第一篇：《歌曲歌謠在小學(xué)英語教學(xué)中運(yùn)用策略的的研究》工作報(bào)告

《歌曲歌謠在小學(xué)英語教學(xué)中運(yùn)用策略的研究》

——課題研究工作報(bào)告

黃龍縣中心小學(xué)課題組

我和金竹葉老師都是黃龍縣中心小學(xué)的英語教師，自2013年12月向延安市教育教學(xué)研究中心申報(bào)立項(xiàng)，承擔(dān)微型課題——“歌曲歌謠在小學(xué)英語教學(xué)中運(yùn)用策略的研究”的課題研究活動(dòng)。2014年1月20日獲得正式立項(xiàng)。

在上級(jí)部門的領(lǐng)導(dǎo)下，在學(xué)校領(lǐng)導(dǎo)的大力支持下，在我和金竹葉老師的努力下，進(jìn)行科學(xué)分工，團(tuán)結(jié)協(xié)作，開拓創(chuàng)新，開展了卓有成效的工作，經(jīng)過半年的研究，取得了一定的研究成果，現(xiàn)將研究工作報(bào)告如下。

本課題研究從2013年12月進(jìn)入可行性論證，正式立項(xiàng)時(shí)間為2014年1月20日，從2014年1月20日至2014年6月進(jìn)行正式研究運(yùn)作，2014年6月底按預(yù)定計(jì)劃完成結(jié)題。

課題研究的內(nèi)容:課題研究的總體內(nèi)容有兩個(gè)方面：如何開發(fā)和利用小學(xué)英文歌曲歌謠？在什么情境下運(yùn)用英語歌曲歌謠？是我們課題研究的主要內(nèi)容。英文歌曲和歌謠是針對(duì)陜旅版小學(xué)英語教材中的Let’s sing 和Let’s chant 這兩個(gè)部分進(jìn)行改編、整合和創(chuàng)新，同時(shí)還對(duì)一些適合編成歌曲和歌謠的單詞和句子進(jìn)行改編。

本課題研究的方法主要有文獻(xiàn)研究法、調(diào)查研究法、試驗(yàn)研究法、比較研究法、經(jīng)驗(yàn)總結(jié)法等。

課題組成員有：

組長(zhǎng)：高彩霞 負(fù)責(zé)整合分析材料，實(shí)施課堂實(shí)驗(yàn)研究撰寫教學(xué)案例和論文。

組員：金竹葉 負(fù)責(zé)教研過程中的材料采集；負(fù)責(zé)撰寫教學(xué)論文。

課題實(shí)施的主要過程

1、精心籌備，認(rèn)真搜集與本課題相關(guān)的學(xué)習(xí)資料，確定定實(shí)驗(yàn)班級(jí)。在校領(lǐng)導(dǎo)組織召開微型課題會(huì)議之后，更加提高了我們對(duì)本課題研究工作的認(rèn)識(shí)，明確其研究工作的意義和目標(biāo)，滿腔熱情地投身于研究工作中，我們經(jīng)過商 討，明確分工，確定了實(shí)驗(yàn)的班級(jí)，通過各種方法與渠道搜集與本課題相關(guān)的資料，全面的展開課題研究工作。

2、認(rèn)真實(shí)驗(yàn)與研究，不斷總結(jié)與反思，為確保課題研究的順利進(jìn)行。自課題研究以來，得到了校領(lǐng)導(dǎo)的關(guān)注和重視，以及縣教研室的全力支持，我們課題組認(rèn)真實(shí)驗(yàn)與研究，不斷總結(jié)與反思，并將教研及課改工作結(jié)合起來，定期研討，解決課題中遇到的問題。

3、認(rèn)真開展課題研究各階段的主要工作

（1）、我們通過網(wǎng)絡(luò)認(rèn)真學(xué)習(xí)優(yōu)秀課題的研究活動(dòng)，通過學(xué)習(xí)提高了我們理論素養(yǎng)和課題研究活動(dòng)的效率，更快地促進(jìn)了本課題的發(fā)展。

（2）、我們關(guān)注學(xué)生英語學(xué)習(xí)過程的研究，通過對(duì)學(xué)生和教師的調(diào)查問卷、仿談等形式，隨時(shí)了解課題的進(jìn)展和改進(jìn)情況。

（3）、注重以課題為核心，開展教學(xué)工作。我們圍繞課題，開展了一系列研究活動(dòng)。

（4）啟動(dòng)階段：2013.1月至2013年12月，我們通過調(diào)查、訪談、分析我校學(xué)生英語學(xué)習(xí)的現(xiàn)狀，收集、比較有關(guān)兒歌教學(xué)方面的資料和文獻(xiàn)，為課題申請(qǐng)立項(xiàng)的可行性作準(zhǔn)備。2013年12月 我們申請(qǐng)立項(xiàng)并于2014年1月得到市級(jí)教育教學(xué)研究中心的批準(zhǔn)。

（5）實(shí)施階段： 2014年1月底本課題組制定課題組研究目標(biāo)、內(nèi)容和計(jì)劃，開始加大實(shí)施力度,進(jìn)行課題研討活動(dòng)，同時(shí)積極收集兒歌教學(xué)材料。我和金竹葉老師在此過程中，每人上了兩次次公開課進(jìn)行研討，同時(shí)還邀請(qǐng)學(xué)校的英語老師參與聽評(píng)課活動(dòng)，我們不斷搜集更多的英文歌曲和歌謠，籌備課題論文和教案集。

（6）總結(jié)結(jié)題階段 2014年5月底課題為了進(jìn)一步落實(shí)完善課題研究，制定了下一步的工作計(jì)劃。6月4日我們分別上了一節(jié)匯報(bào)課，邀請(qǐng)校領(lǐng)導(dǎo)和全體英語教師參與次活動(dòng)，同時(shí)積極整理和歸納課題研究資料并匯編了以下成果。撰寫課題結(jié)題研究報(bào)告，填寫《課題結(jié)題鑒定書》努力完成課題鑒定，保障課題順利結(jié)題。

課題研究的主要成果

（一）開展《歌曲歌謠在小學(xué)英語教學(xué)中運(yùn)用策略的研究》的課題以來，我和金竹葉老師運(yùn)用歌曲歌謠精心設(shè)計(jì)課堂教學(xué)，學(xué)生沉醉在英語歌謠和兒歌的濃濃氛圍中，學(xué)習(xí)興趣得到了有效地激發(fā)，課堂教學(xué)效益得到了顯著的提高。1.總結(jié)了一套“運(yùn)用歌曲歌謠，輔助小學(xué)英語課堂”的教學(xué)模式

在日常教學(xué)中，我們初步探索出這樣的教學(xué)模式，其基本結(jié)構(gòu)是：唱歌熱身---歌曲導(dǎo)入---新知學(xué)習(xí)---鞏固操練---角色表演----歌曲總結(jié)

2.結(jié)合本校教學(xué)和學(xué)生實(shí)際，搜集了不少適合小學(xué)英語教學(xué)的歌曲歌謠。

（二）通過本課題研究的不斷深入，全體英語教師和學(xué)生從中獲益頗多，尤其是激發(fā)了本校學(xué)生學(xué)習(xí)英語的熱情和興趣。

課題研究有效得激發(fā)了本校學(xué)生英語學(xué)習(xí)的熱情和興趣，提高了本校學(xué)生的英語成績(jī)。通過一學(xué)期年的實(shí)踐，使我們的英語教學(xué)受益匪淺。運(yùn)用歌曲歌謠進(jìn)行教學(xué)，改變了傳統(tǒng)的課堂教學(xué)模式，激發(fā)了學(xué)生在課堂上的英語學(xué)習(xí)潛能，學(xué)生成了課堂學(xué)習(xí)的主人，在豐富多彩的課堂、課外學(xué)習(xí)中，學(xué)生主動(dòng)參與，主動(dòng)探索，主動(dòng)思考、主動(dòng)實(shí)踐，隨處可見。在英語學(xué)習(xí)中，學(xué)生通過說說唱唱，跳跳演演，不僅得到了美的熏陶，又營造了濃厚的英語氛圍，還激發(fā)了學(xué)生學(xué)習(xí)的興趣，真正把課堂的時(shí)間和空間還給了學(xué)生。尤其是部分后進(jìn)生在新的課堂教學(xué)模式下，也得到了成功的體驗(yàn)，學(xué)習(xí)自信心得到了增強(qiáng)，課堂效果得到明顯提高。

實(shí)踐證明，運(yùn)用歌曲歌謠兒歌，輔助農(nóng)村小學(xué)英語教學(xué)的模式是可行且有一定實(shí)效的。

總之，自開展“歌曲歌謠在小學(xué)英語教學(xué)中運(yùn)用策略的研究”的課題以來，我校英語教師和學(xué)生從中獲益匪淺，更多的英語教師開始在課堂上使用歌曲歌謠來輔助教學(xué)，師生自編歌謠的興趣和水平都得到了很大的提高，學(xué)生的英語成績(jī)也有了明顯的進(jìn)步。

第二篇：-歌曲與歌謠在小學(xué)英語教學(xué)中的作用

歌曲與歌謠在小學(xué)英語教學(xué)中的作用

內(nèi)容提要：小學(xué)階段是兒童獲得語言的關(guān)鍵時(shí)期，而學(xué)習(xí)的成效很大程度取決于他們對(duì)學(xué)習(xí)的興趣。小學(xué)生活潑好動(dòng)，注意力易發(fā)生轉(zhuǎn)移，但模仿能力強(qiáng)、愛唱愛跳。歌曲與歌謠節(jié)奏感強(qiáng)，瑯瑯上口；形象生動(dòng)，激發(fā)想象；簡(jiǎn)單易記，容易背誦；語言精練，響亮押韻，這些特點(diǎn)符合兒童的認(rèn)知特點(diǎn)和身心發(fā)展的要求。它們使教學(xué)變得生動(dòng)、豐富，使枯燥的語言知識(shí)變得有趣。關(guān)鍵詞：歌曲，歌謠，作用

馬克思說：“音樂是人類第二語言?！倍栌质侨说穆曇襞c語言結(jié)合的一種音樂。所以說，歌曲，歌謠也是一種語言，它是用來表達(dá)思想感情的一種特殊的藝術(shù)手段。試想一下，當(dāng)我們舒舒服服坐著聽音樂時(shí)，不單感到身心特別松弛，而且還有非常豐富的內(nèi)心活動(dòng)。這時(shí)候，良好的精神狀態(tài)在形成，豐富的聯(lián)想在奔馳，創(chuàng)造力在活躍。人在這種狀態(tài)中學(xué)到的知識(shí)記憶也會(huì)特別牢固、特別持久。有實(shí)驗(yàn)證明：有音樂伴隨的教學(xué)比沒有音樂伴隨的教學(xué)的記憶效率高達(dá)2.17－2.50倍，可見音樂對(duì)于語言學(xué)習(xí)的重要作用。

而且，從心理學(xué)上來看，唱歌是以聽覺感知為主的形象記憶。歌曲悅耳、動(dòng)聽的歌詞和旋律又可激發(fā)人的情緒記憶。而兒童的記憶特點(diǎn)恰是：形象記憶和情緒記憶要先于邏輯記憶。所以，歌曲，歌謠教學(xué)非常受學(xué)生的歡迎?，F(xiàn)在，歌曲和歌謠已成為明確規(guī)定的小學(xué)英語整體教學(xué)目標(biāo)的一部分。新頒布的《英語課程標(biāo)準(zhǔn)》（實(shí)驗(yàn)稿）明確提出了歌曲和歌謠教學(xué)的目標(biāo)與要求：一級(jí)（三、四年級(jí)）要求能唱簡(jiǎn)單的英文歌曲15－20首，說歌謠15－20首；二級(jí)（五、六年級(jí)）要求能表演歌謠或簡(jiǎn)單的詩歌30－40首，能演唱英文歌曲30－40首?？梢?，歌曲與歌謠教學(xué)在小學(xué)英語教學(xué)中并不是可有可無的，而是占有相當(dāng)重要的地位。

那么歌曲與歌謠在小學(xué)英語教學(xué)中的作用具體表現(xiàn)有哪些呢？ 1.提高學(xué)生的興趣，調(diào)動(dòng)學(xué)生的積極性。

小學(xué)生生性好動(dòng)，注意力易發(fā)生轉(zhuǎn)移，要避免這種不利因素的 影響，最好的良師就是興趣。而且從兒童心理特征來講，學(xué)生唱歌時(shí)隨著旋律的起伏變化，在感到松弛、愉快、滿足的同時(shí)，會(huì)產(chǎn)生興奮情緒。因此，歌曲和歌謠是提高學(xué)生的學(xué)習(xí)興趣，調(diào)動(dòng)學(xué)生積極性的有效手段。

首先，我常在課前播放與教學(xué)內(nèi)容有關(guān)的歌曲，如在教牛津小學(xué)英語3A Unit 4 How are you? 時(shí)，我在課前先播放一段迪士尼動(dòng)畫歌曲How are you? 優(yōu)美的旋律加上甜美的歌聲，使學(xué)生的學(xué)習(xí)興趣異常濃厚，教學(xué)成效也明顯提高。

其次，我教學(xué)生唱一些國內(nèi)外廣泛流行、容易上口且學(xué)生喜愛的歌曲，如Do, Re, Mi;Ten Little Indian Boys 等，為了滿足學(xué)生的要求，學(xué)唱一些他們推薦的歌曲，如Jingle Bells;Twinkle, Twinkle Little Stars。學(xué)生在沒有掌握多少英語的情況下，就能唱出一句句有一定難度的英語歌，這無疑給學(xué)生增添了無限樂趣和成就感，增強(qiáng)了求知欲。

唱歌也是我在課堂上不可缺少的“興奮劑”。在學(xué)生注意力不夠集中時(shí)，我們就唱諸如Head ,Shoulders ,Knees and Toes的歌，配上動(dòng)作，不費(fèi)什么力氣就將學(xué)生游離的注意力拉了回來。

2.運(yùn)用英文歌曲，促進(jìn)聽力教學(xué)

一直以來，聽力在對(duì)于大部分的英語學(xué)習(xí)者來說，都是最難掌握的。而在小學(xué)英語中，由于學(xué)習(xí)者的年齡特征，并且學(xué)生剛剛接觸英語，基礎(chǔ)薄弱，對(duì)英語聽力更加畏懼。

然而，歌曲以它優(yōu)美的旋律、動(dòng)感的節(jié)奏吸引著小學(xué)生，英文歌曲更能賦予原本枯燥無味的單詞和詞組以美麗感人的含義，再加上英文歌曲所特有的節(jié)奏和情感使英語語言的用法及內(nèi)容比傳統(tǒng)的聽力教材更簡(jiǎn)單一些，從而能被愛唱歌的學(xué)生輕松地接受及理解，并深深地印在腦海里。英文歌曲運(yùn)用到聽力教學(xué)中，使學(xué)生們?cè)趯W(xué)習(xí)的同時(shí)又獲得了音樂的享受，這符合小學(xué)生的特點(diǎn)，通過歌曲教學(xué)使學(xué)生嘗到了學(xué)習(xí)的樂趣，他們對(duì)學(xué)習(xí)產(chǎn)生興趣，就會(huì)使學(xué)習(xí)更【7】 有效率。3．運(yùn)用英文歌曲，強(qiáng)化學(xué)生詞匯學(xué)習(xí)

詞匯的學(xué)習(xí)是英語學(xué)習(xí)的重點(diǎn)。在英語學(xué)習(xí)中，小學(xué)生對(duì)單詞的音、形、義之間的聯(lián)系未能靈活地把握運(yùn)用?，F(xiàn)階段，學(xué)生最怕的就是記英文單詞、短語、和句型。英語歌曲可以輔助字母教學(xué)、詞匯教學(xué)、日常用語教學(xué)、句型和語法教學(xué)、文化教學(xué)。通過唱英語歌曲,易于激發(fā)學(xué)生的情緒和想象力,在無意識(shí)狀態(tài)下可以收獲較好的教學(xué)效果。也因此避免了學(xué)生在學(xué)習(xí)和記憶語匯時(shí)感到枯燥乏味。把難的單詞巧妙地編入歌曲中，既方便學(xué)生記憶，又避免了學(xué)生在記憶單詞時(shí)感到枯燥乏味，并引導(dǎo)學(xué)生有意識(shí)地從演唱中感知,直到熟練。此外，可以根據(jù)單詞間的音，形聯(lián)系，把具有同一拼寫規(guī)律的詞進(jìn)行歸納，根據(jù)學(xué)習(xí)遷移的心理特征編寫一些英文歌曲，幫助學(xué)生用舊詞記新詞。例如，用bike幫助記得Mike、like和mine的歌曲有：

Look at the bike It’s for Mike I like the bike But it isn’t mine 4.運(yùn)用英文歌曲，加強(qiáng)學(xué)生語音訓(xùn)練

眾所周知，小學(xué)生在說英語，尤其在說一些較長(zhǎng)的句子時(shí)，會(huì)出現(xiàn)說話不流利的現(xiàn)象，往往不能夠靈活運(yùn)用，這是由于英語的發(fā)音部位、舌位、口型變化與普通話不同而引起的。而英文歌曲中有相當(dāng)規(guī)范的英語口語, 在英語教學(xué)中,教師可以適當(dāng)?shù)剡x用一些英文歌曲對(duì)學(xué)生進(jìn)行語音訓(xùn)練。如可以利用歌曲等單詞幫助學(xué)生糾正和訓(xùn)練雙元音、長(zhǎng)元音等的發(fā)音。還可以利用一些節(jié)奏歡快、朗朗上口的兒歌民謠來糾正發(fā)音。歌曲時(shí)而快時(shí)而慢的節(jié)奏對(duì)發(fā)音的要求比較高,而歌詞連讀、略讀、重讀等現(xiàn)象的經(jīng)常出現(xiàn),對(duì)英語學(xué)習(xí)者的發(fā)音會(huì)有很大幫助,通過學(xué)英文歌來學(xué)英文,代替枯燥乏味的音標(biāo)練習(xí),能糾正語音,理順語法和詞匯,這對(duì)英語日?？谡Z交流有很大的促進(jìn)作用。

在教學(xué)中選擇曲調(diào)悠揚(yáng)、吐字飽滿清晰的歌曲，作為學(xué)生模仿的對(duì)象，特別是加強(qiáng)學(xué)生對(duì)連音的模仿。這么一來，我們就可以利用英文歌曲提供原汁原味的英語，幫助學(xué)生練習(xí)地道、純正的英語發(fā)音。

5.啟發(fā)學(xué)生的思維，激發(fā)學(xué)生的想象力。

“培養(yǎng)學(xué)生的觀察、記憶、思維、想象力和創(chuàng)新精神?！笔腔A(chǔ)教育階段英語課程的任務(wù)之一。而歌曲和歌謠能培養(yǎng)學(xué)生這些能力。例如：在教學(xué)5A Unit 3 At a Music lesson時(shí)，當(dāng)學(xué)生會(huì)唱了課本上的“We can sing and dance”這首歌時(shí)，我就鼓勵(lì)他們根據(jù)這首詩進(jìn)行自由改編，學(xué)生的思維一下活躍起來，他們編出了一些讓我意想不到的作品。以下是我的學(xué)生的作品：

You can swim and we can ski.They can make a model plane.Are you ready? Let’s begin.Let’s swim.Let’s ski and make a model plane.在這節(jié)課里，通過讓學(xué)生聽歌、唱歌到編歌，學(xué)生不但能熟練地運(yùn)用詞匯，而且他們的觀察能力、思維能力、想象能力和創(chuàng)新精神都得到很好的培養(yǎng)。

那么在使用歌曲與歌謠時(shí)，我們應(yīng)注意哪些問題呢？ 1.趣味性

雖然歌曲和歌謠是兒童感興趣的，但如果教學(xué)方法呆板，也會(huì)使“神奇”化為“平淡”。教師應(yīng)不斷嘗試學(xué)生感興趣的方法，比如借助道具、圖片、頭飾等教具，運(yùn)用比賽、游戲、故事等方法，集中孩子們的注意力，讓他們始終興致盎然，從而進(jìn)入最佳的學(xué)習(xí)狀態(tài)。

2.節(jié)奏性

正因?yàn)楣?jié)奏感強(qiáng)、瑯瑯上口的一大特點(diǎn)。歌曲與歌謠深受孩子們的喜愛。因此在教學(xué)中教師應(yīng)當(dāng)發(fā)揮其優(yōu)勢(shì)，邊朗讀邊采用拍掌、輕敲桌子、拍打鈴鼓等方法打節(jié)奏。讓孩子們感受到歌謠的語音語調(diào)的節(jié)奏美、流暢美，使孩子們愛聽、愛說。

3.活動(dòng)性

兒童生性好動(dòng)，不能像成人那樣坐而思靜。他們喜歡跟著歌曲與歌謠的節(jié)奏動(dòng)起來，抑制他們的這樣的活動(dòng)會(huì)導(dǎo)致歌曲與歌謠的教學(xué)失敗。因此，在歌曲與歌謠的教學(xué)中應(yīng)當(dāng)注意其活動(dòng)性，例如我們可以讓學(xué)生根據(jù)歌謠內(nèi)容做動(dòng)作；隨著歌曲的節(jié)奏打拍子，這些都能有效地提高教學(xué)的效率。

4.準(zhǔn)確性

教學(xué)歌曲與歌謠不是目的，而是手段，是工具，最終還是要達(dá)到學(xué)會(huì)語言的目的。由于節(jié)奏的需要，歌謠的有些地方會(huì)快些，這就使一些輔音被“吃掉”, 甚至一些元音音節(jié)也會(huì)被一帶而過而含糊不清。在兒童學(xué)習(xí)語言的第一步，還是應(yīng)避免這種含糊，要求發(fā)音清晰到位。開始的時(shí)候可放慢速度，熟練以后再加節(jié)奏，學(xué)生們會(huì)讀得更準(zhǔn)確、更流暢、更自然。

著名英語教材《基礎(chǔ)英語》的作者C.E.?？怂估f：凡能激發(fā)學(xué)生喜愛學(xué)習(xí)英語的方法，則是最好的方法，而使學(xué)生厭惡的方法則是最壞的方法。實(shí)踐證明，以歌曲和歌謠進(jìn)行英語教學(xué)，是一種成功、行之有效的教學(xué)方法。

第三篇：《開發(fā)利用歌曲歌謠以輔助英語教學(xué)的研究》工作報(bào)告

《開發(fā)利用歌曲歌謠以輔助英語教學(xué)的研究》

——課題研究工作報(bào)告

蒼山縣車輞鎮(zhèn)中心小學(xué)課題組

我們蒼山縣車輞中心小學(xué)2010年12月向臨沂市教育科學(xué)學(xué)術(shù)委員會(huì)申報(bào)立項(xiàng)，承擔(dān)山東省“十一五”規(guī)劃重點(diǎn)課題子課題——“開發(fā)利用歌曲歌謠以輔助英語教學(xué)的研究”的課題研究活動(dòng)。2011年4月20日獲得正式立項(xiàng)。

在上級(jí)部門的領(lǐng)導(dǎo)下，在學(xué)校領(lǐng)導(dǎo)的大力支持下，在全體英語老師的努力下，課題組全體成員科學(xué)分工，團(tuán)結(jié)協(xié)作，開拓創(chuàng)新，開展了卓有成效的工作，經(jīng)過2年的研究，取得了一定的研究成果，現(xiàn)將研究工作報(bào)告如下。本課題研究從2010年9月進(jìn)入可行性論證，正式立項(xiàng)時(shí)間為2011年4月，從2011年4月~2012年2月進(jìn)行正式研究運(yùn)作，2012年3月~5月按預(yù)定計(jì)劃完成結(jié)題。

課題研究的內(nèi)容:課題研究的總體內(nèi)容有兩個(gè)方面：如何開發(fā)和利用小學(xué)英文歌曲歌謠？在什么情境下運(yùn)用英語歌曲歌謠？是我們課題研究的主要內(nèi)容。英文歌曲和歌謠是針對(duì)農(nóng)村小學(xué)英語PEP人教版低學(xué)段英語教材中的Let’s sing 和Let’s chant 這兩個(gè)部分進(jìn)行改編、整合和創(chuàng)新，對(duì)于高學(xué)段的英語教學(xué)來說，歌曲歌謠的輔助性作用同樣存在且相當(dāng)有效。只是在歌曲歌謠的選取上不能統(tǒng)一而論。高學(xué)段英語教學(xué)在此方面更要講究小學(xué)生的心理和年齡特點(diǎn)。

本課題研究的方法主要有文獻(xiàn)研究法、調(diào)查研究法、試驗(yàn)研究法、比較研究法、經(jīng)驗(yàn)總結(jié)法等。

課題組成員有：

組長(zhǎng)：吳士華 全面負(fù)責(zé)主持研究

副組長(zhǎng)：李懷娟 全面負(fù)責(zé)主持研究

組員：

盛景超教研員，組織課題實(shí)施，負(fù)責(zé)實(shí)驗(yàn)研究的比較和分析。

1邵長(zhǎng)云優(yōu)秀教師 小學(xué)高級(jí)教師 教學(xué)骨干 負(fù)責(zé)課堂實(shí)驗(yàn)研究，撰寫教

學(xué)案例和論文。

王利小學(xué)高級(jí)教師 負(fù)責(zé)整合分析材料，實(shí)施課堂實(shí)驗(yàn)研究。

劉超教學(xué)新秀 負(fù)責(zé)教研過程中的材料采集；負(fù)責(zé)撰寫教學(xué)論文。課題實(shí)施的主要過程

1、精心籌備，認(rèn)真組建英語課題組。

為提高課題組成員對(duì)本課題研究工作的認(rèn)識(shí)，明確其研究工作的意義和目標(biāo)，滿腔熱情地投身于研究工作中，我們蒼山縣車輞鎮(zhèn)中心小學(xué)組織召開了課題開題籌備會(huì)。并與蒼山縣第三中學(xué)小學(xué)部聯(lián)合開展本課題研究工作。

2、學(xué)校組建管理組織，保障課題研究順利進(jìn)行。

課題研究的順利實(shí)施需要組織保證，我校在課題確立之初就建立了課題領(lǐng)導(dǎo)小組，小組成員分工合作全面保障課題研究的實(shí)施。在我校課題由校長(zhǎng)全面負(fù)責(zé)，教研室主任負(fù)責(zé)規(guī)劃，吳士華老師負(fù)責(zé)實(shí)施，形成了課題組具體操作、教研室協(xié)作管理的格局。

課題研究以來，我校采取了有效舉措落實(shí)各項(xiàng)研究制度，在財(cái)力十分有限的情況下保障外出學(xué)習(xí)、網(wǎng)絡(luò)信息等的經(jīng)費(fèi)支出。課題確立后，兩校制定了課題研究制度和激勵(lì)機(jī)制，并將教研及課改工作結(jié)合起來，定期研討，進(jìn)行各項(xiàng)課題評(píng)優(yōu)工作。

3、認(rèn)真開展課題研究各階段的主要工作

（1）、我校領(lǐng)導(dǎo)高度重視課題研究和管理，積極組織教師參加縣課題活動(dòng)和培訓(xùn)，觀摩其它學(xué)校課題研究活動(dòng)，通過學(xué)習(xí)提高了我們課題組成員的理論素養(yǎng)和我校的課題研究活動(dòng)的效率，更快地促進(jìn)了本課題的發(fā)展。

（2）、課題組教師關(guān)注學(xué)生英語學(xué)習(xí)過程的研究，通過對(duì)學(xué)生的調(diào)查問卷、座談等形式，隨時(shí)了解課題的進(jìn)展和改進(jìn)情況。

（3）、注重以課題為核心，開展教學(xué)工作。我們圍繞課題，開展了一系列研究活動(dòng)。

（4）啟動(dòng)階段 2010年9月～2010年11月 課題組通過 調(diào)查、訪談、分析我

2校學(xué)生英語學(xué)習(xí)的現(xiàn)狀，收集、比較有關(guān)兒歌教學(xué)方面的資料和文獻(xiàn)，為課題申請(qǐng)立項(xiàng)的可行性作準(zhǔn)備。2010年12月 課題組申請(qǐng)立項(xiàng)并于2011年4月得到市級(jí)教育科學(xué)學(xué)術(shù)委員會(huì)批準(zhǔn)。

（3）實(shí)施階段 2011年5月本課題組制定課題組研究目標(biāo)、內(nèi)容和計(jì)劃，開始加大實(shí)施力度,進(jìn)行課題研討活動(dòng)，同時(shí)積極發(fā)動(dòng)課題組老師收集兒歌教學(xué)材料,籌備編寫英語兒歌集。為了加強(qiáng)與外校的教學(xué)研討的聯(lián)合，同年9月份中下旬，11月份上旬，我們課題組在教導(dǎo)處的部署下先后與蒼山三中小學(xué)部聯(lián)合開展了三次研討課活動(dòng)，分別由邵長(zhǎng)云老師、劉超老師、李懷娟老師、王利老師、盛景超老師、吳士華老師多次進(jìn)行了公開課研討課。在此過程中，我們不斷完善課題英語兒歌集，籌備課題論文和教案集?？偨Y(jié)結(jié)題階段2012年3月1日課題組再次召開成員會(huì)議，進(jìn)一步落實(shí)完善課題研究，制定了下一步的工作計(jì)劃。3月12日，分別安排了課題負(fù)責(zé)人吳士華老師和李懷娟老師，以及劉超老師再次舉行了匯報(bào)課。課題組教師積極整理和歸納課題研究資料并匯編了以下成果。撰寫課題結(jié)題研究報(bào)告，填寫《課題結(jié)題鑒定書》努力完成課題鑒定，保障課題順利結(jié)題。課題研究的主要成果

（一）開展《開發(fā)利用歌曲歌謠以輔助英語教學(xué)的研究》的課題以來，課題組教師運(yùn)用歌曲歌謠精心設(shè)計(jì)課堂教學(xué)，學(xué)生沉醉在英語歌謠和兒歌的濃濃氛圍中，學(xué)習(xí)興趣得到了有效地激發(fā)，課堂教學(xué)效益得到了顯著的提高。

1.總結(jié)了一套“運(yùn)用歌曲歌謠，輔助農(nóng)村小學(xué)英語課堂”的教學(xué)模式

在日常教學(xué)中，我們初步探索出一條以歌導(dǎo)學(xué)、以歌促學(xué)、以歌成學(xué)的課堂教學(xué)模式，其基本結(jié)構(gòu)是：唱歌熱身---歌曲導(dǎo)入---新知學(xué)習(xí)---鞏固操練---歌曲鞏固新知---角色表演---任務(wù)競(jìng)賽----歌曲總結(jié)

2.結(jié)合兩校教學(xué)和學(xué)生實(shí)際，編寫了幾套英語兒歌集。

3.結(jié)合教師教學(xué)實(shí)踐，總結(jié)了一套教學(xué)論文和教案集。

（二）通過本課題研究的不斷深入，全體師生從中獲益頗多，促進(jìn)了學(xué)校和全體師生的全面發(fā)展。

課題研究有效得激發(fā)了兩校學(xué)生英語學(xué)習(xí)的熱情和興趣，提高了兩校學(xué)生的英語成績(jī)。通過兩年的實(shí)踐，我們的英語教學(xué)收益匪淺。運(yùn)用歌曲歌謠進(jìn)行教學(xué)，改變了傳統(tǒng)的課堂教學(xué)模式，激發(fā)了學(xué)生在課堂上的英語學(xué)習(xí)潛能，學(xué)生成了課堂學(xué)習(xí)的主人，在豐富多彩的課堂、課外學(xué)習(xí)中，學(xué)生主動(dòng)參與，主動(dòng)探索，主動(dòng)思考、主動(dòng)實(shí)踐，隨處可見。現(xiàn)在，班級(jí)的板報(bào)上，文化櫥窗里，隨處可見學(xué)生的英文作品，手抄報(bào)，學(xué)生自編或改編的英語兒歌。學(xué)生學(xué)習(xí)英語的興濃了，學(xué)生的成績(jī)也大面積地提高了。濃厚的學(xué)習(xí)興趣促進(jìn)了學(xué)生形成良好的認(rèn)知水平。在英語學(xué)習(xí)中，學(xué)生通過說說唱唱，跳跳演演，不僅得到了美的熏陶，又營造了濃厚的英語氛圍，還激發(fā)了學(xué)生學(xué)習(xí)的興趣，真正把課堂的時(shí)間和空間還給了學(xué)生。尤其是部分后進(jìn)生在新的課堂教學(xué)模式下，也得到了成功的體驗(yàn)，學(xué)習(xí)自信心得到了增強(qiáng)，課堂效果得到明顯提高。

實(shí)踐證明，運(yùn)用歌曲歌謠兒歌，輔助農(nóng)村小學(xué)英語教學(xué)的模式是可行且有一定實(shí)效的。

總之，開展“開發(fā)利用歌曲歌謠以輔助英語教學(xué)的研究”的課題以來，我校師生從中獲益匪淺，課題的研究促進(jìn)了我校教學(xué)水平的全面發(fā)展。

第四篇：英語專業(yè)畢業(yè)論文——英文歌曲歌謠在小學(xué)英語教學(xué)中的運(yùn)用

B.A.Thesis for the Students of ChuXiong Normal University The Application of English Songs and Ballads to Primary English Teaching in

China

1.INTRODUCTION At present, most of Primary English teachers are using cramming teaching method to teach English.However, under the situation of cultivating the quality-oriented education, traditional cramming teaching method can’t meet students’ needs.That is because the personalities of the pupils are very different from those of middle school students.They are naughty, lively and active, paying less attention on teachers.Therefore, it is very important to discuss how to make pupils be fully involved in the English class and be interested in English learning.Basing on The Theory of Multiple Intelligence, Situational Teaching Methodology and the characteristics of elementary school students, this paper aims to find an effective way to teach English so as to strengthen students' learning interests and stimulate their curiosity for knowledge with the help of the English songs and ballads.I will also focus on illustrating the example of how to design and use English songs and ballads in Primary English teaching and aim to give some suggestions to the Primary English teachers so that they can achieve fruitful teaching.2.LITERATURE REVIEW To promote the effectiveness of students’ English learning , many experts tried their best to find some solutions to make pupils fully involved in English class and be interested in learning English.Among them, the researches about the theory of multiple intelligence and situational teaching methodology are the best representatives.B.A.Thesis for the Students of ChuXiong Normal University 2.1.The Theory of Multiple Intelligence The Theory of Multiple Intelligence was put forward by Howard Gardner, a psychological development specialist of America in 1983.Dr.Howard Gardner(1983)pointed that human intelligence is diverse rather than single, which is mainly made up of linguistic intelligence, logical-mathematical intelligence, spatial intelligence, body-kinesthetic intelligence, musical intelligence, interpersonal intelligence, self-awareness intelligence and naturalist intelligence.Everyone has a different combination of intelligent advantages.That is to say, teachers should develop students’ multiple intelligence to help pupils to fulfill comprehensive development.At the same time, the theory believes that teachers should learn to cooperate with pupils and use the cooperative teaching methodology which helps pupils to be fully involved in the English class, trains their learning interests and stimulates their curiosities for knowledge.Further to say, making pupils be fully involved in the English class is the basis of organizing class teaching, including rich and colorful teaching activities which can help pupils to develop multiple intelligence and fulfill comprehensive development.Thus, here comes the question: what can teachers do in order to help pupils develop their multiple intelligences?

The answer to this question is putting the concept of multiple intelligence into English courses to develop multiple intelligence curriculum modes and teaching plans which is the best starting point that using the theory of multiple intelligence in English teaching practice.2.2.Situational Teaching Methodology The Situational Teaching Method was established and prevailed in England from 1930s to 1960s.In the 1970s, it was introduced to China and well-known in the foreign language field.It is a way that teachers create some vivid projection drawings according to the passages, supplemented with vivid literary language to reproduce some scene 2

B.A.Thesis for the Students of ChuXiong Normal University presentations of the texts with the help of music which can make the students have the feelings of being personally on the scene.English Situational Teaching Methodology is based on the basic theory of situational teaching and achieve communication goals by creating situations and atmospheres of English learning.English Situational Teaching Methodology believes that teachers make full use of the images , creating the vivid situations, making the abstract form of language become vivid according to students' age characteristics and psychological characteristics and follow the law of reflection of cognition combined with the teaching content to create English language environment as much as possible and let the student come into contact with more English language and dominant behavioral ways in English.Then, why we use English Situational Teaching Methodology in English teaching, particularly in Primary English teaching? There are three theoretical foundations of using English Situational Teaching Methodology in Primary English teaching.On the first hand, it corresponds to students’ age characteristics and psychological characteristics.Students, especially Primary School students have a strong desire for learning English knowledge.On the second hand, English Situational Teaching Methodology does good in cultivating students’ emotions , enlightening their thinking abilities and developing their intelligences.The most important thing is that it is good for making classroom atmosphere active and vivid.On the third hand, English Situational Teaching Methodology can mobilize students' mental activities consciously, making students study English in a relaxing , happy and positive atmosphere.So far, we can draw a conclusion that using English Situational Teaching Methodology is an effective way in teaching.Therefore, to make Primary English teaching more effective, we may try to use English Situational Teaching Methodology in Primary English teaching.2.3.The Current Research Situation In China, under the situation of the quality-oriented education and curriculum revolution , Primary English teachers are trying their best to find some effective ways to 3

B.A.Thesis for the Students of ChuXiong Normal University make their classes interesting , active and vivid.Meanwhile, some teaching experts also do their best to find some solutions that can help Primary English teachers teach well in Primary English teaching.Lai Junping(2001)mentioned that students could benefit from using English songs in Primary English teaching in her thesis.Wang Qiang(2003)wrote a book called Teaching English in the Primary School from Theory to Practice..In her book , she has showed us that songs and rhymes are good for motivating children in learning.Ma Jingjing(2010)has done a research which focused on how to use English songs in English teaching in the Primary School.Although, those experts have done a lot of researches about whether using English songs and ballads in Primary English teaching is an effective way to make English classes worthwhile or not, each expert gave some one-sided ideas.Namely they can’t give comprehensive interpretations about the reasons, the functions and the strategies of using English songs and ballads in Primary English teaching.The key point is that most of them seldom show a vivid example illustration of using original English ballads to us and do some investigations to students who they teaches about whether they are interested in the class.This paper will mainly focus on showing a vivid example illustration of using original English ballads to readers and some useful measures to improve the situation will be put forward according to the result of investigations to my students in Grade 5 of YuXi No.1 Primary School.3.THE NECESSITIES AND FUNCTIONS TO APPLY ENGLISH SONGS AND BALLADS IN PRIMARY ENGLISH TEACHING

3.1.The Requirements of Primary English Curriculum Standard The new Primary English Curriculum Standard was promulgated by Ministry of Education in 2010.It pointed out Studying is not the outer control, but an inner 4

B.A.Thesis for the Students of ChuXiong Normal University embodiment.Studying process should be started from the pupil’s interest, life experience and the cognitive level.The pupils’ ability in using language should be developed.Therefore, the Primary English teaching which is under the idea of the Primary English New Curriculum Standard should be improved, then much emphasis should be placed on how to make students be the center of the classroom, and how to make the class more active.The Primary English New Curriculum Standard also suggested that the total goal of Primary English courses is to cultivate the abilities of students' comprehensive language application, and Primary English curriculum objectives are divided into two levels in the preliminary stage.At the first level, the Primary students are required to learn English from Grade 3.By the end of Grade 4, students are required to be able to sing 15 to 20 English songs and ballads or simple English poetries.At the second level, students are required to be able to sing 30 to 40 English songs and ballads by the end of Grade 6.3.2.Characteristics of Primary School Students There is a saying that interest is the best teacher.R.Gardner and W.Lambert find that the successful learners are those people who have both genius and great learning motivation in the second language studies.(Corder.S.P.1985)It seems to the English learners, especially young English learners, nothing but what they are really interested in can make them produce motivation and desire for studying English.That is because pupils who are at the age of 8-13 have strong curiosities about anything that they come into contact with.Generally speaking, pupils who are between 8 and 13 have less psychological burden, being filled with spirit of innovation and being eager to show themselves to others.They have strong desire to show off and want to be appreciated or praised.Therefore, pupils will think it is interesting and new that teacher teaches them to sing English songs and ballads in Primary English classes.Meanwhile, pupils not only have a strongly imitative ability and a good memory, but also have a 5

B.A.Thesis for the Students of ChuXiong Normal University strong thirst for knowledge.Nevertheless, pupils are active and lively, even paying less attention on teachers and doing anything that they want to do during classes, sometimes they break class discipline so that it is very difficult for teachers to seize pupils’ attention.Because they don’t like mechanically memorizing anything.Therefore, using English songs and ballads in Primary English teaching accords with the nature of the children and can help stimulate their learning interest.3.3.The Functions of Using English Songs and Ballads in Primary English Teaching 3.3.1.To Improve Students’ Interests As we all know that Primary School students usually like singing and pay more attention to playing.However, the main purpose of Primary English teaching is to cultivate students' interest in language learning.Applying English songs and ballads in Primary English teaching is one of the simplest and the most direct teaching methods.It gets rid of the idea of ‘teacher-center’ or ‘textbook-center’ in traditional Primary English teaching.It can help to improve class atmosphere and achieve active learning.At the same time, pupils can get a kind of achievement from English songs and ballads.Finally, they are interested in learning English.3.3.2.To Strengthen Cultural Knowledge of Students When the pupils appreciate English songs of different styles, they will have a lot of wonders about them.At the moment the teachers may show something about different culture, geography, history, ect.It is very necessary for pupils to understand foreign cultural knowledge, which may satisfy students’ natural curiosity about everything new besides strengthening their cultural knowledge.For example, when Christmas Day is coming, the teacher may teach some Christmas songs, like Jingle Bells , Silent night, Santa Claus is coming to Town, then tell the students some popular legend about Santa Claus and how the western people celebrate Christmas Day.3.3.3.To Improve Teacher-student Relationship

B.A.Thesis for the Students of ChuXiong Normal University English teachers may collect some relative materials which pupils are keen on according to pupils’ interests and hobbies, or motivate pupils to collect something that they are favorable to.Then teachers and students may share their materials and ideas each other , thus can create a harmonious atmosphere between teachers and students.It can also help to narrow the distance between them and make classroom atmosphere more active.Harmonious relationship is good for relieving pupils’ pressure in mind and make them relaxed.It does good to increasing the pupils’ enthusiasm and making them take part in class activities actively.It is also good for increasing the pupils’ desire to participate in learning and producing fruitful teaching products.3.3.4.To Improve Students’ Language Skills At the beginning of leaning English, primary students may have many difficulties in learning English.Because they have no real English language environment, it is very difficult for pupils to memorize the words, understand the meaning of the sentences and master grammars rules.If teachers teach pupils in traditional teaching methods that require pupils to memorize new words and new structures mechanically, the result is that most of the pupils will lose interest in learning English and be afraid of having English classes so that they won’t learn English well.As we all know that English is constituted by vocabulary, some words are difficult to memorize and can be forgotten easily.When we try our best to help pupils memorize English words in the process of singing English songs and ballads, they will recite them easily.That is to say, applying English songs and ballads to teaching pupils creatively, we will help pupils ease their burden naturally.English songs and ballads may help pupils in listening.Listening tasks are also important in Primary English teaching.English songs and ballads are good materials for pupils to practise listening.Using English songs and ballads are an alternative to the traditional listening comprehension.At the same time, English songs and ballads can 7

B.A.Thesis for the Students of ChuXiong Normal University even help pupils correct pronunciation and intonation.We have all noticed that children learn things better when learning is taking place indirectly.When children are singing English songs and ballads, they may be normally aware that they are enjoyable and having fun.Pupils may learn to sing English songs and ballads after tape recorder or their teacher naturally, thus there will be a great improvement in their pronunciation and intonation.In total, English Songs and ballads can help children with memorizing the new vocabulary, mastering the new structures, improving their listening comprehension ability and correcting their pronunciation and intonation.4.THE STRATEGIES OF USING ENGLISH SONGS AND BALLADS TO TEACHING ENGLISH IN PRIMARY SCHOOL

It is very necessary to put theories into practice for Primary English teachers.Primary English teachers may try to use English songs and ballads in Primary English teaching.Nevertheless, as an old saying: Look before you leap.It means that teachers should prepare very well.We not only have to use English songs in the textbooks, but also have to learn to create English ballads by ourselves.There are many English songs in PEP Primary English books.Therefore, Primary English teachers could try to make full use of them.I have been a trainee English teacher in No.1 Primary School of YuXi City for three months.In the beginning, when I taught them in traditional teaching method , I found that they didn’t seem to be interested in my teaching.They felt very tired and boring , doing whatever they wanted to do in the class.After class, I reflected on myself and did a lot of researches about some relevant teaching theories and teaching methodologies, I tried to use English songs in the textbook and created English ballads according to new expressions and structures in the textbook.After a period of time, I found that most of students could be 8

B.A.Thesis for the Students of ChuXiong Normal University involved in my class even though some of them were not interested in English class before.Next, I will share my ideas about how to teach Primary English with the help of English songs and ballads and give some suggestions to Primary English teachers 4.1.Using English Songs in the Textbook

In PEP Primary English book 5, unit 2, there is an English song named My Days of the Week.(The key words were in bold face type)

My Days of the Week Monday Tuesday , Wednesday Thursday Friday.Days for school, Days for School.Saturday and Sunday, Days for fun.Happy time, fun time, for everyone.”

4.1.1.Playing and Appreciating English Songs

For the purpose of setting a certain mood and relaxing my students, I broadcasted the English song once at the beginning of the class.Meanwhile, I wanted to draw back their attention from what they have done during playtime and to let the students know they were entering a different environment.During those first few minutes, I spoke to the students individually as usual.Then, I broadcasted the song once again and asked my students to listen to it carefully.After finishing listening to the song, I invited some of my students to share the main content of the English song and key words that they captured from the English song with us according to their understanding.Thus, I used the English song as a smooth lead-in naturally.And, it also helped my students to practise their listening skills unconsciously.4.1.2.Teaching Key Words and Lyric

To make the students understand the English song better , I firstly gave them the main idea of the English song.Then , I led them to circle key words , included in the lyric , and read the key words and lyric several times.Just remember that when we tell the students the main meaning of the song, we had better not translate it sentence by sentence and analyse grammars which are included in the song.4.1.3.Singing the English Song 9

B.A.Thesis for the Students of ChuXiong Normal University

Students are required to sing the English song sentence by sentence following the sound recorder or teacher teaches students to sing the English song several times until the students could sing the English song by themselves.But, we must bear it in mind that the teacher must prepare it very well before the class.If not, the class will be out of control.When I taught my students My Days of the Week, I didn’t prepare it very well before the class.Therefore, I sung the song out of tune.The students laughed at me all the time and the class was out of order.4.1.4.Encouraging Students to Make Performance.To make students master the song well, the teacher can organize the students to perform in groups.After the students could sing the song fluently, I organized them to sing the song in groups.I divided all the class into four groups and held an English Songs Contest.Competitions among groups were good for promoting the enthusiasm of the students.They took part in the activities actively so that they could get an honor for their groups.It was conceivable that the classroom atmosphere was very active.4.1.5.Evaluation and Feedback

Evaluation is a very important part of English teaching.Appreciation and encouragement have an extraordinary significance and function for students, especially for pupils who are willing to be praised extremely.When I had my class, I used to say with smile: ‘Don’t be nervous.’ ‘Try again.’ ‘Take it easy.’ ‘Never mind.’ When the pupils had a good performance , I said ‘Excellent.’ ‘You did a good job.’ ‘Well done.’ ‘You look sharp.’ and so on.In that way, the pupils’ tension will be eased, their confidence will be increased.It is worthy of being mentioned that it is necessary for teachers to give pupils some awards.Even though it is a sticker, pupils want to get it very much.It was my great honor that I was chosen to be an advisor of pupil’s English Community of YuXi No.1 Primary School..The members were those who came from different classes in Grade 5.As far as I was concerned that it was a good opportunity for me to check what they have learned during the class.So, I organized them to hold an 10

B.A.Thesis for the Students of ChuXiong Normal University English Songs Party, students from different classes could show their singing.Then, I awarded those pupils who were excellent and an honorary certificate to the most excellent class.From then on, they were very interested in my class and they tried their best to take part in the activities.To draw an conclusion that it is very necessary for teachers to give them evaluations and feedbacks immediately according to what pupils have done.It can enhance pupils’ confidence in speaking English.4.2.Using English Ballads Created by Teachers

As an result of applying English songs in the textbook to Primary English teaching, most of my students were interested in my class.Therefore, I tried to create English ballads by myself to teach Primary English.As far as I am concerned, the most important thing is that the English ballads created by teachers can be be more suitable for the students.4.2.1.Creating English Ballads in Accordance with Practical Teaching

To create one or more excellent and useful English ballads, it is vital for teachers to analyse the materials and contents well.At the same time , it is very necessary to follow some principles during collecting materials so that we can create some good English ballads.For one thing, materials that we are going to collect should be very easy and the music should be very wonderful so that pupils can understand them easily.For another thing, the lyrics that we collect which should be equal to students’ cognitive level.When we create ballads, teachers should consider learners' learning motivation, and learning attitude.In PEP Primary English book 5, unit 4, the topic is What Can You Do ?.When I taught my students new expressions in that unit.I firstly tried my best to analyse the text.That unit mainly focus on the expressions about what somebody can do.So, I tried to collect some useful expressions and some fashionable music that were fit for the theme , then on the basis of pupils’ cognitive level and text understanding.I created the ballad as following:(The key words were in bold face type)

The happy song Teacher: If you are happy and you know it，B.A.Thesis for the Students of ChuXiong Normal University Students: Sweep the floor.Teacher:If you are happy and you know it, Students: Sweep the floor.Teacher: If you are happy and you know it and you really want to show it ，Together: If you are happy and you know it, and you really want to show it , sweep the floor.Teacher: If you are happy and you know it, Students: Cook the meals.Teacher: If you are happy and you know it, Students: Cook the meals.Teacher: If you are happy and you know it and you really want to show it , Together: If you are happy and you know it, and you really want to show it, cook the meals.Teacher: If you are happy and you know it, Students: Clean the bedroom.Teacher: If you are happy and you know it, Students: Clean the bedroom.Teacher: If you are happy and you know it and you really want to show it ，Together: If you are happy and you know it, and you really want to show it, clean the bedroom.Teacher: If you are happy and you know it, Students: Water the flowers.Teacher: If you are happy and you know it, Students: Water the flowers.Teacher: If you are happy and you know it and you really want to show it ，B.A.Thesis for the Students of ChuXiong Normal University Together: If you are happy and you know it, and you really want to shoe it, water the flowers.Teacher: If you are happy and you know it, Students: Empty the trash.Teacher: If you are happy and you know it, Students: Empty the trash.Teacher: If you are happy and you know it and you really want to show it ，Together: If you are happy and you know it, and you really want to show it, empty the trash.4.2.2.Teaching Ballad by Showing Pictures and Doing Roleplay

The main purpose of creating English ballads is to make English class vivid and active.According to Situational Teaching Methodology and the Theory of Multiple Intelligence, I designed a lot of activities to make my class interesting and made all activities seem like games, not exercises.The teaching objective in unit 4, book 5 is to let students master these five expressions: sweep the floor, cook the meals, clean the bedroom, water the flowers, empty the trash.Therefore, the most important thing was that the English ballad which I created was to teach students new expressions in the forth unit.Therefore, I firstly used pictures to show these English expressions which are related to housework.Then, I designed some class activities to strengthen students’ words-memorizing.I took five objects: broom, pan, flowers, watering can, dustbin to the class so that we could use them to play the game named ‘Let’s do together’.We spoke out the expressions and did actions which accorded to the expressions.Because almost each student was interested in the objects that I took to the class.I invited some of students to go to the front of the class and do actions and I ordered the rest of the class to do actions following with the student in the front of the class and spoke out the expressions loudly.The students were very active and the class atmosphere war very harmonious.After finishing teaching them new words, I led them to practise those five 13

B.A.Thesis for the Students of ChuXiong Normal University expressions with the help of the English ballad which I created.As the lyric was a little difficult for students in Grade 5, I sung the song twice while the students only listened to me.They not only began to understand and to absorb the tune and the rhythm or hum the tune, but also practised their skills of listening comprehension.The key points of that English ballads was those five expressions.Therefore, I asked some of my students to tell me the key words and the main idea of this English ballads after listening to the English ballad.Then we did role playing games according to the lyric above.I ordered my students to shake their bodies after me following with the rhythm.They might think it amusing to behave like small children especially when I was performing along with the group.They were very exciting so that they looked forward to preparing a performance in front of the class in turns.Then , I organized pupils to practise the ballad in group 4.At last, I checked, inviting them to make a performance in front of the class in turns.Because of pupils’ competitive psychology, they were very active.By asking students to sing the ballad along with doing actions, students combined the abstract English words with daily housework so that they experienced the enjoyment and applicability of learning English in the process of making performance and singing the ballad.There was another example, once I helped another English teacher to have class of grade one at YuXi No.1 Primary School.I planned to teach pupils four new words about animals.Before the class, I prepared four animals pictures and created a very easy ballad.That is : Group one:

Pig pig, it is a pig.Pig pig, lu lu lu.Group two:

Cat cat, it is a cat.Cat cat, mew mew mew.Group three: Dog dog, it is a dog.Dog dog, wang wang wang.14

B.A.Thesis for the Students of ChuXiong Normal University Group four:

Cow cow， it is a cow

Cow cow, meng meng meng During the class, I taught them how to read four words with the help of pictures firstly.Then, we played the game named ‘little train’ to practise reading those four words.They liked that game very much.For those excellent students, I gave them stickers as awards.Then, I began to teach them the English ballad that I created to further practise those four words.I taught them to read the ballad and do actions.Finally, students were divided into 4 groups to do the role-playing and compete for top one.These words were a little difficult for students in Grade one, but when they made performance vividly, they remembered them quickly and easily.4.3.My Reflection and Suggestion of Using English Songs and Ballads in Teaching English in the Primary School

After the classes, I had some reflections according to students' performances.Firstly, I must admit that using English songs and ballads in Primary English teaching is an effective way.But, to improve my teaching effects, I designed a questionnaire and took a simple investigation on my classes.According to the result of investigation, there will be some suggestions about Primary English teaching.4.3.1.My Reflection of Teaching Results

Basing on the teaching results above, I took a simple questionnaire investigation about the effect of applying English songs and ballads to Primary English teaching on 220 students.After analyzing the investigation results, I found that almost every student including a few students who didn’t like English at all before thought that studying English with the help of English songs and English ballads was very useful.They liked this teaching method very much.They said that it made class very interesting , active and vivid.Meanwhile, appreciating music and being praised was the best enjoyment.They thought that they not only learned what they should learn, but also 15

B.A.Thesis for the Students of ChuXiong Normal University got a sense of satisfaction from teachers’ evaluations during classes.The most important thing was that they learned how to work with others and knew the importance of teamwork.4.3.2.My Suggestion of Applying English Songs and Ballads to Primary English Teaching

So far, we can make sure that English songs and ballads do play an important role in Primary English teaching.However, to achieve more active learning and more fruitful teaching, there will be some suggestions for Primary School, Primary English teachers and pupils.For Primary School: On the first hand, Primary School have to stimulate their English teachers’ enthusiasm of teaching and encourage them to try to use creative teaching methodologies.They may give those teachers who try their best to use creative teaching methodologies more awards as rewards.On the second hand, Primary School could update teaching aids, such as the sound recorders, more tapes on popular English songs, computers and multi-media devices and so on to make sure that Primary English teachers can use English songs and ballads in Primary English teaching conveniently.At last, Primary school had better provide Primary English teachers more training opportunities to improve teachers’ qualities.For Primary English teachers: they paly an important role and occupy the leading positions in Primary English teaching.Therefore, to apply English songs and ballads to Primary English teaching better, Primary English teachers need to improve their teaching skills as followings: In the first place, Primary English teachers should seize the opportunities to improve their qualities as soon as possible and strengthen their learning abilities by themselves so that they can use English songs and ballads in Primary English teaching well.It is very necessary for them to learn to use the sound recorder and the multi-media device.In the second place, they may learn to use interest-oriented teaching method in Primary English teaching.Of course, applying English songs and ballads to Primary English teaching is one of the interest-oriented 16

B.A.Thesis for the Students of ChuXiong Normal University teaching methods.Meanwhile, they had better learn to design more interesting games to use to make pupils be fully involved in the English class while leading pupils to practise English ballads that they create and learn to give evaluations and feedbacks to pupils immediately.In the final, Primary English teachers should learn to use body language while performing English songs and ballads to make English class vivid and give more encouragements to pupils as much as possible in order to make them have confidence in studying English and be interested in English class.For pupils: Most important of all , under the teaching idea of learner-center, pupils should cultivate their interest in English in order to be the masters of English class.In addition, pupils should listen to music as much as possible after class so that they can stimulate their music intelligence.Last but not least, pupils should fix their eyes on the teacher and take part in class activities actively during the class to accomplish the win-win situation of teaching and learning.5.CONCLUSION

In a word, English songs and ballads have an important effect on Primary English teaching.The teaching method of Using English songs and ballads is of great significance in the development of our English teaching and improving our students’ English proficiency.It can be valuable for developing certain capacities , but they can be more valuable if we exploit them creatively to teach vocabularies, new structures, practise listening comprehension skill and reviewing new knowledge.Especially using them to make classroom atmosphere more active and English class more interesting.It is the major goal of my paper to make English class active and vivid with the help of English songs and ballads.Basing on teaching theories and teaching methodologies, this paper have done a brief research about whether English songs and ballads are useful in Primary English teaching.After the concrete analysis of it, we can get an conclusion that English songs and ballads play an important role in Primary English teaching.They can not only help to create a harmonious atmosphere , but also make English class 17

B.A.Thesis for the Students of ChuXiong Normal University active and vivid and help to teach English smoothly.However, English songs and ballads are still ignored by Primary English teachers.They just like to teach in traditional teaching methods.However , traditional teaching methods are very boring and can’t meet pupils’ needs.Therefore, Primary English teachers should learn to use them well , and use body language and interest-oriented teaching methodologies as much as possible.At the same time, to make Primary English teaching fruitful, Primary school, Primary English teachers and pupils all should try their best to fulfill their tasks well.From what we have discussed above, we can draw the conclusion that this paper mainly focuses on showing some vivid illustrations to readers and giving readers some suggestions about how to apply English songs and ballads to Primary English teaching.I hope that this paper will be a little helpful.But there may still be some shortcomings in my paper, I will do some researches to multiply my paper in my future teaching.B.A.Thesis for the Students of ChuXiong Normal University

REFERENCES Corder.S.P.1981.Error Analysis and Interlanguage[M] Oxford University Press., 55-60.Davies,Paul,Pearse,Eric.Sussess in English Teaching[M]上海：上海外語教育出版社，2002, 46-47.Wang Qiang, Teaching English in the Primary School.[M] 北京：中央廣播電視大學(xué)出版社, 2003，54-55 Murphey,T.1992.Music and Songs.Resources Books for Teachers[M] London: Osford University Press, 37-39 董月梅，小學(xué)生心理特點(diǎn)與創(chuàng)新能力的挖掘[J]，《新疆石油教育學(xué)院學(xué)報(bào)》2003年第1期：78-79。

高巖，如何利用英語歌曲進(jìn)行英語課堂教學(xué)[J]，《教學(xué)研究》2012：67。教育部，小學(xué)英語課程標(biāo)準(zhǔn)[M]北京：人民教育出版社，2003：54-60?；B峰，英文歌曲在教學(xué)中的運(yùn)用[J]，《河套大學(xué)學(xué)報(bào)》2008：64-66。

賴軍萍，淺談?dòng)⒄Z歌曲在小學(xué)英語教學(xué)中的作用[J]，《基礎(chǔ)教育研究》2001年3月：38-39。

課程教材研究所，義務(wù)教育課程標(biāo)準(zhǔn)試驗(yàn)教科書英語（五年級(jí)上冊(cè)）[M]北京：人民教育出版社，2006：24。

馬菁菁，英語歌曲在小學(xué)英語教學(xué)中的運(yùn)用[J]，《Overseas English》,2010年5月：93-94。

王薔.，英語教學(xué)法教程[M]北京：高等教育出版社，2000：73-74。

謝福榮，如何在外語教學(xué)中使用歌曲和音樂[J]，《國外外語教學(xué)》1995年第三期 ：66-70。

張志遠(yuǎn)，兒童英語教學(xué)法[M]北京：外語教學(xué)與研究出版社，2006：105-110。

第五篇：多媒體在小學(xué)英語教學(xué)中的運(yùn)用策略

多媒體在小學(xué)英語教學(xué)中的運(yùn)用策略

摘 要：多媒體輔助教學(xué)在小學(xué)英語課堂教學(xué)中有利有弊。例如，“拿來”痕跡明顯，課堂缺乏個(gè)性化等。筆者針對(duì)這些弊端研究出了一些解決辦法：提高現(xiàn)代教育技術(shù)素養(yǎng)，靈活駕馭多媒體等。

關(guān)鍵詞：小學(xué)英語 多媒體輔助教學(xué) 負(fù)面效應(yīng)

【中圖分類號(hào)】G 【文獻(xiàn)標(biāo)識(shí)碼】B 【文章編號(hào)】1008-1216（2015）08B-0062-01

隨著新課程改革的全面實(shí)施和現(xiàn)代信息技術(shù)的迅猛發(fā)展，多媒體輔助教學(xué)手段受到小學(xué)英語老師的歡迎。凡事有利必有弊，小學(xué)英語老師們?cè)谑褂枚嗝襟w設(shè)備的時(shí)候，發(fā)現(xiàn)了一些負(fù)面效應(yīng)。

一、小學(xué)英語多媒體輔助教學(xué)存在的負(fù)效現(xiàn)象

多媒體輔助教學(xué)手段彌補(bǔ)了傳統(tǒng)英語教學(xué)手段的缺陷，豐富了師生們的課堂活動(dòng)，提高了英語課堂教學(xué)的效益。經(jīng)過這些年的運(yùn)用和觀察，筆者發(fā)現(xiàn)了在使用中存在的一些問題。

（一）“拿來”痕跡明顯，課堂教學(xué)缺乏個(gè)性化

老師們?yōu)榱朔奖?，直接采取“拿來”主義，直接從網(wǎng)上下載或者拷貝以前執(zhí)教老師使用過的資料。做得稍認(rèn)真一些的也不過將幾個(gè)課件機(jī)械地拼湊起來，如此隨意、不精心的多媒體課件不但不能對(duì)教學(xué)起到促進(jìn)作用，還會(huì)使學(xué)生因其突兀的任務(wù)環(huán)節(jié)產(chǎn)生疑惑，導(dǎo)致英語課堂教學(xué)缺乏個(gè)性化。

（二）一味依賴多媒體，教師應(yīng)有的角色弱化

在小學(xué)英語課堂教學(xué)中，我們經(jīng)常會(huì)發(fā)現(xiàn)部分英語教師把自己變成了不折不扣的課件放映員。英語課上新單詞或語法的教授，不板書也不講解，只用多媒體展示；教讀課文時(shí)，也不對(duì)閱讀進(jìn)行指導(dǎo)，只讓學(xué)生跟讀課件的錄音，就算完成教學(xué)任務(wù)；練習(xí)題從網(wǎng)上下載到課件上，也不根據(jù)自己班學(xué)生的實(shí)際情況進(jìn)行調(diào)整……長(zhǎng)此以往，課堂教學(xué)形式將會(huì)走向另一個(gè)單一。

（三）過度追求多媒體的外在效果，忽視與教學(xué)內(nèi)容和學(xué)生實(shí)際的切合

實(shí)踐中，絕大部分英語教師習(xí)慣并依賴多媒體教學(xué)手段。因此，不管教學(xué)內(nèi)容是否適宜使用多媒體，他們都一味地套用。把大量的時(shí)間糾結(jié)于多媒體課件是否形式新穎別致。過分追求聲音、圖像、動(dòng)畫效果等造成的視、聽覺沖擊，忽視了聲音、圖像和動(dòng)畫內(nèi)容與教學(xué)內(nèi)容的關(guān)系，讓形式和內(nèi)容主次不分。在這種情境中，小學(xué)生漸漸由語言的學(xué)習(xí)者變成了課堂中的“看客”，注意力被分散，直接影響小學(xué)生對(duì)知識(shí)的理解和應(yīng)用。

（四）多媒體成了高科技的“黑板”

有些教師為了節(jié)省課堂時(shí)間，將大量的板書內(nèi)容直接搬上了多媒體課件。雖然多媒體課件能將抽象乏味的知識(shí)變得形象、生動(dòng)，但也不能把多媒體作為黑板的替代品。從表面上看，多媒體輔助教學(xué)保證了課堂教學(xué)時(shí)間，但從長(zhǎng)久看來，反而會(huì)影響小學(xué)生對(duì)英語書寫重要性的認(rèn)識(shí)。

二、小學(xué)英語多媒體輔助教學(xué)負(fù)效現(xiàn)象的解決策略

（一）提高現(xiàn)代教育技術(shù)素養(yǎng)，靈活駕馭多媒體

多媒體也是一柄雙刃劍，只有熟練掌握使用技術(shù)，提高現(xiàn)代教育技術(shù)素養(yǎng)，才能把它揮舞得游刃有余。成功的小學(xué)英語多媒體輔助教學(xué)手段的使用，不但要充分體現(xiàn)教師的個(gè)人教學(xué)風(fēng)格，還要使學(xué)生易于接受并樂在其中。這就要求英語教師在設(shè)計(jì)多媒體課件時(shí)，不僅要汲取別人的金點(diǎn)子，還要靈活運(yùn)用現(xiàn)代教育技術(shù)素養(yǎng)，從教材、學(xué)生和教者的實(shí)際出發(fā)，設(shè)計(jì)出個(gè)性化的課件，唯有個(gè)性化才是最好的。

（二）發(fā)揮教師主導(dǎo)作用，讓多媒體為我所用

多媒體輔助教學(xué)不是以多媒體操作為核心。依循英語新課標(biāo)的要求，一節(jié)課的教學(xué)設(shè)計(jì)中，教師主導(dǎo)作用是不可以抹殺的。教學(xué)設(shè)計(jì)應(yīng)圍繞學(xué)生和教學(xué)內(nèi)容進(jìn)行，而不是因一個(gè)現(xiàn)成的“好”的多媒體課件而設(shè)計(jì)這節(jié)課。小學(xué)生是一個(gè)個(gè)鮮活的生命體，教學(xué)過程有預(yù)設(shè)也有不確定的生成，教學(xué)設(shè)計(jì)在實(shí)施過程中會(huì)經(jīng)常有所調(diào)整，教師的主導(dǎo)作用因此必須得到發(fā)揮，需要根據(jù)生成的課堂能動(dòng)地調(diào)整課件，讓多媒體課件為教師的教和學(xué)生的學(xué)發(fā)揮最大的作用。

（三）結(jié)合教學(xué)內(nèi)容，用最簡(jiǎn)潔的手段達(dá)到最實(shí)在的效果

教師在設(shè)計(jì)課件時(shí)，應(yīng)考慮教材的內(nèi)容，遵循小學(xué)生的特點(diǎn)，適時(shí)地選擇多媒體信息，如圖片、音效、視頻等。避免附帶信息的干擾，創(chuàng)設(shè)各種清晰明了的教學(xué)情境，把握課堂中小學(xué)生的有意注意，讓多媒體教學(xué)真正起到作用。

（四）使用新媒體，莫忘舊媒體

多媒體教學(xué)給小學(xué)英語教師帶來了很多便捷。筆者認(rèn)為教師的板書無論如何都不能被壓縮或替代的。小學(xué)英語教學(xué)中書寫訓(xùn)練是一項(xiàng)不可或缺的內(nèi)容，三年級(jí)學(xué)生剛剛接觸英語，僅通過多媒體課件的演示訓(xùn)練小學(xué)生的英語書寫能力是遠(yuǎn)遠(yuǎn)不夠的。在課堂上教師板書能幫助小學(xué)生理清所學(xué)知識(shí)的脈絡(luò)，幫助記憶，起到了書寫的示范作用。

讓我們做小學(xué)英語教學(xué)的有心人，認(rèn)真鉆研教材，合理利用網(wǎng)絡(luò)資源，突出教師主導(dǎo)性，使學(xué)生們感受到小學(xué)英語多媒體教學(xué)的樂趣。

參考文獻(xiàn)：

[1]劉曉明.多媒體在小學(xué)英語教學(xué)中的作用[J].中國校外教育，2010，（2）.[2]張鳳山.多媒體英語教學(xué)五忌[J].科學(xué)教學(xué)，2008，（1）.[3]王立春.論多媒體輔助下的小學(xué)英語課堂教學(xué)[J].中國科教創(chuàng)新導(dǎo)刊，2011，（36）.