial for the use of language and the comprehension of writings.Since the New English Curriculum, innovative ideas and teaching methods are introduced in most senior high.From the survey I conducted, the achievement it has got can’t be ignored.Based on the New English Curriculum, this essay aims at exploring the rules and approaches in vocabulary teaching, and it can be divided into three parts: first, the recent situation of words teaching under the reform.Both the positive and negative sides are presented, and key questions are put forward.Second, the rules one should obey, namely, words’ rules, students’ characteristics on physiology and psychology, and the memory law.Last but not least, some practible ways on this topic, like using contexts together with any other methods(such as roots, affix, and derivative terms), phonetic teaching, classification and utilization of words, and combination of related words, are provided.Key words: vocabulary teaching；factors；effective methods

ii

Acknowledgements

Here I owe the most sincere gratitude to my supervisor, Ms Xiao who leads me to finish this article.I thank her for her endless patience towards me and smart guide in mentality.She impressed the definition of teaching methods on me, and let me know that what I write must be practical and effective.Based on this, a survey among students seems a must.Therefore, I appreciate those friends who helped me finish the survey among freshmen in Southwest Petroleum University.As far as I am concerned, it is tough work to convince the freshmen to believe this is an innocent survey.Obviously, this investigation is very critic to my essay.And I thank them to analyze the questionnaire.I’ll also grateful to my classmates, because they gave me appropriate suggestions, and recommended me many useful books.As to some parts of my essay, they raised very meaningful questions and shared their opinions with me, which benefited my article a lot.Thus I realize that my essay have to be referred to the real situation in the class of senior high schools, the objective of the New English Curriculum, and some rules teachers need to obey.Last but not least, I thank my family very much.During my stay at school, they encourage me all the way, and provide me with careful care and sufficient money.What’s more, they are my inexhaustible.iii

Contents 中文摘要……………………………………………………………………………i Abstract………………..………………………………………………….………ii Acknowledgements..………………………………………………………….iii Introduction………………………………………………………… …………..1 Chapter One The present situation of lexical teaching in Senior High schools.........................................................................................3 1.1 Definition Positive phenomena are showed: teaching approaches of teachers and study methods of students are both improved.......................3 1.2 Negative aspects: unavoidable problems exist…………………………4 1.3 Questions are put forward…………………………………………………..5 Chapter Two The rules and factors that teachers should obey during their teaching……………………………………………….6 2.1.The rules and factors that teachers should obey during their teaching………………………………………………………………………….…6 2.1.1 The rules in vocabulary itself………….………………………… …… ….6 2.1.2 The factors of students’ physiology and psychology……………………..8 2.1.3 Teaching procedures should be in line with the memory law...................9 2.2 Feasible teaching approaches on English lexicon………………………9 2.2.1 The importance of the context and extra-curriculum reading……………9 2.2.2.Using the context as a medium to convey multiple effectual lexical teaching approaches……………………………………………………………….11 2.2.3 Activities to help remembering words……………………………… ……14 Conclusion……………………………………………………………………....15

Bibliography….………………………………………………….… ……………16 Appendix A….………………………………………………….… …………......17 Appendix B….………………………………………………….… ……………..19

ii

Analysis of Lexical Teaching in Senior High Schools

Introduction

Since 20 century 70s, with the further researches into acquisition of language, we can recognize clearly that the mastery of vocabulary is quite crucial for language understanding and language output(Wang Jing，2009:11).The famous linguist Wilkins said: ―Without grammar, we can hardly express something;while without words, we can not express anything.‖（Wilkins D.A.，1972:85）So if one wants to learn a language well, the most basic thing he needs to do is learn words.While in traditional teaching pattern, teachers usually teach words solely.That is: they teach students to read new words, and give students the meanings, some collocations, and then ask them to remember.That is force-feeding method of teaching，aiming at increasing the quantity of words, not the quality of words’ output.As a result, students will be in a state of ―passive‖, very negative and lack interest, to some extent.Successful learning is forged out of learners’ motive and impulse, compiling methods of studying materials , interesting ,etc（He Keyong,2002:334）.There is no doubt that teachers are supposed to respect students’ emotion and interest, to obey the memory law.Besides, most words have not only a single meaning, and they are connected with other words and phrases closely.Quite a few linguists consider that teachers can not teach vocabulary solely.They should provide concrete context and typical sentences to teach, classify words due to meanings, expand interrelated words(synonyms, antonym, hyponymy),adopt topic inductions(based on a certain topic, students are going to imagine other words and collocations), and also conduct ways of roots、derivatives and compound words.But vocabulary is the sign of one’s thought, we learn and use them constantly because they can convey some meaning, and offer us ideas(He Keyong, 2002:344).To have a solid knowledge of learned words, students should practice them in real situations, and promote ability of using them.There is also another thing we should pay attention to that among the information we have forgotten, 80% is acquired at the first time of learning, and we lost it within 24 hours, after which the forgetting rate will decline(Li Guanyi, 2007:8).Besides observing this rule ,students also need remember the words repeatedly and regularly.Moreover ,as a teacher, presiding students actively output vocabulary rightly by using communicating principles of teaching is necessary In this essay ,I intend to discuss some factors influencing results of teaching and effective teaching methods for vocabulary, coming up with an approach of putting new words in contexts , and then students can think out their own ways to quicken and fortify their memory, such as working in groups to show special ways of remembering words ,using roots and derivatives.Chapter One The present situation of lexical teaching in Senior High schools.1.1 Positive phenomena are showed: teaching approaches of teachers and study methods of students are both improved.The modern education of China focuses on students’ quality education, and promotes their all-around ability.In line with this objective, the New English Curriculum was conducted at the beginning of 21 century, aiming at upgrading students’ mind, lighten their study burden, and make them more skillful in practice.In terms of the reform, the English teachers are required to plan the classes fit for the traits of teenagers’ physiology and psychology, linguistic rules of acquiring linguistics, in order to meet different needs of students.The questionnaire conducted among the freshmen(whose hometown is Chengdu)in Southwest Petroleum University this year, is named ―Questionnaire on how the Senior High students study English and remember English words‖(It is abbreviated as ―Questionnaire‖ in the following contents).From questions 11-14 in the Questionnaire, one can judge that English teachers have noticed that students play an most important role during lexical teaching, so that they have been adopting a series of effective approaches to present new looks in class:

? To introduce cooperative and inquiry learning process, and lessen students’ study burden to give more time and space.? To change the dubious and sole way of explaining and extending vocabulary, to practice the learnt words in certain contexts, and to set scenes to use them.? To adopt new and interesting ways(the Natural Approach/ Total Physical Response/ the Silent Way/Audio-lingual Method, etc.)based on students’ features.? To apply multimedia which gather pictures/sound/letters/ video together besides the basic teaching device like chalks and blackboards, thus make the word

teaching more vivid and direct, and making the students more impressive on what the teacher imparts.While teachers’ aim is not to teach knowledge but methods, thus drawing out their study potential, achieving the goal of teaching.During the New English Curriculum, students’ study is more and more drew our attention.Among the Questionnaire, questions 6、8、11、17、24、26、27、30、31 have showed that: ? They have realized that they themselves are the master of study;therefore they summarize effective approaches of learning and remembering vocabulary and discuss their doubts actively.? They are exploring the rules of study constantly, classify the words which are similar in pronunciation, spelling, meaning, or have opposite meaning;they are also engaged in analyzing lexical roots, the speech, derivation and collocation.Then they can easily form a memory system.? Besides applying what they have learned in practice, students use their spare time to learn extracurricular material, enriching their mind.From these phenomena we can conclude that the lexical teaching methods of Senior High schools in Chengdu are efficient to some extent.However, there are also many aspects need improving because there are some unavoidable problems.1.2 Negative aspects: unavoidable problems exist

The New English Curriculum is certainly a kind of reform, and it can be more effective in exploiting students’ potential and interest in applying the knowledge, which adapts to the social development better.Nevertheless, the solutions are always accompanied with problems.The reform helps to promote, while it never can achieve its goal in a short of time.The traditional lexical teaching still prevails among the Senior High schools, which means not that all the traditional ways are useless, but one needs to remove its bad ones.From questions 1、15、19、28 , one can conclude some drawbacks: ? The teacher, as a leading factor, and the textbook, as a classroom center unscientifically dominate the whole class, making students have little time and

chance to think and participate.? The teachers teach nonstandard pronunciation, causing students’ difficulties in listening and communication;the teacher imparts words solely without any context and explains words simply, causing students’ great troubles in translation and comprehension.? The teacher goes against the memory law because he/ she doesn’t lead students to do review, and rarely put them in use.? The teacher seldom expand the words to other usage except in the book, making students can’t master and use them flexibly.These problems led to some ―problem students‖.From questions 3, 4, 5,7,25, one can get the following troubles of the students.? Most students are quite reliable on their teachers, short of perseverance, can’t review the learnt vocabulary regularly actively, and don’t look up words in dictionaries.? Most students have got used to the teacher acting as a leading factor in class, reciting words repeatedly in order to pass exams.? Students can use what they have remembered to solve practical problems, and can’t flexibly understand the words in other contexts and scenes.1.3 Questions are put forward.These negative sides are not produced in one day, and they are brought by the traditional teaching which has profound origins.That’s to say, we can’t handle them in one moment.It is the specific situations that one takes in account to reform the previous teaching selectively.Only borrowing the essence of lexical teaching overseas and innovate new approaches, can one succeed.Therefore, what causes these problems in lexical teaching? Certainly it connects closely with the necessary factors of the class: teachers, students, textbooks, the vocabulary itself, teaching approaches, etc.However everything has its rules.So in the teaching procedures, what kind of rules will the teachers obey and what factors they need to notice? Is there any effective lexical teaching methods?

Chapter Two The factors and rules that English teachers need to notice in lexical teaching.2.1 The rules and factors that teachers should obey during their teaching.2.1.1 The rules in vocabulary itself

Each language has an abundant glossary, and every word is unique, but not isolated(Lan Chun, 2009:82).Without connection with those elements to which it closely relates to, the teaching is ineffective, and efforts don’t get reward.In order to make the teaching procedure promptly and effectively, and deepen students’ impression, comprehension and flexibility of using the words, teachers must analyze a certain word in different perspectives, as well as what it is associated with.Phonetic factors.Linguisticians believe that though the definition of vocabulary is various, the relevant basic content it refers to is just a matter of sound and meaning(Lu Guoqiang, 2007:1).From questions 10 and 23, one can judge that it is a popular recognition of students that the standard pronunciation helps a lot to listening and spelling.As a matter of fact, the standard pronunciation can benefits their expressions.Therefore, teachers ought to lead students to analyze phonetic symbols, spell and articulate correctly.Then students practice in this way repeatedly and regard it as a way of remembering words, which can avoid learning by rote.―Tease‖, taken for example, is pronunciated [ti: z].Before teaching students to read it, teachers can ask them to count how many vowels there are, whether every vowel has a corresponding pronunciation, and if they have, then how to?

Through analyzing, one can know that there are 3 vowels, among which, the ―ea‖ in the middle reads [i:], and the ―e‖ at the end is silent.From this, students can see that there is just only one vowel sound in the phonetic symbol, so‖ tease‖ is a single syllable.In that way, it is stressed.Those words like eat, meat, neat, least, beat, contain ―ea‖ reading [i:].Besides, teachers will also guide students to find out differences between [t]and[d], [i:] and[i], [s]and[z].Thus students will master some

pronunciation rules themselves, generalize some words containing the same pronunciation, and they can learn vocabulary by themselves in the long run.Word-formation.Aimed at fostering students’ ability to decompose word-buildings, and strengthen their understanding, the approaches like conversion, derivative, compound, acronym, blend, backformation, etc, are introduced.Here, examples are given about the former three kinds.Conversion.Among the English words one learns, the words whose part of speech can be conversed account a large proportion.For example, ―look‖ is usually used as a verb means ‖看‖ in Chinese.While in the phrase ―have a look‖, it is a noun.What’s more, when it refers to the expressions on face, it is a noun.Another example, ―head‖ is usually used as a noun, meaning ―頭部‖ in Chinese.While when it acts as a verb, it means ―to lead‖, ―to entitle‖.Here examples are given to show nouns changed into verbs.Besides this, there are also adjectives changed into verbs(like better), adverbs changed into verbs(like out), adjectives changed into nouns(like the old), etc.Derivations.Generally prefix and suffix are added to words to alter their part of speech and meaning.For example, ―-r‖ is added to the verb ―write‖, and the noun ―writer‖ is formed.―Dis-‖ is added to the verb ―like‖, then the antonym ―dislike‖ got.―Ness‖ is added to the adjective ―nice‖, and then the noun ―niceness‖ formed.The following are some common affixes:

Noun affixes:-ness,-or,-er,-tion,-ence,-ian,-ess,-ty,-al,-sion； Verb affixes:-fy, en-,-ize,-ate;

Adjective affixes:-y,-ed,-ful,-tive,-able,-ing,-ish,-less,-y;Negative affixes: dis-,il-, im-,-in, anti-, mis-, non-;

If students have mastered these common affixes, they can be more skillful in applying words in practice.Compound.Compound words are formed by two or more words, which are easily understood.For example, a noun and a noun: policeman, blackboard, weekend, airplane, chairman；a gerund and a noun: waiting-room, living-room, dining-room；a adjective and a noun: gentleman, blue-sky, warm-heart, present-day.Besides, there 7

are also compound words that consisting of adjectives and verbs, prepositions and nouns, verbs and adverbs, adjectives and adverbs, etc.Very word has its unique traits and if students find and take advantage of them, they can go further and avoid cram up.2.1.2 The factors of students’ physiology and psychology.Education must adapt to students’ growth.It must be based on the development situation of personal physiology and psychology, development rules, mature mechanism, as well as fit for a certain level of growth, the developing order, all-round cultivation, uniqueness, etc.Thus, education can be a reliable insurance(Li Sen &Chen Xiaorui，2009:59).The Senior High students are transmitting from youngsters to adults, and finalize their shapes and personalities.Though their bodies and minds become mature gradually, their intelligence is more and more perfected, and their improvement on the faculty of memory, judge, logic thinking is outstanding, there appear many conflicts and contradictions.Above all, they strengthen their self-consciousness, independence of judging things, and competence of analyzing;on the other hand, their psychology is so unstable and sentimental that they are easily disturbed by outside things and will easily rebel others.Second, their perseverance increase to a higher level, and they can control and drive themselves to some extent;however, they still lack of willpower, and easily turn impulse and paranoid.Third, they are very enthusiastic and self confident;but they are also conceited.When they fail, they can never recover and then they will feel the study is boring.In addition, the day they step into the Senior High schools, they begin to burden all kinds of pressure, especially the college entrance examination.This results in their anxiety, tense, and tiredness.Based on the above analysis, one can judge that those students’ potential to learn is endless.But if the English teachers merely add the task of remembering and doing exercises, or just tell them some skills to cope with exams, their subjective initiative, activity, and the ability to think can’t find a way out.As a result, teachers, the ones that they can depend on, will one day make them lose their own thinking and creativity.Therefore, under the New English Curriculum, tedious lexical teaching approaches should be renewed, students’ potential needs exploiting, and passing exams is not that important as previous.To find out efficient methods, in what way students want to be taught must be taken into consideration.To sum up, I think that the approaches which can activate students’ initiative and interests, that to say, fit for their physiology and psychology, deserve the description ―efficient‖.2.1.3 Teaching procedures should be in line with the memory law.The great psychologist, H.Ebbinghaus discovered that lethe begins upon the moment the study stops.While the process is not heterogeneous.First, the Lethe’s speed is fast and quantity large, and then its speed will slow down and quantity small(Yang Hong&Wu Tianwu&Wang Chengxiang, 2006:143).As to daily study, teachers need to supervise and urge students to make a plan of remembering vocabulary and conduct it regularly.Sometimes, tests are supposed to be given to help them consolidate their impression and understanding.To deal with the newly learnt words, teachers can introduce this method: remembering the words every a unit time.For example, a student learns 10 words in 5 minutes in the morning;and uses another 5minutes to review in the middle of the morning;and repeats the review in more times until the student can remember all of them.What’s more, in daily class, teachers repeat the words to make them notice and review.In addition, contexts and scenes are supposed to be introduced.2.2 Feasible teaching approaches on English lexicon.2.2.1 The importance of the context and extra-curriculum reading.There is no doubt that all kinds of efficient methods have been put forward and applied in practice.Among these methods, one can find out that the most popular ones are like conversion, derivative, compound, acronym, blend, backformation which have been mentioned above.What’s more, introducing some social common sense by using the target word, giving students some scenes or contexts to figure out the word’s meaning, making some comparison between the similar words and

phrases, using the target words to tell or make up stories which can interest students, are also prevail among the Senior High classes.However, the context is the crucial factor or medium which determines different connotations of the same word, that is to say, without the context, a word’s diverse meaning can’ t be conveyed, and this word means little to the learners.As a result, learners can understand the same word in different texts, let alone use it flexibly.There is a common view that different contexts can endow the same word different connotation.On the other hand, individual words are critical in building blocks in text-meaning construction, efficient in converting graphic symbols into sound or meaning or information, and indispensable in comprehension(Keiko Koda, 2007:29).All in all, reading texts and studying glossary are simultaneous, and each of them benefits the other.From this reason, one can judge that lexical learning or teaching can’t be separated from the context.But in the textbooks, there are indeed many writings and grammar points, which are mastered by the students skillfully.Then why they can’t understand other texts from extra-curriculum materials, consisting of the same vocabulary they have learned? And why they can’t use the same glossary elastically in another way which is different from the usage in the text book?

That’s because students are lack of extra-curriculum reading.Repeated contact with a large amount of words in print is potential to gaining scholarly glossary, and developing techniques for studying new words from texts.It is quite necessary.While in most Senior High schools’ English classes, the textbook is the main-oriented material and teachers spend little time to notice the importance of extra-curriculum reading to students’ study.And then students have the excuse that it is not necessary to read other things because their main objective is to pass exams and get high scores and the teachers design the exams in line with the textbook.So this is a vicious circle in our education.So, from here, one can discover the reason for the students do little extra reading in English.If effective methods are intended to acquire, extra reading must be encouraged and studying new words in personal-suit ways should be incited.Nevertheless, teachers can’t spend much time in guiding students to do extra-reading in class because the class time is limited and the chief aim is to meet the syllabus’ requirements.Therefore there must be a plan, which both can make teachers have time to lead students to do extra-reading, and doesn’t affect the teaching procedures.But how to design that kind of plan? 2.2.2.Using the context as a medium to convey multiple effectual lexical teaching approaches.To assure the normal teaching process, teachers can lead students just do extra-reading once or twice a week.However, there are so many good methods to teach words.And if teachers merely use only the context, that will be tedious and soon the students will get bored.So how can the teachers balance the context and the vivid atmosphere?

As far as I am concerned, using the context as a medium to convey multiple effectual lexical teaching approaches.Well, maybe it makes people feel confused.Let me explain.Teachers can choose one passage from the extra-reading exercises as an example, but the passage must be suitable for students in both the degree of difficulty and rationality of arranging the new words.In that case, teachers have to figure out which level of English and vocabularies have the students are in, which part the students know well and which part they should make efforts to remedy.Referring to the passage ―After Divorce‖ in Appendixⅱ, one can see clearly how to make it.First, the passage is given with the 10 new words which are going to be learnt, and phonetic symbols are showed just after these words to facilitate students to pronounce.Second, after students finish the whole passage, they ought to know the main idea of the passage.Then, they’ll do a test.In the text, 10 questions are designed directed against the 10 words one by one.These questions are mainly about the words’ meaning, and conducted to let the students to dope out their meaning according to the context.Each question has 3 options that show 3 kinds of meaning of the same word, and students are required to choose the best one due to their

understanding.Third, the teacher leads students to analyze these questions one by one.While I have mentioned that each has its own traits, so various ways are encouraged to use that is to say, each word has a special way to learn.The specific learning procedures of each word is showed obviously in Appendixⅱ.And here I just select some typical points to discuss.Take the first word, ―split‖ for example, this word is very simple, but it is not easy to remember because its pronunciation /split/ and spelling will easily make students mix it with ―spilt‖, ―slip‖, ―splice‖, ―spiel‖ etc.So I suggest that teachers can use phonetic factors to remember.Above all, teachers teach students to enunciate the phonetic symbol ―sp‖, and to generalize some words containing the same sound: speed, space, spot, speak, spic, etc.Then, teachers can teach students to articulate the sound ―spl‖, and classify some words owning the articulation, splat, slake , spleen, splice, spore, etc.Therefore, the word ―split‖ can impress students well with its pronunciation.In addition, teachers can introduce the phrases ―split the vote‖, ―split the ticket‖ to students.In this way, students can learn something about the American election as well as the phrases themselves.I think this is better than only explaining the word or phrases.The same way is also applied to explain the second word ―parochial‖, the third word ―welfare‖, the fifth word ―utilities‖, etc.Another way is to use derivatives.For instance, the forth word ―comfortably‖, here I adopt derivatives.First of all, this word is derived from ―comfort‖, from which one can get a series of words.Com-in ―comfort‖ originally means combination/commonness, or serves as a root to stress the tone.And the ―-fort‖ originally refers to strengthen/enhance/reinforce.So the word ―comfort‖ can be explained in this way: if people come together to strengthen their union and care each other, the world will be peaceful and people will be cozy.Based on this, ―comfortable‖, ―comforts‖, ―comforting‖, ―comforter‖, ―comfortably‖ are got.The same way is suitable for the seventh word the eighth one ―extended‖.Then, I must mention that using interesting story to arouse students’ interest in

learning the knowledge the teachers are talking about is very popular nowadays.In the passage After Divorce, the word, ―teased‖ whose archetype is ―tease‖, is imparted through a fair tale.To explain the phrase, I use the story of the Crow and the Fox which has been very familiar to all the students in their childhood.Here it is used to show the fox cheats the crow to drop the meat from her mouth with a cunning strategy.This action of the fox is called ―to tease out the meat from the crow‖.Among the ten words, the tenth one ―hardship‖ is a compound word.In this situation, when learners meet it, first of all, they need to find how many words subject to ―hardship‖.It is easy to know that there are two words in it: ―hard‖ and ―ship‖.―Hard‖ means strict, severe, difficult, tough, solid, rigid, etc, and ship is a noun and verb meaning a large boat which carries passengers or cargo.Furthermore, it means a kind of relationship, ability, or situation, like judgeship, friendship, headship, relationship, etc.In this case, hardship can be explained this way: a sort of difficult situation.Besides all of above, I also use turn scenes into sentences which contain target words to require students to think out the word’s meaning in differences.This is used on the word ―split‖, ―teased‖, ―extended‖ in the passage After Divorce.What’s more, giving students target word’s synonymies and anonyms which I have used to explain nearly all the ten words.Perhaps limited by the passage, many interesting and effective methods are not adopted in these words.While if possible, teachers can integrate more in teaching.For example, telling differences between two or more words and phrases, making dialogues, reciting tongue twisters, making up short stories.Forth, after learning all the words, students are asked to reread the passage and redo the questions.At the same time, their speed should be much quicker.Fifth, students may forget what they have learnt very quickly within 24 hours.Consequently, the next class, teachers have to review those words for them.But, that will make the students passive.Therefore, students need to do the review themselves.They should work in groups, and each group has 2-3 people.The task is

that each group has to come up with a way to deepen the memory of at least two new words.They can copy the teachers’ way but their explanation must be correct;they can also create new ways like singing a song, playing a game, reciting something, doing some comparison, etc.However, since time is limited, their review should be controlled within 10 minutes.And every class, 2 or 3 groups are supposed to perform.As to the rest of the words which have been learnt last time but not reviewed by groups’ performance, teachers can help students go through them in 5 minutes.2.2.3 Activities to help remembering words.Although some students have a very large vocabulary, they always do badly in exams.To some extent, it is because they don’t know how to use them.And they are under great pressure of the college entrance examination, and have much exercise to do.So, English teachers can plan some activities to arouse their initiative in lexical learning, and use their mastered glossary in practice.These activities can be words’ competition, using given words to make up a short story in 5minutes, singing English songs, watching interesting movies and then taking notes to repeat the plots in English, debates, etc.Whatever ways teachers apply, the aim is to enhance the students’ ability of using what they have learnt in practice.This benefits a lot to their listening, reading comprehension, writing, speaking, and even single option.And this method can also lessen their stress, finding some pleasure similar to the undergraduates.14

Conclusion

It’s easy to point out the drawbacks of teachers’ teaching pattern;it’s a bit difficult to figure out the reasons;the most difficult thing is to feel the feasible ways of teaching and they will turn out effective in practice.While teaching lexicon is a very applicative technique, in that case, if one designs new methods to teach, he must conduct it in class.And based on observe and study teaching situation and the average level of the student body in a certain school, one can come up with the authentic problems and set a point where teachers should focus on their weak parts and make great efforts to improve.Only in this way can the methods agree with the real conditions, and turn out successful.As to new teachers, raising some new approaches to solve teaching lexical problems is not an easy thing.Therefore, except doing and analyzing investigates, and comparing different results caused by different methods, they need to consult those teachers who have rich experience, and good at managing the whole class.Perhaps not all the suggestions those teachers give are suitable for a certain school, but one can combine the advice with the local situation, and come up with the way fit for the class.That’s to say, selecting the ones fit the teachers’ personalities and the students’ study.Besides that, as I stated before, taking the factors: rules in vocabulary itself, students’ physiology and psychology, the memory law into consideration is really an important stage.And the method, using the context as a medium to convey multiple effectual lexical teaching approaches is just a minimum one, and whether it suits specific classes, one needs to implement it and refine it.Anyway, this procedure is mainly to explain in all kinds of ways.Thus, it can not be avoided that the students will get tired to some extend.Therefore, I propose some activities which interest students and provoke their potential.And of course, teachers need to consider the local conditions.Generally speaking, watching movies, performing a play, holding a debate, etc are all ways to make students learn something and happy.Bibliography 崔剛，孔憲遂，《英語教學(xué)十六講》，北京:清華大學(xué)出版社，2009。

王晶，《詞匯深度知識及其在教學(xué)上的運(yùn)用》，遼寧：沈陽航空工業(yè)學(xué)院外國語學(xué)院，2009（11）。

Wilkins D.A.Linguistics in Language Teaching.Cambridge: MIT press, 1972.何克勇，《英語詞匯及起源》，北京: 清華大學(xué)出版社，2002。

李觀義，《具有中國特色的外語教學(xué)法》，上海：上海外語教育出版社，2007。Keiko Koda.Insight into Second Language Reading.Beijing: Cambridge University press, 2007.伍謙光，《語義學(xué)導(dǎo)論》，長沙：湖南教育出版社，1998。

李森，陳曉瑞，《現(xiàn)代教育學(xué)基礎(chǔ)》，上海：華東師范大學(xué)出版社,2009。陽紅，吳天武，王呈祥：《心理學(xué)新編》，武漢：華中師范大學(xué)出版社，2006。藍(lán)純，《語言學(xué)概論》，北京：外語教學(xué)與研究出版社，2009。

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Appendix A 新課改下高中學(xué)生對英語學(xué)習(xí)和英語單詞記憶問卷調(diào)查

調(diào)查對象：西南石油大學(xué)2012屆成都籍新生

調(diào)查人數(shù)：100人 調(diào)查時間：2012年9月1日~2012年9月9日

調(diào)查人：周均梅

1.你在做英語試卷的時候，覺得哪部分是最難的？（）

A．聽力（40％）B.單項(xiàng)選擇（4％）C.完形填空（32％）D.閱讀理解（12％）

E.書面表達(dá)

（8％）

F.短文改錯（4％）2.你一周上英語課的節(jié)數(shù)（不含晚自習(xí)）（）

A.14節(jié)（20％）B.12節(jié)（28％）C.11節(jié)（16％）

D.10節(jié)（8％）

E.9節(jié)（4％）F.8節(jié)（0%）

G.7節(jié)（0%）

H.6節(jié)（24%）3.你有沒有制定自己的記憶單詞的計(jì)劃？為什么？（）

A.有，這樣可以幫助我更好地鞏固單詞，形成單詞記憶的系統(tǒng)。（12％）B.沒有，感覺沒必要，平時要考試或者聽寫的時候再臨時記憶。（32％）C.有時，但是不能堅(jiān)持，缺乏毅力。（48％）D.從未，我不喜歡學(xué)習(xí)英語，覺得記憶單詞非?？菰?。（8％）4.在英語課堂上，你喜歡―老師努力講解，學(xué)生認(rèn)真聽和記筆記‖這種教學(xué)方法嗎？（）

A.非常喜歡（8％）B.喜歡（12％）C.還可以（48％）

D.不喜歡（32％）5．你會對學(xué)過的單詞做及時的復(fù)習(xí)嗎？（）

A.會復(fù)習(xí)（28％）B.不會復(fù)習(xí)（24％）

C.有時復(fù)習(xí)（44％）

D.大部分時間會復(fù)習(xí)（4％）

6.到目前為止，你認(rèn)為記憶單詞最有效的方法是？（）

A.老師指導(dǎo)的方法（20％）

B.自己總結(jié)的方法（44％）

C.同學(xué)介紹的方法（20％）D.其他方面的方法（16％）

7.你在讀英語文章碰到生詞時，會查字典嗎 ？（）

A.讀完文章后推測該詞的含義，再查字典（28％）B.先停下來查字典，確定其含義后再繼續(xù)讀。（28％）

C.只要了解文章大意，推斷出文章的大意即可（8％）

D.知道文章的大意就好，沒必要追究每個單詞的含義（36％）

8.你平時記憶單詞的時候，會把拼寫相似、含義相近或相反、發(fā)音相似等詞進(jìn)行聯(lián)系記憶嗎？（）

A.經(jīng)常會(16％)

B.偶爾會（64％）C.一般不會（8％）

D.從不（12％）9.你記憶生詞時會將該詞的名詞形式、動詞形式、形容詞形式、副詞形式以及其基本用法綜合記憶嗎？（）

A.經(jīng)常會（12％）B.偶爾會（48％）

C.一般不會（28％）

D.從不（12％）10.你認(rèn)為標(biāo)準(zhǔn)發(fā)音和單詞記憶有聯(lián)系嗎？（）

A.完全無關(guān)（20％）

B.正確發(fā)音能增強(qiáng)學(xué)生語感，幫助正確拼寫單詞（40％）

C.有一定聯(lián)系，但不大（20％）

D.不清楚（20％）

11.你是喜歡老師以―單詞讀音—單詞含義—單詞運(yùn)用‖的教學(xué)方法一個人講解，還是喜歡參與小組討論、與同學(xué)合作學(xué)習(xí)的方法來記憶單詞？（）

A.老師一個人講解，學(xué)生做筆記（12％）

B.兩種方法都用會比較好（32％）

C.比較喜歡與同學(xué)討論，合作性學(xué)習(xí)（48％）

D.用任何一種都行（8％）12.學(xué)習(xí)新單詞的時候，老師會提供一定的語境進(jìn)行練習(xí)嗎？（）

A.經(jīng)常（44％）

B.偶爾（28％）

C.很少（16％）

D.基本沒有（12％）13.你所在的學(xué)校，已經(jīng)使用多媒體對英語進(jìn)行教學(xué)了嗎？（）

A.是的，全多媒體教學(xué)（32％）

B.是的，偶爾使用（24％）

C.有在用，但是很少（20％）

D.基本沒有（24％）

14.通常你的英語老師會用一些有趣的方法幫你記單詞嗎？（例如：編順口溜、玩游戲、講故事）（）

A.經(jīng)常（14％）

B.偶爾（32％）

C.很少（24％）

D.基本沒有（32％）15.你認(rèn)為老師應(yīng)著重哪些方面的講解（）（可多選）

A、語法（20％）

B、詞匯（28％）C、翻譯（44％）

D、語篇分析

（28％）

E、做題技巧（16％）

16.你認(rèn)為大學(xué)英語教學(xué)的重心應(yīng)該是（）（可多選）

A、語法（16％）

B、聽力（48％）

C、閱讀（20％）

D、口語（44%）

E、寫作（8％）

17.你認(rèn)為在英語課堂中，最有利于提高你的英語能力的活動是：（）（可多選）

A、兩人對話（12％）B、小組討論（28％）C、個人發(fā)言（36％）D、其他（24％）18．每天你課外學(xué)習(xí)英語多長時間？（）

A．2小時以上

（8％）

B、1小時左右（40％）C.一個半小時左右（16%）D、少于1小時（36％）

19． 你閱讀除課文以外的其它英語讀物嗎？（）

A、經(jīng)常（20％）

B、偶爾

（20％）

C、從不（40％）20.在聽英語時，碰到生詞我會跳過生詞繼續(xù)聽下去。（）

A、非常同意（12％）B、同意（48％）

C、不同意（12％）D、無所謂（28％）21.在英語課上，我注意老師在口語表達(dá)中常用的詞語（）。

A、經(jīng)常注意（12％）B、有時注意（52％）C、沒注意過（20％）

D、他用什么詞語與我無關(guān)（16％）

22．我會有選擇的記憶課外閱讀材料中碰到的生詞和未學(xué)過的短語。（）

A：非常同意（18％）

B：同意（30％）C：有點(diǎn)同意（18％）

D：有點(diǎn)不同意（28％）

E：不同意（6%）

F：非常不同意（0%）

23．假如在聽力時碰到生詞，我會盡量記住生詞的發(fā)音，然后根據(jù)發(fā)音在字典上查找它的拼寫及相關(guān)意思。（）

A：非常同意（20％）B：同意（20％）C：有點(diǎn)同意（36％）D：有點(diǎn)不同意（20％）

E：不同意（4％）

F：非常不同意（0%）24．寫作文時我盡量使用剛學(xué)過的生詞和短語。（）

A：非常同意（32％）B：同意（40％）C：有點(diǎn)同意（12％）D：有點(diǎn)不同意（8％）

E：不同意（4％）

F：非常不同意（4％）

25．我用重復(fù)念和重復(fù)拼寫的方法來記生詞。（）

A：非常同意（28％）B：同意（48％）

C：有點(diǎn)同意（8％）D：有點(diǎn)不同意（12％）

E：不同意（4％）F：非常不同意（0%）26．記單詞時，我會聯(lián)想有關(guān)的同義詞或反義詞。（）

A：非常同意（20％）

B：同意（28％）C：有點(diǎn)同意（16％）

D：有點(diǎn)不同意（20％）

E：不同意（16％）

F：非常不同意（0%）27．記單詞時，我經(jīng)常聯(lián)想同詞根的詞。.（）

A：非常同意（8％）B：同意（40％）C：有點(diǎn)同意（44％）D：有點(diǎn)不同意（12％）

E：不同意（16％）F：非常不同意（4％）

28．學(xué)習(xí)單詞時，我只記憶精讀課本詞匯表上列出的詞。（）

A：非常同意（20％）B：同意（28％）C：有點(diǎn)同意（12％）D：有點(diǎn)不同意（20％）

E：不同意（20％）F：非常不同意（0%）

29．我不僅學(xué)習(xí)詞匯在課文中的意思，而且學(xué)習(xí)詞匯在課文以外的意思。（）

A：非常同意（20％）

B：同意（40％）

C：有點(diǎn)同意（12％）

D：有點(diǎn)不同意（16％）

E：不同意（4％）

F：非常不同意（8％）30．我課外主動看英語電視和電影。（）

A：非常同意（12％）B：同意（44％）C：有點(diǎn)同意（28％）D：有點(diǎn)不同意（8％）

E：不同意（8％）

F：非常不同意（0%）31．我堅(jiān)持每星期用英語寫一篇日記。（）

A：非常同意（8％）B：同意（28％）C：有點(diǎn)同意（24％）D:有點(diǎn)不同意（16％）

E：不同意（24％）F：非常不同意（0%）32．我經(jīng)常去英語角和別人交談。（）

A：非常同意（24％）

B：同意（24％）

C：有點(diǎn)同意（12％）

D：有點(diǎn)不同意（32％）

E：不同意（4％）

F：非常不同意（4％）33．我主動通過生詞的漢語意思來記住所學(xué)的生詞。（）

A：非常同意（4％）B：同意（32％）C：有點(diǎn)同意（24％）D：有點(diǎn)不同意（24％）

E：不同意（12％）

F：非常不同意（4%）

Appendix B After Divorce My parents divorced/ di′v ?:st /（離婚）when I was two, and the repercussions/、ri:p ? ｀k ? ? ? n/(影響)of their split /split/lasted long after it was final.My mother was a parochial /p ?｀r?uki? l/school teacher who earned just enough to stay off welfare/｀welfε? /, but not enough for us to live comfortably/｀k ? mf ? t ? bli/.Utilities /ju:｀tiliti/in our home were shut off（不夠用）from time to time, and it seemed like we would never catch up.My mother also worked nights, so after school I would go to my grandparents' house.I spent little time with my mother because she worked during the week, and eventually(最后)on weekends, too.My most painful memories of that time are not of being teased/ti:zd/ for my limited wardrobe/｀w ?:dr ?u b/, or the times we had no running water because my mother missed payments.The most difficult experience was watching my mother cry at night, while I hugged her and told her I loved her.Through all this, I learned so much.I came to value education, family and faith.I worked hard in school, and earned good grades.I learned from my mother's example(she went back to school after three children and a divorce)that it is important for a woman to go to college and not depend on a man.I came to value extended/iks｀tendid/ family support and developed a close relationship with my grandparents and cousins because I was with them so much while my mother

worked.Last, my faith became very strong.Although my mother was very busy, she made sure we all went to church together every Sunday.Most important, we did not blame God for our situation.Instead, we thanked Him for the good things in our lives.We were grateful for the people who cared about us, for not being on the streets, and for good health when we did not have health insurance/in｀? u?r?ns /.My parents' divorce caused hardships/｀ha:d?ip/ and pain, but it was also an experience that I would not change because of how much I learned.1.What does the word ―split‖ mean?()

A.An opening(裂縫)made violently as by pulling apart;B.A break or separation in some relationship.C.A promised or claimed share of loot(戰(zhàn)利品)or money.2What does the word ―parochial‖ mean?()

A Relating to or supported by or located in a parish(教區(qū))；

B.Narrowly limited in outlook or scope;C.Some place which is too far away or remote.3.What does the word ―welfare‖ mean?()

A.Governmental provision of economic support to people in need.B.Something beneficial that aids or improves someone’s life or well-being.C.A contented(滿足的)state of being happy, healthy and prosperous(繁榮的).4.What does the word ―comfortably‖ mean?()A.In mental comfort(舒適);without stress.B.In physical comfort.C.In financial(經(jīng)濟(jì)的)comfort.5.What does the word ―Utilities‖ mean?()

A A company that performs a public service;subject to government regulation.B Some daily tools or things used in household such as soap(肥皂)and washing powder.C The quality of being of practical use.6.What does the word ―teased‖ mean?()A.Feeling mild pleasurable excitement.B.Mock or make fun of some one;playfully.C.Annoy(使 煩惱)persistently（不斷地）7.What does the word ―wardrobe‖ mean?()

A A tall piece of furniture that provides storage(儲存)space of clothes;has a door and rails or hooks for hanging clothes.B Collection for clothing belonging to one person.C Collection for costumes(服飾)belonging to a theatrical（劇院的）company.8.What does the word ―extended‖ mean?()A Quite long in duration(延長);B Great in rang(范圍)or scope(視野)C Became large in material(物質(zhì))rang or stretched forth 9.What does the word ―insurance‖ mean?()

A Promise of reimbursement(退還，償還)in the case of loss;a kind of business paid to people or companies that so concerned about danger that they have made B Written contract or certificate of insurance;

C Protection for the safety of somebody or something.10.What does the word ―hardships‖ mean?()

A Situation in which your life is difficult or unpleasant, often because you don’t have enough money.B Ships which is old and can’t work well.C Some problems which are hard to solve.Following is the teaching procedures: 1.Split.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciate it correctly.Then give them its part of speech.And its elementary meaning is‖分開、分裂、斷裂、分擔(dān)‖，which in English we can connect it with‖cut/share/break/crack/segment/disagree/divide/sever/separate,etc‖.Moreover, Split can be transitive verb, intransitive verb, adjective and noun.What’s more ,students can associate the opposite meaning:―聯(lián)合、團(tuán)結(jié)、聯(lián)系、結(jié)合‖，which in English we can say ―unite/connect/combine/together/same/cooperate, etc‖.②Give students the following sentences and ask them to figure out what split means in each sentence:

*If something splits or you split it, it is broken into parts.*A split in a group is a disagreement between its members.*A split is a long crack.*If some people split something, they share it with each other.③ Giving some usage of split in order to help students to consolidate their impression about it.Ask them whether they know ―split the ticket/split the vote/split one’s side‖.Then Teacher explains them in details.*split the vote:(the candidate, the small parties)to attract another candidate’s or party’s votes causing destruction to both sides and makes the third win.And this usually happens in the western countries.*split the ticket: to vote for more than one party.*split one’s sides: to laugh very happily so that one will press his belly.④Based on these analyses, Teacher lets students look at ―split‖ in the passage, identify its meaning and finish exercise 1.2.Parochial ①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciate it correctly.Generally speaking, it is adjective.When teaching this word, Teacher shows the meaning in English;at the same time, students guess it in Chinese.For example, parochial is closely connected with parish;it also refer to ―narrow/limited/ short sighted/small-minded‖ ②Parochial school.It is a kind of religious school, as a sort of assistant education of normal one in West countries, especially America.Another narrow usage is that it refers to the grammar schools of Christianity established by small parishes.As to British education, the parochial schools set up by the national religion form the basis of the educational system assisted by the state.③Some collocations and use in scene.For example: *parochial affairs;

*He is too parochial in his outlook because he is in parish.④Based on these analyses, Teacher lets students look at parochial in the passage, identify its 21

meaning and finish exercise 2.3.Welfare.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.In English, its meaning is very similar to or closely connected with benefit/prosperity/interest/advantage/health/peace.So students can guess its basic meaning is ―福利、健康、安寧、幸?！?And it is a noun.②Next analyze its formation to make it impressed on students.From its spelling and pronunciation we can jude that welfare consists of two parts: ―wel‖ and ―fare‖.―Wel‖ is similar to well, and we can treat it as ―good/fine/well‖；on the other hand, ―fare‖ convey the meaning ―fee/the price of ticket/food‖.In that case, the compound word ―welfare‖ is associated with benefit/prosperity/interests, etc.③ Teacher gives students some expressions of welfare in our daily life.* welfare fund

*social welfare

*welfare state

*child welfare

④Based on these analyses, Teacher lets students look at ―welfare‖ in the passage, identify its meaning and finish exercise 3.4.Comfortably.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.In English, its meaning is very similar to or closely connected with cosines/ease/pleasure, etc.What’s more, it is an adverb.② Point out that comfort is comfortably’s derivation.Let’s start from the derivation, comfort(it can be a noun and a verb), which can be divided into two parts: ―com‖ and ―fort‖.The root ―com‖ is interrelated with combination/commonness, that is to say, it means ―共同的‖in Chinese;on the other hand, it serves as a root to stress the tone.The root ―fort‖ is closely linked with strengthen/enhance/reinforce, which mostly means ―加強(qiáng)‖in Chinese.So the word comfort can be explained in this way: if people come together to strengthen their union and care each other, the world will be peaceful and people will be cozy.Comfort +-able(an adjective derivational morpheme, meaning‖可……的‖ in Chinese):comfortable(舒適的)；

Comfort +-ing(an adjective derivational morpheme, meaning possessing a certain quality): comforting(令人舒適的)；

Comfort +-er(an noun derivational morpheme, meaning a kind of people or thing): comforter(安慰者、羊毛圍巾)；

Comfortable +-ly(an adverb derivational morpheme): comfortably(舒適地)；

Comfort +-s(a plural derivational morpheme，standing nouns): comforts(令人愉快的人或物)③Give some expressions used in daily life, and set a scene to make students to use them in conversation.*comfortably off

*creature comforts

* comfortable winner ④Based on these analyses, Teacher lets students look at ―comfortably‖ in the passage, identify its meaning and finish exercise 4.5.Utilities.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Teacher leads students to figure out its archetype ―utility‖, which can be both a noun and a adjective.Being a noun, it possesses two parts of meaning.On the one hand, its meaning is abstract, sharing the same connotation with effectiveness/use/function to some degree;on the other hand, its meaning is concrete, sharing the same connotation with service/ public welfare/tool/implement to some

degree.Being an adjective, it means useful in many ways or works.Teacher gives definitions or examples to make it more clear to students:(1).The utility of something is its usefulness.(2).A utility is an important service such as water, electricity, or gas that is provided for everyone, and that everyone pays for.② In English, the root ―util-‖ refers to ―use‖.In that case, ―-ity‖ is added to it to form a word ―utility‖, connecting with ―use‖.③So Teacher show students some utility’s phrases.First, let them guess;And then give them the answers;Last, set some scenes to practice.*utility pole

*domestic utility

*utility service

*utility room

*utility theory ④Based on these analyses, Teacher lets students look at ―utilities‖ in the passage, identify it-s meaning and finish exercise 5.6.Teased.①Giving basic information about this word, which is: Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Teacher point-s out that its archetype is tease, which can be a noun and a verb.As a noun, it has the meaning of ―someone who likes laughing at or playing jokes on others‖.As a verb, it means ―to laugh at others or make jokes about them in order to embarrass, annoy, or ups-et them.‖ Teacher shows students several sentences to deepen their comprehension.*My brother is such a tease.*The best way to deal with a tease is to ignore him.*The other boys tease him because he is fat.②From tease, one can get teaser, possessing the same meaning as ―someone who likes laughing at or playing jokes on others‖.What’s more, it refers to ―a difficult question, especially in competition‖.For example, whether to accept this offer is really a teaser.③ Teacher uses the tale of the Crow and the Fox to explain the phrase ―tease out‖.ThenTeacher gives a conclusion: the phrase means using some cunning way to get certain information / solution/secret/profit, etc.So in this tale, the fox tries to tease out the meat from the crow.More sentences are imparted: *They try to tease out the answer without appearing to ask him.*The thief intended to tease out the key to the door from the baby.④Based on these analyses, Teacher lets students look at ―teased‖ in the passage, identify its meaning and finish exercise 6.7.Wardrobe.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.It is a nou-n.When one sees this word, he can get the same meaning from closet/bureau, and kn-o w that it means ―a tall cupboard or cabinet in which one can hang your clothes‖.More sentences are showed to students:

*Someone’s wardrobe is the total collection of clothes that they have.*She stuffed her clothes in the wardrobe.② Wardrobe can be divided into two parts: ―ward‖ and ―robe‖.Ward: as a noun, it means ―a room in a hospital which has beds for many people, ofte-n people who need similar treatment‖(病房)or ―a district which forms part of a political constituency or

local council‖（行政區(qū)、選區(qū)）.*Ward off(v.avoid)

*warder(n.someone who works in a prison supervising the prisoners.)

*warden(n.doorkeeper/the head of a county)

Robe: a loose piece of clothing which covers all of your body and reaches the ground.(睡袍)For example, she put her robe on the chair.*Work robe

*baby robe

To sum up, the word, wardrobe can be explained this way: a cabinet where one’s clot-hes are deposited.③Based on these analyses, Teacher lets students look at ―wardrobe‖ in the passage, identify its meaning and finish exercise 7.8.Extended.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.First, Teach –er shows students its archetype ―extend‖.Extend is a transitive verb and intransitive verb.And ―extend‖ contains two-faced meaning.On the one hand, it approximates to reach /increase/expand /enlarge /stretch/ magnify /broaden/ lengthen out, meaning ―延伸、增大、擴(kuò)大‖ in Chinese.On the other hand, it approximates to donate /give grant supply/ furnish /contribute /allot/ provide /present, meaning ―給予、捐贈、分配‖in Chinese.Some examples are given: *The boss extended money to create new products.*This metal will extend when it is heated.②Extend can be separated into two parts: ―ex-‖ and ―-tend‖.Ex-: A: to make something out, such as exclude/expel/expose/extract, etc.B: something or someone is no longer the one it or he once was, such ex-wife, ex-president, ex-colonial.Tend-: A: to notice/ look after /care/mind, etc.B: something is likely to happen frequently;someone is likely to behave/say in a certain way.To sum up, ―extend‖ basically can be explained this way: something is likely to get larger/more/longer/out/spread.More meaning of it is show in the following sentences: *This speech has extended for two hours.(持續(xù))*This paper extends to a lot of practical problems.(涉及)*I’m glad that you extended my mother an invitation.(發(fā)出)③Based on these analyses, Teacher lets students look at ―extended‖ in the passage, identify its meaning and finish exercise 8.9.Insurance.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Generally speaking, it is a noun, meaning an arrangement where you pay money to a company, and they pay money back once something bad occurs to you, such as if your belongings are stolen or damaged/ if you catch a severe disease(保險(xiǎn));What’s more it also refers to some measures done to make up great loss in future（保險(xiǎn)措施）.②Teacher tells students that insurance’s verb is insure(intransitive and transitive).And insure can be analyzed as following: insure consists of two parts: ―in‖ and ―sure‖.In-: inside;in power;on position or it is a negative affix.Sure: certain;firmly assure something;and it can be both an adjective and adverb.Therefore we can explain ―insure‖ in this way: one is certain about something heartily(確

定)；one promises somebody something(保證);one safeguards somebody/something（保護(hù)）.Moreover, some synonyms are offered: *assure

*affirm

*guarantee

*certify ③Teacher introduces some expressions used in daily life: *insurance company

* insurance act

* insurance law

*insurance amount

*insurance industry ④Based on these analyses, Teacher lets students look at ―insurance‖ in the passage, identify its meaning and finish exercise 9.10.Hardship.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.It is usually used as a noun, approximating to ―difficulty/ trouble/ handicap, etc‖.②Two parts(hard and ship)forms ―hardship‖.From this, hardship is defined as a compo--und word.Hard: strict, severe, difficult, tough, solid, rigid, etc.Ship: a noun and verb;a large boat which carries passengers or cargo.Furthermore, it means a kind of relationship, ability, or situation, like judgeship/friendship/leadship/relationship, etc.So in hardship,-ship means a kind of situation, and hard refer to difficult.Thus, hards--hip signifies a sort of difficult situation.③Based on these analyses, Teacher lets students look at ―insurance‖ in the passage, identify its meaning and finish exercise 10.25

第三篇：畢業(yè)論文修改注意事項(xiàng)

畢業(yè)論文修改注意事項(xiàng)

1、不要出現(xiàn)錯別字；

2、所有數(shù)字、字母都要在英文狀態(tài)下輸入，字母要傾斜；

3、論文中紅字的地方要注意；

4、封面的版本注意統(tǒng)一，題目下面部分沒有學(xué)號這一行；

5、論文題目太長的可以分成兩行寫，要居中；

6、封面的下劃線注意粗細(xì)長短統(tǒng)一，不要一長一短一粗一細(xì)；

7、目錄中，二級標(biāo)題注意空格，不要頂格寫，和一級標(biāo)題區(qū)分開，有層次；頁碼盡量對齊，不要明顯長短不一；

8、論文中（包括英文翻譯中）不要有你的名字，學(xué)號，指導(dǎo)老師姓名；不要出現(xiàn)“本文”、“我們”等詞語；

9、改的時候，文件保存名，就用答辯序號加“畢業(yè)論文”，如24號.畢業(yè)論文.doc；

10、摘要，關(guān)鍵詞，參考文獻(xiàn)，這幾個字不要用【】括起來，摘要兩字之間有空格；

11、摘要，關(guān)鍵詞，不要頂格寫，要空兩格，包括英文翻譯；

12、每一段空兩格，不要總是頂格開始；

13、英文翻譯注意去掉背景；

14、關(guān)鍵詞，key words，注意加s，因?yàn)殛P(guān)鍵詞有幾個，是復(fù)數(shù)；每個關(guān)鍵詞中間用“；”隔開，英文每個關(guān)鍵詞語第一個字母不要大寫；

15、題目下一行寫“數(shù)學(xué)與應(yīng)用數(shù)學(xué)2008級(1)班”，英文翻譯“Mathematics and applied mathematics2008(1)class”；

16、表格、圖等要居中排列，表名加黑；

17、參考文獻(xiàn)，這四個字頂格寫，序號用[1] [2] [3] [4] [5]，括號不要用【】這種，在序號要后空一格，如

[12] 譚小江，伍勝健，復(fù)變函數(shù)簡明教程.北京:北京大學(xué)出版社，2006.[13] 夏志，一類復(fù)變函數(shù)極點(diǎn)階數(shù)的確定.渤海大學(xué)學(xué)報(bào)（自然科學(xué)版），2005.18、行距一般為1.5倍；

這些只是常出錯的地方，具體情況具體分析，不包括所有論文。

大家一定相互傳閱，不要堅(jiān)定自己的就一定是最標(biāo)準(zhǔn)的格式，多和幾個人比較才能減少問題的出現(xiàn)。修改好后，明天（3月7號）自己發(fā)給黃朝軍老師（hcjh6@163.com）。

第四篇：ang eng ing ong教學(xué)設(shè)計(jì)修改

15課 ang

eng ing ong

教學(xué)目標(biāo)：

1.學(xué)會鼻韻母ang eng ing ong和整體認(rèn)讀音節(jié)ying及其四聲，能夠讀準(zhǔn)音、認(rèn)清形，并能正確書寫。

2.能正確認(rèn)讀由聲母和ang eng ing ong組成的音節(jié)，會讀拼音詞和拼音句。

教學(xué)重點(diǎn)：掌握ang eng ing ong的發(fā)音。

教學(xué)難點(diǎn)：正確認(rèn)讀由聲母和ang eng ing ong組成的音節(jié)，會讀拼音詞和拼音句。

習(xí)慣養(yǎng)成：繼續(xù)培養(yǎng)學(xué)生認(rèn)真聽講和大膽發(fā)言的習(xí)慣。

教學(xué)準(zhǔn)備： 拼音卡片、課件。

教學(xué)時間： 2課時

第一課時

教學(xué)內(nèi)容：學(xué)會鼻韻母ang eng ing ong及其四聲。

教學(xué)過程：

一、復(fù)習(xí)檢查

1.抽讀前鼻韻母卡片：an en in un ün。

2.說說前鼻韻母的發(fā)音要領(lǐng)。

二、看情境圖，聽語境歌，引出教學(xué)內(nèi)容

1.引導(dǎo)看情境圖。圖上畫的是什么地方？有哪些人？他們在干什么？孩子們放的是哪種風(fēng)箏？

2.聽語境歌。星期天，天氣晴，小朋友們放風(fēng)箏。有蜜蜂，有長龍，還有一只大老鷹。

3.出示ang、eng、ing、ong，讓學(xué)生明白這一課要學(xué)的內(nèi)容。

三、新授

1.教學(xué)ang。

（1）ang 的發(fā)音。

教師讀：放風(fēng)箏的“放”，指名說說“放”是由哪兩個音拼起來的。

出示ang，告訴學(xué)生：ang的讀音就和“放”的韻母有點(diǎn)像。

講述發(fā)音方法。（先發(fā)a音，然后舌頭后縮，舌根抬起，抵住軟腭，鼻子出氣，發(fā)音）

范讀，領(lǐng)讀，指名讀，反復(fù)練習(xí)。

將ang與an的讀音比較，告訴學(xué)生ang叫后鼻韻母。

（2）ang的四聲。出示ang的四聲，自由練讀。

2.教學(xué)eng。

（1）eng的發(fā)音。指名說說蜜蜂的“蜂”是由哪兩個音拼起來的。出示eng，告訴學(xué)生eng和“蜂”的發(fā)音有聯(lián)系。教師范讀，領(lǐng)讀，指名讀，集體讀。

（2）eng的四聲。出示eng的四聲，按順序練習(xí)，打亂順序練習(xí)。

3.教學(xué)ing。

（1）ing的發(fā)音。

出示后鼻韻母ing，引導(dǎo)學(xué)生根據(jù)ang eng的發(fā)音方法推測ing的讀法。自由練讀，師巡視，注意輔導(dǎo)發(fā)音有困難的學(xué)生。

（2）練讀ing的四聲。

4.教學(xué)ong。

根據(jù)上面3個韻母的發(fā)音，引導(dǎo)學(xué)生推測ong的發(fā)音。自由練習(xí)，開火車讀。練讀ong 的四聲。

5.比較前鼻韻母和后鼻韻母的發(fā)音方法和寫法的異同。

6.教學(xué)整體認(rèn)讀音節(jié)ying。

（1）告訴學(xué)生ying是整體認(rèn)讀音節(jié)，不要拼，它和韻母ing的讀音一樣。

（2）練讀。

（3）自學(xué)ying的四聲。

四、鞏固練習(xí)

1.認(rèn)讀字母卡片，開展小競賽，看誰指得又快又準(zhǔn)。

2.將單韻母和尾巴n、ng發(fā)給學(xué)生，教師發(fā)音，學(xué)生做組合游戲。

3.聽音節(jié)，說說聲韻母各是什么。

五、作業(yè)設(shè)計(jì)：

1、描紅。

2、抄寫ang eng ing ong。

板書設(shè)計(jì)：

ang eng ing ong

yīng yíng yǐng yìng

第二課時

教學(xué)過程：

一，復(fù)習(xí)檢查

1.齊讀卡片：ang eng ing ong

2.指名讀ying的四聲。

3.對比讀，區(qū)分前鼻音和后鼻音的發(fā)音方法：an——ang en——eng

in——ing un——ong。

4.聽音，指出下面音節(jié)的韻母和聲調(diào)。

忙、蹲、冠、定、同。

二、授新課

1.看圖讀拼音詞。

（1）出示圖一。圖上畫的是什么？

①出示音節(jié)詞，指名拼讀，提醒學(xué)生讀準(zhǔn)第二聲。

②指名說說wu是什么音節(jié)，學(xué)生自由練讀音節(jié)詞。

（2）出示圖二。圖上畫的是什么？出示音節(jié)詞，學(xué)生練習(xí)拼讀、呼讀，提醒讀準(zhǔn)翹舌音。

（3）用上述方法自學(xué)其它兩組拼音詞。

2.讀兒歌，練拼讀。

（1）圖上畫的是什么？

（2）出示兒歌。

（3）自由練讀。

（4）指名讀拼音兒歌，師生共同評議。

三、鞏固練習(xí)

1、練讀課文。

2、比一比，讀一讀。an——ang en——eng in——ing

3、看誰聽得清，說得對。聽老師讀拼音，說出聲韻母。

四、作業(yè)設(shè)計(jì)：

1、抄寫ang eng ing ong。

2、練習(xí)拼讀音節(jié)。

板書設(shè)計(jì)：

an——ang en——eng in——ing

教學(xué)反思: 本節(jié)課重點(diǎn)是區(qū)分清前后鼻音，能聽出音節(jié)詞中的前后鼻音韻母，多讀，多練。在教學(xué)中一定要創(chuàng)設(shè)學(xué)生的閱讀語境，能讓學(xué)生一遍遍地讀還樂在其中，這是今后努力的方向。

第五篇：中國夢(修改)

中國夢，陜西夢，我的夢

---佛坪縣交通運(yùn)輸局

我的家鄉(xiāng)在佛坪，一個坐落在秦嶺腹地的山城。這里景色宜人、民風(fēng)淳樸，雖然沒有城市的燈紅酒綠，車水馬龍，但卻棲息著秦嶺四寶，有著西安后花園的美譽(yù)。這里就是我生長的地方。我從小就有一個夢想，讓我的家鄉(xiāng)有一天能走出深山，共享改革開放所帶來的經(jīng)濟(jì)繁榮，城市繁華。

2012年11月，總書記在參觀中國國家博物館“復(fù)興之路”展覽現(xiàn)場指出：“實(shí)現(xiàn)中華民族的偉大復(fù)興，就是中華民族近代以來最偉大的夢想”,夢想是一個國家最重要的靈魂。

一個沒有夢的國家是一個沒有希望的國家，一個沒有夢的民族是一個沒有希望的民族。每一個國家民族都應(yīng)該有自己的夢，那么一個地域也應(yīng)該有自己的夢。在中國夢的大格局下，我省領(lǐng)導(dǎo)高瞻遠(yuǎn)矚，審時度勢的提出了“陜西夢”。“陜西夢”就是“中國夢”，“陜西夢”就是要建成小康陜西、和諧陜西、美麗陜西。中國夢是民族的夢，更是我們每個中國人的夢。

中國夢、陜西夢的的提出，讓我們對祖國、對家鄉(xiāng)有了一個個美麗的夢，這個夢將在未來的道路上引導(dǎo)我們前進(jìn)。夢無大小，我也有屬于自己的夢，作為一名道路建設(shè)方面的工作人員，我的夢很簡單，就是希望能在自己的努力下，為實(shí)現(xiàn)家鄉(xiāng)的夢，建設(shè)生態(tài)佛坪，秀美佛坪，和諧佛坪，安全佛坪，幸福佛坪貢獻(xiàn)出自己的力量。讓我的家鄉(xiāng)能夠擁有健全的交通網(wǎng)絡(luò)，從而帶動經(jīng)濟(jì)的發(fā)展，走出大山。

民族因?yàn)閴粝攵d盛，家鄉(xiāng)因?yàn)閴粝攵l(fā)展，我們將因夢想而精彩。