英语情景教学论文

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情景教育在小学英语教学中运用论文

情景教育在小学英语教学中运用论文

情景教育在小学英语教学中的运用【摘要】从走出校门到如今,不知不觉,教英语已有十年有余了。

在这十几年的课堂教学中,我尝试了许多教学方法,设计了许多教学案例。

始终觉得,情景教育在小学英语教学中,是十分有用的。

【关键词】学习英语英语学习心理学家皮亚杰曾经说过:”一切有效的工作必须是以某种兴趣为先决条件。

”英语学习更是如此。

低年级小学生活泼好动,注意力不能集中,要使小学生长期保持学习的兴趣并非易事。

情景教学能使学生在长时间的锻炼和熏陶中,从被动地接受知识变为主动地掌握知识,培养学生的个性和创造性的发挥,从而充分体现和发挥学生的主体作用,受到较好的教学效果。

通过不断到探索,我从以下几个方面着手,研究教材,并适时到创设相关的情境,多方位地激发学生的学习热情,促进学生认知和思维等多方位地发展。

一、课堂语言情景化小学阶段是学习英语的关键期之一,必须要有一定的语境才能学好。

低年级学生注意力不集中,但模仿性强是他们的优点。

教师要刻意去创造英语环境,努力营造英语气氛。

所以,我从第一节课开始,就用英语自我介绍:hello,every body.i am your english teacher.my english name is sally.you can call me sally.并且要求学生不论在学校里还是在路上,看到我都要用英语打招呼。

在课堂上,也尽量用英语组织教学。

我根据小学生在课堂上回答问题的好坏,会用英语说:good/very good/good job/excellent等等来表扬他们,激发小学生的学习热情。

为了更好的调节学习气氛,我还自编英语儿歌和小对话,利用所学教材内容设计生活语境,培养他们良好的语言交际能力,让他们学有所用。

如:在学习happy new year一课时,我把教室布置成新年的场景,让他们用学过的英语来互相祝贺。

二.课堂音乐情景化教唱英语歌曲可以融英语学习和音乐于一体,既可培养学生欣赏音乐的审美情趣,又可让学生在唱歌中学习英语,还可调节学习气氛。

小学英语精美论文-情景教学法在小学英语对话教学中的应用通用版

小学英语精美论文-情景教学法在小学英语对话教学中的应用通用版

情景教学法在小学英语对话教学中的应用一、运用电教手段,调动学生的视听感官。

在英语课堂教学中模拟表演创设的情境,往往受时空限制无法全部做到,在这种情况下可运用录音、录像、投影幻灯等电化教学手段来移植情境,形象生动地再现有关对话的时空,做到声像结合,图文并茂,这适合小学生好奇、求趣、求新的年龄特点。

教师将学生要学的对话融于其中,会加深学生对语言的理解,帮助学生在语言与表达对象之间建立起联系,从而调动学习积极性,使学生更自觉、更有趣地进行英语交际活动。

例如:下雨的情景课堂上难以再现,让学生听预先录下的下雨声,先体会下雨时的情景,再学习有关下雨的对话内容,学生会很感兴趣。

学生在情景中深入角色,自觉主动实践,又在表演中充分展露自己的才华,在相互评价中体现自我。

二、教唱英语歌曲,形成轻松的学习气氛。

不少小学英语学习内容可以用歌曲形式表达,这有助于激发兴趣和分散难点。

因此,在英语教学中融音乐与英语为一体,能帮助学生理解对话,表现情景内容,创设有声语言环境,使学生自然投入。

在唱歌过程中,可以根据歌曲内容进行问答或分角色对话,体现歌曲中的交际情景。

让学生从机械、呆板、单调、紧张的学习环境中解脱出来,消除学习疲劳,并感受到学习的乐趣,提高学习效率。

三、设计游戏情景,复习巩固对话内容。

在对话复习教学中设计适合儿童口味的游戏情景,是寓教于乐的好方法,能帮助教师把单调乏味的复习工作变得生动活泼,为学生在轻松自然的气氛中进行语言操练创造了条件,使学生乐而好学。

例如:在教“Happy birthday to you!”时,设计公鸡一家团聚互相祝贺生日的游戏,显得形象、生动、有趣。

学生在游戏情景中深入角色、踊跃表演。

在玩中复习巩固,既符合孩子们乐于模仿与好玩的天性,又充分发挥了主观能动性与创造性,还调节了学习节奏。

在愉快欢乐的气氛中,巩固了学到的语言知识,锻炼了运用语言的能力。

小学英语教学情景化论文

小学英语教学情景化论文

浅谈小学英语教学情景化小学英语课堂教学必须尽最大限度地引起学生的学习兴趣,为学生提供足够的机会用英语进行活动,让学生感受到运用所学语言成功地达到某种目的后的愉快感。

这是小学生的年龄特点和英语学科的特殊性所决定的。

要使小学生能够在40分钟的时间内保持良好的学习状态,教师必须根据不同的教学内容创设各种情景,做到教学情景化。

笔者发现,如果教师在warming up中把日常用语情景化,既增加了学生学习的兴趣,也加强了课堂英语的氛围,在以后的教学过程中,学生与老师的配合会天衣无缝。

一、自编对话牛津小学英语中,每个单元都是一个新知识,如果单是让学生去读,去背,那么学生掌握的可能就是书本上的句子,而不会活用到生活中去。

因此,笔者尝试了让学生同组之间进行编对话,把新知识与实际生活联系起来。

例如6b的第一单元讲的是比较级,书上的重点句子就只有两句who’s taller than david ?mike is.与whose school bag is heavier, yours or mine? yours is, i think.一般我利用早读的5分钟时间让他们两人编,课前反馈。

不听不知道,其实学生的能力还是很令人满意的。

而且我们每周进行评比,说得好的同学可以得到金太阳,并把它放在每个同学的成长记录袋中,每半个月再评比一次,看谁得到的金太阳多,再发奖状以资鼓励。

二、游戏游戏本身有其独特的魅力,它是孩子们的朋友,是永远的课堂兴奋剂。

课堂上我将教学内容精心设计成丰富多彩的英语游戏,用“寓教于乐”的方式进行教学,使学生在游戏中集中精力积极参与语言学习。

例如在课前热身的时候,我设计了抛物回答问题的游戏。

课前准备好一个玩具,不要太大也不要太小,其大小正好可以握在手里的。

上课前,拿出玩具同时说“hello, boys and girls, my name is peter.”“hello, peter.”一下子,学生的积极性就被成功的调动起来了。

初中英语任务型情景教学论文

初中英语任务型情景教学论文

谈初中英语任务型情景教学摘要:国家《英语课程标准》中明确指出:提倡任务型语言教学途径。

在最新的英语教材《go for it》教材中涌现出大量的任务,在任务型语言教学中,教师如何进行任务的设计是教学的重点。

笔者在初中英语任务型语言教学中就任务设计进行了一些研究。

关键词:英语任务型教学情景教学一、任务型教学的概念任务型教学(task-based learning;简称tbl)是20世纪80年代外语教学研究者经过大量研究和实践提出的一个具有重要影响的语言教学模式,该模式是20年来交际教学思想的一种发展形态,它把语言运用的基本理念转化为具有实践意义的课堂教学方式。

近年来,国际上广泛采用任务型语言教学方法,教育部制订的《国家英语课程标准》(实验稿)以及人民教育出版社新修订的九年义务教育初中第一册均强调了以任务为基础的语言学习。

二、任务型语言教学的特点 1、通过交流来学会交际。

任务型语言教学中各项任务的完成离不开真实的交流,交流的最终目的是交际能力的提高,只有任务型练习才会给学生真正交流的机会,才能使学生真正学会运用。

2、将具有真实性的语言材料引入学习的环境。

因为真实的场景能使学生在轻松的环境中不受任何约束地真正体会语言,理解语言并大胆地运用语言,达到脱口而出的效果,而情景教学是将具有真实性的语言材料引入学习环境的有效途径。

笔者在《go for it》八年级(上)9单元 when wan he born? 的任务设计中,让学生为讨论自己喜爱的明星,科学家等,都是很真实的情景,学生们在其中也体会到了所学语言的真实性与实用性。

3、学习者个人的经历作为课堂学习的因素。

任务型语言教学追求的效果是让学习者能用自己的语言知识解决自己的实际问题,让学生自主、自发地投入到自觉的语言实践中去,以完成各项任务而体验自己的学习过程。

三、初中英语任务型教学的基本模式※leading-in/warning-up activities for interest.※pre-task(呈现和学习完成任务所需的语言知识,介绍任务的要求和实施任务的步骤)※while-task(设计了数个微型任务,构成任务链,学生以个人伙伴或小组形式完成各项任务)※post-task(各小组向全班展示任务结果)※check(学生自评,小组互评,教师总评)※homework(根据课堂任务内容,以个人或小组形式做相关项目)四、任务型教学在初中英语课堂教学中的运用我们教师要充分利用好教材,以学生为主体,运用任务型教学,培养学生的创造性思维能力,鼓励学生自己思考,使他们能够用所学的知识来解决新问题。

初中英语情景教学策略论文

初中英语情景教学策略论文

初中英语情景教学策略探析所谓的情景教学就是根据教学内容为学生创造出一种和谐的语言环境,并通过教师本人的语言、动作、表情及姿态传递给学生,从而以情激情,以情促知,以情育人,实现知与情的统一、优化,最终达到激发学生学习的兴趣。

情景教学法的特色是言、行、情三者融为一体,其核心是激发学生的情感,以引起学生一定的态度体验,从而帮助学生理解和获取知识或技能,并使学生心理机能得到发展的方法。

现行的中学英语教学由于缺乏语言环境,课堂40分钟的利用率如何,直接影响学生语言能力的提高和智力的开发。

因此,应在初中英语的课堂教学中主动应用“情景创设”激发学生学习英语的兴趣,消除他们因为缺乏语言环境而产生的畏难心理,引导他们进行自主学习。

1 创设故事情景,激发学生学习英语的兴趣兴趣是一种非智力因素,现代心理学家之父皮亚杰说:“所有智力方面的工作都要依赖于兴趣。

”英国语言学家埃克斯利(c.e.eckersley)也认为,英语教学中“趣味性”问题是头等重要的问题。

英语作为一门语言学科,要求学生每天多读课文、单词,多听课文磁带及其它录音,模仿其语音、语调。

多开口讲英语,在不断的积累、实践与操练中产生语感与兴趣。

而一堂使人感兴趣的英语课,吸引学生的注意力首先从每堂课的warming-up重要环节入手。

而对于学生来讲,一堂课内让学生的学习注意力持久,创设趣味性的教学情景,就显得尤为重要。

在实践中笔者体会到:以一些适合绝大多数学生认知水平的故事为切入口,常常能激发他们学习的兴趣,诱发学习动机。

我们又可进行short play、daily talk、 making a guess、 a spelling match、singing a song、 a chain word puzzle 等形式的活动,使学生在课前几分钟内快速集中思想,并活跃课堂氛围。

2利用教材再现真实情境,引导学生进行合作探究学习英语教学的最终目的是为了让学生能在现实生活中活学活用所学的语言知识进行交际。

高中英语新课程情境教学论文

高中英语新课程情境教学论文

浅析高中英语新课程情境教学摘要:新课程高中英语教学倡导运用一定的情境激发学生参与文本学习探究的激情。

情境教学有利于学生在英语学习的情境氛围中,激活思维,增强学生的学习主动性和积极性。

英语教学中通过情境教学的运用能够进一步的培养学生”自主学习,合作探究”的精神,提高英语学习的有效性。

高中英语教学过程中教师有目的地引入情境教学能够创设具有一定情感色彩的、体现主体活动的场景,增强学生的情感态度体验,从而帮助学生理解和获取知识或技能。

关键词:新课程高中英语情境教学1英语情境教学的理解英语情境教学法,就是指在教学过程中教师有目的地引入或创设具有一定情感色彩的、以形象为主体的生动具体的场景(concrete settings),以引起学生一定的态度体验,从而帮助学生理解和获取知识或技能,并使学生心理机能得到发展的方法。

情景教学法突破了以往教学方法中的”唯智主义”,其特色是言行情三者融为一体,激发学生学习的情感体验。

英语情境教学具有以下特征:(1)学习环境自由轻松;(2)学生自主学习突出;(3)英语知识的直观形象性。

2英语情境教学的策略2.1从生活中创设情境,以培养学生的理解感悟力。

情景教学使语言更接近学生,更接近生活,引用学生较为熟悉或能够理解的实例,根据不同的教学内容设计教学情景,从而丰富和激活背景知识,通过语境激活背景知识,促使学生用已学知识,老师与学生、学生与学生进行交流,培养学生自主学习的能力,这个过程既可以为新知识的学习作铺垫,降低学习新知识的难度,也可以将新知识直接置于情景中进行学习,使学生更直接、主动进行语言学习活动。

对此,我们应该依据教材文本为学生提供一种更有生活化的情境教学模式,让学生在生活中学习英语,做到”学以致用”。

教师在教学中应该引导学生从教材文本中探寻适合自己学习需要的学习方法。

教师应该从英语学习生活中抓住语言材料的主题范围,确定学习的目的范围,从而避免无序性,真正地深入情境教学的环境之中。

小学英语情景教学研究论文8篇

小学英语情景教学研究论文8篇

小学英语情景教学研究论文8篇第一篇一、教师灵活应用书本,学生角色扮演小学英语的教材中蕴含着丰富的情景元素,如果能将这些情景在课堂上让学生以小组的形式表现出来,使得教材能够更好地服务于课堂,那么学生将会对课本的内容有更深刻的理解,也有更深的记忆。

从教材的实际内容出发,选择恰如其分的情景教学方式,不能单纯追求形式,过分关注情景的创设,而忽视其内在的教学目标。

否则,将会是喧宾夺主、本末倒置的做法。

让学生去扮演情境中的人物,不仅培养了小学生的想象力和合作精神,而且在一定程度上也满足了小学生的表演欲望,让学生在这样快乐有效的教学方法中乐此不疲,从角色交际逐步转向自然交际发展。

例如:老师在教学生“cat”这个单词时,老师可以用猫咪的毛偶玩具来和大家打招呼,并引导学生扮演猫咪,增强学生对这个单词的记忆程度。

对于教材中的长短对话,老师可以将学生分成几个小组,让学生扮演不同的人物,身临其境,产生真实的情感体验。

而且,通过小组学习,小学生可以发现自己的不足,并向表现好的学生汲取优点。

然后老师对各个小组的表现做出点评和点拨,包括发音以及语调。

通过这样的情景,学生不仅学会了单词,而且增添了对英语这门课程的喜爱。

二、将游戏引入英语教学游戏有较强的趣味性,对于天性爱玩的小学生来说是一种全方位的参与活动。

伟大的希腊哲学家柏拉图曾经提出“寓学习于游戏”,他要求“不强迫孩子去学习,主张采用做游戏的方法,在游戏中更好地了解每个孩子的天性”。

在课堂教学中,老师应选择适当的时机,有意识地穿插一些趣味性游戏,对心智不成熟天性爱玩的小学生来说,游戏是最吸引他们注意力的手段。

老师将所要传授的内容融进即将进行的游戏中,让学生在玩耍的愉悦中学知识,定能取得事半功倍的效果。

比如说,老师在教学生学习数字单词时,可以设计一个“找邻居”的游戏来吸引学生学习的热情。

首先,老师可以将学生随机分组,各自编号,随后老师用汉语说出一个数字,如12,那么12号学生就必须快速走上讲台,准确用英文说出“twelve”这个单词,然后他要叫出11号和13号,那么这两个同学也必须走上讲台,动作慢的和发音不正确的都要扣分,最后扣分最少的则为胜利的一组,扣分最严重的则要为大家演唱英文歌曲。

情景教学在初中英语教学中实施方式论文

情景教学在初中英语教学中实施方式论文

浅谈情景教学在初中英语教学中的实施方式情境教学是适应素质教育的一种教学方法和手段。

通过情境教学的研究,提高教师素质,帮助学生熟练掌握知识,扭转传统教与学之间古板、被动的讲授和学习方式。

一、情境教学的内涵所谓情境教学,就是感情与环境影响教学的一种教学方法和手段。

其主要目的是唤起学生学习的兴趣。

心理学研究表明,学生的学习活动包含为前提、互相促进的认识结构和情意状态两个方面,兴趣和动机是促进认知发展的源泉和动力。

课堂教学如何从实际出发,使学生形成渴望学习的心理气氛和环境,如何组织和指导学生的学习活动,使他们的学习热情保持在亢奋的最佳状态,是本文所要探讨的关键问题。

英语是第二语言,教师如何“启蒙”,如何带领学生“入门”,是外语教师,特别是中小学教师感到很棘手的问题。

美国学者埃克斯雷指出:“能够引起学生学习英语兴趣的方法就是最好的方法。

”良好的动机,浓厚的兴趣,是学好英语的两大前提。

良好的动机来源于社会、家庭和教师的影响与教育,学习兴趣主要靠教师培养。

二、(一)教师对学生的影响不受时间、空间和专业的限制教师的思想道德素质、精神品质、兴趣情感都会在学生成长的道路上发挥着潜移默化的作用。

一是教师应具备对教育事业高度热爱和高度负责的敬业精神,具备言传身教,处处以良好的言行影响学生;二是具备自我控制情感的能力,研究证明:在教学过程中,教师愉悦的情绪情感,能引起学生积极的情绪反应,它不仅能诱发学生的良好学习情绪,而且还能转化为学生内部的学习动力,从而提高学生智力活动的积极性;三是教师应具备因材施教的能力,成功的教学,往往是在于:教师平时多了解、多观察不同个性的学生,根据学生不同的特点,启发他们各自的积极性,找到他们各自的闪光点,引导他们朝自己特长的方向发展,充分发挥其主观能动性,从不同角度加以塑造;四是教师应具备自我完善意识。

事实上,教师在教学活动中,自己也在接受教育。

(二)情境教学在课堂中的运用好的开头等于成功的一半,一节课的良好开端对于整节课的顺利进行起着重要的作用。

小学英语教学中情景创设论文

小学英语教学中情景创设论文

谈小学英语教学中的情景创设摘要:情境教学可以创设合适的情境,让学生有身临其境之感学生在情境中学习能够充分激发他们的学习兴趣,有效提高课堂教学效率,达到事半功倍的效果。

现在小学英语课堂中常用的创设情境的方法如下。

关键词:情境创设;英语教学;方法中图分类号:g622 文献标识码:a 文章编号:1002-7661(2012)22-274-01一、实物教学,展现直观而形象的情境在英语教学中,实物是一种更形象、更直观的教学用具。

小学生的英语教材多是按照“话题—功能—结构—任务”的原则来编写,内容与学生的日常生活和学习实际密切相关。

因此,根据教材内容,我们可以很容易地就找到合适的实物,将实物引入课堂,可以将课本中的图片真实而形象地呈现在学生眼前,提高他们的注意力,使他们在一节“欣赏课”中完成英语教学。

教师还可以根据实际情况,让学生自己准备实物,待上课时,学生就拿出自己事先准备好的实物,这样可以引发学生的成就感,让他们对学习英语更有兴趣,更有自信。

二、多媒体教学,直现情境伴随着现代科技的快速发展,教师的教育观念也在发生着潜移默化的变化,以往教师讲、学生听、黑板、粉笔的教学模式已经不适应现在的课堂教学了,为了给学生营造一个比较真实的情境,激发学生的学习兴趣,使英语教学迅速摆脱传统教学的束缚,多媒体在中间起着举足轻重的作用。

值得注意的是,在运用多媒体进行教学时,教师要充分挖掘教材内容,搞清楚本节课的教学目标,并不是花样越多越好,要知道,面对过于生动、活泼的画面,学生很容易只顾欣赏,而忘记学习了。

所以,只要教师运用得合理,多媒体教学在小学英语教学中的好处是不言而喻的,作用也是积极而深远的。

三、简笔画教学,创造情境.简笔画教学,就是在教学中运用简笔画以简练、概括的线条迅速地勾画出物态形象与特征的一种教学方法。

作为小学英语老师,简笔画是必备技能之一,在课堂教学中运用简笔画,可以化复杂为简单,变抽象为具体,避免了用语言来描绘事物形态特征的繁琐以及模糊,从而达到事半功倍的效果。

英语课堂情景教学论文7篇

英语课堂情景教学论文7篇

英语课堂情景教学论文7篇第一篇:护理学院英语课堂情景教学研究摘要:护理专业学生通过课堂英语情景教学对提高专业英语能力具有重要作用。

传统的英语课堂教学模式对于护理专业学生教学效果并不理想,本文阐述了护理专业英语课堂采用情景模拟教学模式,锻炼学生英语口语的同时让学生身临其境,对学生今后护理工作全面发展有着积极的影响。

英语作为一项基础课程,情景模拟教学法是一种全新的教学方法,相对于传统的教学模式,更能增加学生的学习乐趣,具有明显的优势。

本文重点探讨了同学是否喜欢情景教学在护理英语课堂中的应用和更喜欢哪种情境教学方法,对促进护理英语的有效教学和培养现代化社会需求的理论型和技能型护理人才具有重要意义。

关键词:护理英语;情景模拟教学法一、问题的提出随着中国的发展和经济的全球化,全国各大医院的医疗卫生体系也开始逐渐迈向国际化,在中国生活的外国人就医频率也逐渐增高[1].故护理专业学生通过创设相关的情景教学将课堂理论知识与实际情景相结合从而有效大面积的提高护理专业学生的英语应用能力和口语表达能力,同时也有利于我国涉外医疗卫生事业的快速发展。

由于英语作为一门语言教学课程,既要结合国外居民的日常生活和医护英语的相关知识,又需要设定临床护理特定的情景,才能够提高职业英语学习的效果。

情景模拟教学在护理应用中,主要通过思维想象和专业实践。

20世纪90年代伟大的教育学家布朗曾在《教育研究者》杂志上发表《情景认知与学习文化》并指出知识是具有情境性的[2]。

与传统的教学模式相比较,情景教学模式更具有实践性和开放性等显著特点[3]。

随着护理英语教学课程的不断改革和深入,教师在教学活动过程中引导学生并承认学生是学习的主体,使学生热情的投入到学习中去,从而调动学生对英语情境教学模式的积极性。

在教学活动的过程中护理英语的情景模拟教学是指教师根据护理相关的教学内容和教学目的,设计模拟医疗卫生活动的中的实际场景,在这些场景中引导学生运用所学的基本知识和基本技能去分析问题和解决实际问题,从而有效地激发学生的潜能,提高护理专业学生的英语应用能力,使学生独立思考、积极探索、勇于发现和获取知识,并在情境教学中巩固已学知识。

小学英语生活化教学论文10篇

小学英语生活化教学论文10篇

小学英语生活化教学论文10篇在小学英语口语教学中,教师要注重创设生活化场景,让学生能够在真实的情境中体验和运用语言。

例如,在教学中可以引导学生描述自己的家庭、朋友、爱好等,让学生能够将所学语言应用到实际生活中。

同时,教师还可以通过模拟情境,让学生在真实的场景中使用语言,例如模拟购物、旅游等情境,让学生能够更好地掌握和运用语言。

三、多样化教学,激发学生兴趣在小学英语口语教学中,教师要注重多样化教学方法,激发学生的研究兴趣。

例如,可以通过游戏、歌曲、故事等多种方式来进行教学,让学生在轻松愉悦的氛围中研究语言。

同时,教师还可以根据学生的兴趣和特点,进行个性化的教学,让学生更加积极主动地参与到口语训练中来。

四、注重反馈,及时纠正在小学英语口语教学中,教师要注重及时反馈和纠正学生的口语表达。

例如,在学生进行口语训练时,教师可以及时给予评价和指导,帮助学生发现和纠正口语表达中的问题。

同时,教师还可以通过课后作业、课堂练等方式,让学生巩固所学内容,提高口语表达能力。

通过注重反馈和纠正,能够帮助学生更快地掌握和运用英语口语。

在教学中,教师应该选择贴近生活的话题,采用情景教学,让学生身临其境,用英语表达自己的想法和感受。

这样可以使学生在“真实”的情境中将英语与生活结合起来。

例如,在研究《APElesson》时,可以带学生去操场上的体育课。

这样的情景不仅可以让学生亲身体验,还能够激发学生的好奇心和研究兴趣。

在体育课中,学生可以练口语表达能力,例如在发号施令时,学生可以锻炼表现能力和口语能力。

学生们可以深入角色,当自己是一名小老师,自觉地实践,促使多种感官参与活动,有助于英语词汇和实物实景的直接联系。

学生们尝到了成功的甜头,积极性自然增强,他们的语言表达能力在交际过程中得到提高,交际惯也在实践过程中得到了培养。

除了课堂教学,课外活动也是学生生活的一部分,也可以用来开展口语训练。

例如,在双语活动课上,可以组织各种游戏,如“开生日party”、“做相册”、“贴鼻子,画嘴巴”等,要求学生用英语表述。

高中英语课堂情景教学策略研究.论文全稿

高中英语课堂情景教学策略研究.论文全稿

⾼中英语课堂情景教学策略研究.论⽂全稿⾼中英语课堂情景教学策略研究教育学原理专业硕⼠研究⽣穆世芳指导教师靳⽟乐教授摘要提⾼课堂效率,实施课堂情景化教学,是当今课程改⾰的重要课题之⼀,⾼中英语作为课程设置的重要⼀门学科,应义不容辞地加⼊到课程改⾰的⾏列中来。

本⽂⾸先从“情景教学”⼊⼿,探明“情景教学”这⼀概念的基本内涵,并从教育学的⾓度,分析其⾼中英语情景教学的特点,结合⾃⼰的调查访谈和相关⽂献资料,随后对⾼中英语情景教学的现状及问题进⾏了调查和分析,从⽽提出转变教育观念和⽅法的必要性,并根据调查与思考提出⾃⼰对⾼中英语情景教学课堂的⼀些设计与构想。

在研究过程中,主要采⽤⽂献研究和实践探索法。

查阅、积累、综合有关英语教学模式及英语教学改⾰的资料、⽂献,并对相关资料进⾏历史性的理论与实践的分析、归纳。

使⽂章在理论上、实践上更具有⼴泛性和权威性,同时利⽤⾝为⼀线教师这⼀有利条件,搜集和总结了⼀些具体的教学实践经验,把实践经验运⽤到研究中来,使⽂章在理论基础上更具有实际性和实⽤性。

但限于各⽅⾯研究条件,本研究没有进⾏⼤规模的实证调查,只侧重于理论的探索。

⼀些观点有待于在实践中检验、发展和完善。

全⽂共分为五个部分:第⼀部分:前⾔。

简要介绍本论⽂研究的缘起、研究意义以及研究的思路和⽅法。

第⼆部分:分析论述⾼中英语课堂情景教学的内涵,并结合⾼中课堂的实际,指出⾼中英语课堂情景教学的特点第三部分:通过⼤量⽂献和⾃⾝教学体验,指出情景教学在英语教学中的作⽤第四部分:对⾼中英语课堂进⾏实证调查,从中探究⾼中课堂情景教学的现状,并找出其存在的问题第五部分:针对⾼中英语课堂现状和成因,提出相对应的策略第六部分:结束语关键词:⾼中英语课堂情景教学⽬录前⾔------------------------------------------------------(⼀)当前⾼中英语课堂教学存在的问题(⼆)⾼中英语课堂情景教学应⽤于⾼中英语课堂的意义(三)⾼中英语课堂情景教学的研究现状(四)本研究拟解决的问题及研究⽅法⼀、⾼中英语课堂情景教学的内涵与特点(⼀.)情景教学的内涵(⼆).情景教学的特点⼆、情景教学在英语教学中的作⽤(⼀)、有利于营造良好的语⾔环境(⼆)、有利于使学⽣获得感性材料,把理论与实际联系起来(三)、有利于调动学⽣的⾮智⼒因素,使学⽣注意⼒集中,学到的知识易巩固三、⾼中英语课堂情景教学的现状与问题(⼀)⾼中英语课堂情景教学的现状(⼆)⾼中英语课堂情景教学存在的问题四、⾼中英语课堂情景教学的策略(⼀)谙熟教材,是情景教学的⽴基之⽯(⼆)营造良好的教学氛围(三)设计多样有趣的教学活动(四)增强课堂教学的互动性结束语主要参考⽂献前⾔(⼀)问题的由来1.我国经济⽂化发展对英语综合性⼈才的社会需要众所周知,英语是学习⽂化科学知识、获取世界各⽅⾯信息、进⾏国际交流的重要⼯具。

情景教学法在小学英语课堂的应用论文三稿

情景教学法在小学英语课堂的应用论文三稿

ⅠIntroductionForeign language teaching has a history about 500 years in Europe. During this period various teaching methods succeed one after another owing to different social and historical backgrounds. English teaching in China also has a long history for more than 100 years. After the founding of the People’s Republic of China, especially since the practice of the policy of reformation and opening, many western teaching methods have been introduced to China, which has led to the prosperity of English teaching in China to a great extent. All sorts of methods have been applied to the English teaching, which have contributed so much to the overall improvement of national English level.As we know that English which as an international language and a major medium in the Information Age is more and more prominent in the 21st century. So starting English education from primary school has become very necessary. Furthermore, it is a national step to make such a start because English education is a systematic project whose different stages are linked with one another just like the rings on a chain. On this chain, primary school is the special ring because it is the starting point and foundation for others. Childhood is the ideal phase to acquire a native or foreign language. So it is vital to start English teaching in primary school.However, it can not be denied that the Chinese traditional cramming method of teaching is still playing a leading role in our country especially in most mountainous schools, and the proper teaching approach in primary school English teaching process has been greatly neglected. Therefore, we should try to change this situation and adopt more effective methods based on different contents to excite students’interests to study English. As primary English teachers, they are duty-bound to exert themselves to find and create the most appropriate English teaching method. And the author has observed an effective English teaching method which is more suitable for schoolchildren during my internship. The method is situational teaching.The English situational teaching offers as many chances as possible to carry on the exercises in English for students through opening various situations, such as conversation, the song, the game and so on. At the same time, teacher can arouse students’ interests, make them study in the happy atmosphere, and use knowledge freely.II Literature ReviewIn 1954, Hornby in his book Adult Oxford English Course (Oxford Progressive English Course for Adult Learners) has described this approach in the second part. In the same year, Hornby describes the close relationship between English grammar and vocabulary teaching in the context in his monograph, Guide to English Usage patterns (Guide to Patterns and Usage in English). Sukkomlinsky, the former Soviet educationist, thinks highly of the educational effect of natural situation. When he educates students, he promotes the healthy growth by making most wonderful natural situations. He makes the beneficial practice and contribution for ST. Dewey is the first person who puts forward “situation” and uses ST in education. He considers that situation is the first factor for teaching method. He has pushed the theory and practice of situational teaching a great step. In the 1990s, in the U.S, we can see situational teaching in L. G Alexander's series of textbooks such as his New Concept English in which there is a typical structure used in the outline, and sentence patterns and situations are the main activities of the text. Many different versions of the book are reprinted in China and have been known for a long time. British veteran English teacher Penny Ur who has studied English teaching and researched for many years and finally formed a system of teaching theories. In her Language Teaching: Practice and Theory, she pointed out that Listening Teaching should focus on real-life situations.ST has become a systematic teaching method in China since the late 70s and the early 80s of the 20th century. Li Jilin begins to use situations in the Chinese classroom teaching, which is the start of China’s contemporary research on ST. About foreign teaching, the first generation foreign teaching expert, Zhang Shiyi, first starts the research about English ST and he gradually takes shape the theory of English ST. Zhang Jianzhong (2000) advocates that teachers should make full use of modern education which means to set up situation and create pleasant and harmonious lively classroom atmosphere. Zhang Hua (2000) thinks that English teaching in the situations which contain real events or solving problems. What’s more, educators Zhou Zhichao and Gong Shaoying (2006) make some researches on it and make some results.All above are the related literature reviews of the research topic. After the comparative analysis of quite a few literature materials, which find that the research methods for most ofthe previous researches are not multiple. The researches on situational teaching involving foreign languages teaching are mostly a summary of English teaching experience for many years or theoretical research. What's more, even though the subjects are different, the ways are much the same. The study on foreign language teaching focuses more on high school students while little attention is paid to English teaching for primary school, but primary school English teaching has its own unique characteristics. For example, in primary English teaching classrooms, the real objects, pictures, songs and musical scenes are used more than words to mobilize the enthusiasm of the students. Besides, elementary school students are lovely, active and curious about the new and fresh things. They don't have pressure as much as the others so that they can have more time and conditions to be taught in this approach. So the author thinks that as time goes on, ST method must be promoted well.ⅢIntroduction to the Situational TeachingIn this part, the author will briefly introduce something about the ST including its definition and theoretical foundation.3.1 Definition of the STSituation is one of the focus concepts of ST, which is the most frequently applied term in this paper. So the author first introduces the definition of situation.Zhang Jianzhong and Yu Hongzhen (1998) define situation as one in which all internal conditions and external conditions of people in language communication activities.Zhang Jianzhong (2004) defines situation as the complex circumstance which influences the learning of new language, including listening, speaking, reading and writing etc. Two factors are included, and they are social language context and personal characters of the learners.The explanation of situation in Oxford Advanced Learner's Dictionary of Current English is: the things that are happening in a particular place or at a particular time (Hornby, 2000).In western psychology, situation is often the representative of stimulus, which approaches situation from the point of biology and sociology. However, in the field of education, it is generally regarded that the term of situations firstly proposed by the American educator Dewey. In his book How to think (Dewey, 1910), he proposes that theterm situation is introduced to education area and leave a profound effect in this field.According to the researches on situation listed above, this paper is in favor of the definition of situation in Cihai(Xia Zhengnong, 1989), in which the term situation is defined as the relevant social circumstance in the process of social activity, which is the pertain condition in which the social activities occur.Then the author introduces the definition of ST. The concept of ST was firstly proposed by Brown,Collin & Duguid in the essay Situated Cognition and the Culture of Learning in 1989. According to their views, knowledge is meaningful only when it is applied to practice, which can not be separated from the context and the best way to learn is learning in the context.With the expansion of researches on ST, different ideas are proposed: ST is to excite children by creating typical situation, combining emotion and recognition, from the point of the dialectical relationship between emotion and context, emotion and expression, emotion and logics, emotion and all-round development. (Li Jilin, 1990)ST is a teaching method which inspires students and improves their study by creating a lively situation. (Gu Mingyuan, 1999)In the west, the most acknowledged definition of ST is made by a national research project sponsored by the US Department of V ocational and Adult Education Offices and National School Office as one concept related with teaching and learning, which combines the content of textbooks and the real world and helps the students establish the relationship between knowledge and practice, the identity of the student as a family member, a citizen and a worker. According to the definition, situational teaching can combine problem-solving, self-learning, partner-learning, the learning in situation and the strategy of value analysis. 3.2Theoretical foundation of the STThe feasibility of situational method in primary English teaching is validated by some well-known theories in education as its theoretical foundation. In this paper, the author introduces two theories. They are language acquisition theory and mood psychology theory.3.2.1 Language acquisition theoryLanguage acquisition theory is one of the theories of English situational teaching. Language acquisition is a person's language study and development, which has positive influence on modern language teaching. The main idea of this theory is that first languageacquisition is depended on natural and native language environment. To master language ability, we should put the students into specific and alternative language communication environment and make students do a series of language practice activities.The most famous theories are Chomsky's language acquisition device and Krashen's hypothesis theory of second language acquisition. Chomsky thinks that people are born with language acquisition, because there is a hereditary "language acquisition mechanism" (LAD) in the brain. In the period of language acquisition, when children are exposed in a language, they can acquire this language, and if they are exposed in more kinds of language, they can acquire more.Obviously, the environment is important to language learning and Krashen's hypothesis of second language acquisition is the greatest influential one. Krashen (1981) thinks that language acquisition is a subconscious process and that the acquisition of competence is also subconscious. He proves in his research that adult who develops competence in a second language depends on two ways: acquisition and learning. During language learning process, there are both unconscious acquisitions in children physiological growing process and conscious learning in social context and school context. In foreign language teaching, we cannot deny language acquisition mechanism just because we are lack of natural acquisition environment. So English teaching need to be used in real environment. Krashen(1985) argues that there can be a mental block that prevents acquirers from fully utilizing the comprehensible input they receive for language acquisition. In addition, Ellis also has some research on language acquisition.3.2.2 The mood psychology theorySituations have emotional character. If the situations are vivid and concrete, the students' emotional experience can be stimulated. It is helpful for them to understand teaching materials. Mood psychological process mainly includes cognitive process and affective process. Cognitive process is selecting and processing information, however, people's emotions and moods can promote or block their cognitive process. If a person is in a good mood, his cognitive process would be featured with thinking quickly, solving problems rapidly, on the contrary, his thinking is slow and he cannot solve problems actively. Pleasant mood is useful for intelligence operation organization, while too strong or too weak feelings or bad mood may cause confusion and memory difficulties. Therefore, cheerful and livelyclassroom atmosphere is a very important condition for obtaining effective teaching and learning, for students often internalize and deepen knowledge when they are in high spirits.In classes, teachers must integrate reasonably these emotional factors to promote students' learning in teaching process. Emotional adjustment can help people use positive emotion, and avoid negative emotions. School teaching should emphasize students’ emotions, will, creative ability training and development, and explore the ways that combine cognitive activities and the students' emotion.In addition, outside the classroom, teachers should also create opportunities of English communication for the students and exchange ideas with students, since positive emotions can promote students' cognitive activities; and increase students' passion and enthusiasm to communicate with each other, and finally improve their communicative ability.ⅣApplication of the STThe purpose of this part is to offer principles of designing situations and creations which can be employed in English teaching in primary school.4.1 PrinciplesIf teachers want to create effective situations, they must follow some principles. There are four principles for teachers to design situations.4.1.1 The principle of effectivenessIt is well known that the creation of situation is directly related to teaching effect. When creating situations, teachers mustn’t pay much attention to the form and process and they should pay more attention to content and effect. At the same time, the creation of situation is based on teaching task. It should be practical, targeted and realistic. Teachers should design meaningful and purposeful activities that are consistent with students' own experience, daily practice and current level of knowledge.In addition, situations should be closely related to teaching materials. The difficulty should be moderate. The length should be appropriate. The amount of the new words should not be too much. Through situational teaching, students are activated to review the old knowledge and learn the new. An effective way is to combine the content of the text with the scenes. In this way, the students are trained to deepen the understanding and master words. So the students can not only improve the ability of using language to communicate, but alsohave a deep understanding on the western culture. Proper designs of situations can promote students' mutual understanding and thinking, and stimulate their desire and interests to exchange information.4.1.2The principle of participationIn the class of primary English teaching, teachers should pay attention to the width and range of language learning and practice; they must be geared to the needs of all students. Therefore when teachers create situations, they must consider whether students are willing and capable to take part in and that they should try their best to make all of students can join in English activities. In other words, the creation of situation must base on students’ age and level of intelligence development. For low-grade students, teachers can set up games or objects, but for high-grade students, teachers can set up role play. Remarkablely, teachers are still guider in situational teaching, and they can’t only deliver situation to students. Oppositely, they should explain the pattern and requirement to students clearly at first. Meanwhile, they should stimulate students’enthusiasm with their own zeal. In addition, when students are performing, teachers should also listen to them carefully and pay attention to pronunciation of words and means of expression so as to find mistakes and correct them.4.1.3 The principle of definitenessSituations that are set up must be explicit, which includes such factors as scene, role, thoughts, grammar, and vocabulary. When designing situations, teachers must let students understand the meaning of scenes and their own roles in the scenes. Teachers must concisely introduce the time, place and story background of the situations to the students, assigning students roles and tasks with clear instructions before the students begin to do the practice. The teachers must explain the roles to the students explicitly when they lead to the situations. If the students don't clearly know what their roles and the tasks are, it is hard for them to put themselves into situations even though there are situations, they would just mechanically recite it, and consequently, the purpose of ST cannot be achieved.4.1.4 The principle of creativenessThe important point of quality education is to cultivate students' innovative ability. Learning a language is not only learning a particular sentence, but also using some rules tocreate and understand new sentences. Regularity and creativity are two important characteristics of language.Language creativity means that the learner uses known or previous information to flexibly create new sentences and words according to certain goals and it is the highest manifestation of intellectual development. Foreign language creativity refers to the ability of innovatively using the language to have improvisational communicative activities. Classroom teaching is the main place of cultivating students' innovation spirit.So it is highly recommended for teachers, through designing reasonable situations, to create a relaxed, harmonious classroom atmosphere so as to arouse students' active thinking and learning passion. Teachers should pay attention to use reasonable scenes to increase comprehensible language, and make necessary arrangements for students to let them use the language materials for communication.4.2 CreationsEstablishing the situation method is various. The author sums up some methods by collecting, organizing some successful examples of teaching and materials and combining with her experiences in this part.4.2.1 GamesGame is a recreational activity, often used in primary school English teaching. Games in primary English teaching can cause the interest of students, and create a relaxed and happy atmosphere, which can not only meet the need of "play", but also help students unconsciously learn the language knowledge and master the language skills. In the games, the students can cultivate active thinking and enhance self-confidence. Their positive feelings have been trained. When teachers teach students stationery, they can use games to promote teaching. For example:T: Hello, boys and girls. Let's play a game, ok?Ss: Ok!T: Now, guess. What's in my hand?S1: An eraser?T: No, it's not.S2: A ruler?T: No, it's not.S3: A crayon?T: Open it and see. Yes. It's a crayon. You're a clever boy.This kind of method not only reviews a lot of words and sentences but also set the stage for learning new lesson. At the same time, because the students are anxious to know what is it in the teacher’s hand so as to make them think quickly. This method makes it nature and easy for teachers to tells students about the contents of this lesson. However, in the carrying out games, the main following points should be paid much attention to:1) The design of the game should center on the teaching content: Games cannot be purely fun, otherwise, though it is very active, the students will waste a lot .of; classroom time after the game instead of mastering the language.2) The forms of games should be flexible and diversified. Teachers should focus on knowledge of different languages to design different game formats so that students will continue to produce fresh, actively participate in the game, access to knowledge `of the language.3) Playing games in class ought to be moderate. Although the game is a well-aided teaching, but this doesn't mean "the more, the better". While organizing lessons, teachers should choose right time appropriately to intersperse games. Only when the game is just right to assist instruction, will students not be in tension all the time. As a result, they can master the knowledge without being noticing it.4.2.2 Body languageIn daily life, students don’t have many opportunities get in touch with English, so classroom is the main place where they use English. In order to let students grasp knowledge well, teachers should apply a various of teaching means. Body language is a very good teaching means for primary students.The so-called body language is the non-language specific body posture, which is used in the process of communication to transmit information and express information. This specific body posture can not only support the body, modify or deny the speech act, but can partly replace the speech act, playing an independent function of expression. Moreover, it can also express the feelings and attitudes which speech acts cannot do. At the same time, body language can make pupils study English happily, and it changes sterile, mechanicalsentence patterns into vivid, lively and interesting. So it is feasible for teachers to bring in body language appropriately in the process of primary English teaching.With the help of body language and facial emotions, teachers can express situations more exactly and students are easier to understand. For example, when teachers find that students don’t pay attention and they are sleepy, teachers shouldn’t always repeat imperative languages, such as “Keep quiet! Listen to me!” On the century, teachers can make a gesture to remind them to be quiet. Another example, teaching students the word "dance", the teacher can invite a girl to dance to the music, and then ask the other students to guess what she is doing. Of course, it is very easy for them to understand that she is dancing. At that time, teachers teach “dance” again. Students will build up the relation between the word and its meaning. At last, the teacher can give an example to the students: "Let's dance together.” Or she can ask students to dance to the music together. Without doubt, the atmosphere of classroom will come to the peak. It is proved that the ST method can make students to participate in interactive teaching activity and stimulate students’ interest.For senior students, they will contact with imperative sentences, for example: “Stand up; Sit down; Open your book; Close your book; Lift up your fingers.” Teachers can ask them to say the sentences and do the actions. This means have many advantages. On the one hand, it can avoid Chinese explanation; on the other hand, it is in favor of training the students’ ability to think in English directly4.2.3 Role playThe aim of daily teaching is to bring students into simulation-based life background, in which students actively play many kinds of role, so that they can fully cognize language, master study contents, enhance the ability of employing what they have learnt and improve oral expressive capability.No matter do students play the role or they appreciate the performance, they are able to understand the text by their own thinking and experience. Shows not only improve students’ability of expression and imagination, but also give students a platform to display talent. As a result, students are sure of themselves and their studying enthusiasm has been improved. Teachers design teaching activities according to teaching goal and then create simulation scene, introduce the roles and processes to students, finally to consolidate.Role play lets students play in different roles and do some activities. It attractsstudents’attention and inspires their inner desire and performance potential. In a word, students can study easily, thus they will experience tremendous fun in studying. Meanwhile, role play offers a practical and colorful activity form for English class.For instance, there is a dialogue about visiting a friend. The dialogue can be played like this:A: May I come in.B: ( opening the door.)Oh,it’s you.Come in, please.Sit down, please. Would you like coffee or tea?A: Coffee, please.B: Here you are.A: Thank you.The form of this dialogue is very close to life. When students talk about stories, their enthusiasm is particularly high. They are eager to make dialogues on the basis of scenes.ⅤSuggestions for the STBased on the ST method studies and the teaching experiments, the author would provide the following suggestions on the application of the ST method in primary English classroom teaching.5.1 Using situation moderatelyIn primary English teaching classroom, firstly, teachers should let students experience, practice, participate, cooperate and communicate to get and understand English, stimulate and cultivate their interests in learning English. Secondly, teachers ought to help students build self-confidence, develop good learning habits and form effective learning strategies and develop autonomous learning ability and term spirit. Thirdly, teachers should let students master certain basic knowledge of English and skills such as listening, speaking, reading, writing, form a comprehensive language using ability and train their ability of observation, memory, thinking, imagination and creative spirit. Besides, the teachers should pay special attention to students who make great progress and praise them timely. The praise and encouragement will stimulate the students lag behind of others to try hard, arouse their interests in learning English, and turn the passive learning into the active learning.5.2 Considering the standard requirements of new curriculums of EnglishThe focus of English curriculum reform is to solve the problem that teacher attaches much importance to explaining and imparting grammar or vocabulary in the course of teaching instead of ignoring the tendency of fostering students’actual ability of using language, and it requires developing students’ ability to use integrated language to make the process of language learning be the process which students forming positive attitude ,voluntary thinking and audacious practice and make them form a habit of learning voluntarily. Therefore, the creation of situation must base on the standard requirements of new curriculums. That is to say, in the classroom of primary English teaching, it is important that students play the dominant role; teachers should guide the students to discover the useful knowledge and consciously imitate and exercise.5.3 Paying attention to the communicationTeaching process is a process of two-way exchange between knowledge information and emotional information, and exchange between students and teachers. If there isn’t communication then it will certainly take away from teacher’s teaching effect. Therefore, situational teaching should pay more attention to communication. This method combines knowledge with teacher’s personality characteristics and express by situation. Of course, if teachers don’t notice communication, some teaching method can’t get students’ recognition, sometimes it may be backfired. So on the relationship between teachers and students at ordinary times, teachers should try their best to achieve harmonious and democratic. Psychological harmony between teachers and students help students form a mutual support in the joyful mood. At the same time, teacher should pay close attention to the students every now and then and timely supervise, guide and evaluate. In addition, teacher s should also take different measures to control the atmosphere in classroom in the light of students’ actual fact and requirement. This shows the process of applying the ST method to classroom is a process of mutual urge, mutual encouragement, and mutual development between teachers and students.Ⅵ Conclusion。

如何在英语教学中创设教学情境论文

如何在英语教学中创设教学情境论文

浅谈如何在英语教学中创设教学情境关键词:英语教学;教学情境;创设没有良好的教学方法,就难以取得预期的教学效果。

哲学家黑格尔把方法比喻为耕地的犁。

革命家毛泽东把方法比作过河的桥或船。

生物学家达尔文说:“最有价值的知识是有关于方法的知识”。

教师的教学既是科学,又是艺术。

俗话说:“教学有法,教无定法”,在英语教学中我们是完全可以“八仙过海,各显神通”,使用自己有把握的、有效的方法,并在实践中创造有效的、有创造力的教学方法。

而情境教学法是在现代教育培养全面型人才理论指导下创新的教学方法。

那么在新课程理念下,如何创设英语教学情景,我想从以下几点谈谈在初中英语教学中如何创设教学情景的尝试。

一.利用多媒体教育技术及实物等直观教具创设教学直观情境著名的教育家苏霍姆林斯基曾说过:“如果教师不想方设法使学生进入情绪高昂和智力振奋的内心状态就急于传授知识,那么这种知识只能使人产生冷漠的态度,而不动情感的脑力劳动就会带来疲倦。

”因此,在英语教学过程中,教师应利用多媒体教育技术及图片、模型实物等直观教具,为学生设置诱人的教学情境,使学生学习时如身临其境,从而激起学生积极思维,利用图片、模型、实物,可以充分利用人的有意与无意知觉的特点,把有意刺激与无意刺激结合起来,增强学生感性认识,提高记忆效果。

1.利用幻灯多媒体等手段,可以为学生展示与实际经历相似的各种感官信息,对学生的智力感情产生一定的影响。

多媒体画面,给学生一种新奇、有趣、真切的感受。

cai画面往往呈现于连续的动态中,非常能吸引学生的注意。

我们可以通过电脑将其形象、夸张地处理,把抽象的语言材料变成形象具体的画面,以形、光、声、色等多种形式刺激学生的感官系统,让学生耳听、眼看、脑记,在“身临其境”中感知语言材料。

2.借用实物创设情景是最常用的较方便的情景设置方式,它形象生动,比较适合初中英语教学。

借用实物创设情景,不仅大量的名词可以通过实物来呈现,一些方位介词、系动词也可借助物体使之表达简洁、明了。

中学英语情景教学论文3篇

中学英语情景教学论文3篇

中学英语情景教学论文3篇第一篇一、情景教学的内涵所谓情景教学在中学英语教学中的应用即指教师选定具体的教学内容,然后根据具体的教学目的来为学生设置相应的情景,让学生能够在情景中充分发挥出学习的主动性和积极性,从而产生学习兴趣,通过学生的积极参与来收获良好的教学效果。

将枯燥的英语语法和理论融入具体的情景当中,使其变得生动、浅显,将知识与情景结合,更容易达到中学英语教学的目的。

二、情景教学的应用方法成功的情景设置可以为中学英语教学获得良好的效果,情景教学不同于普通的教学方式,其更注重趣味性、科学性等,在教学过程中可以从多方面进行情景设置。

1.利用多媒体进行辅助教学单纯的文字学习难免会让学生感觉乏味而失去学习兴趣,所以可以利用多媒体作为辅助教学的工具,根据具体的教学内容,向学生播放相应的图片、视频等,吸引学生的注意力。

例如,在学习school一词时,为了帮助学生对这一词汇产生更加深刻的印象,教师可以向学生展示一些自己校园的图片,也可以利用校园生活的相关图片来组织学生充分发挥所学知识,对图片进行描述,学生在这种轻松的环境中能够不断拓展自己的思维,收获良好的学习效果。

2.增强教学趣味性中学英语本身属于一门比较枯燥的课程,学生在大量的词汇和深奥的语法的积压下容易失去学习的积极性,所以需要教师采用一定的措施来改善课堂的氛围。

要想激发学生学习英语的兴趣,最直接的方法是使英语学习的课堂充满趣味性。

教师可以选择在课堂上播放一些简单的英文歌曲,让学生在舒缓的音乐节奏中忘却英语学习带来的烦恼,慢慢地将思维投放到歌曲的英文语感及歌词上,如此就可以形成一种轻松的英语学习氛围。

通过这种方式更容易引发学生对英语的兴趣,同时也可以拉近师生之间的距离,创造出良好的教学环境。

3.有针对性地组织课内活动中学英语教学的一个重要阻力在于学生往往缺乏足够的实践机会,难以通过实际的交流使自己的英语能力得到锻炼,所以教师可以针对这一问题,专门组织相应的课内活动,为学生创造能够满足其需求的交际平台。

初中英语教学情景教学论文

初中英语教学情景教学论文

初中英语教学与情景教学【摘要】初中英语是初中生的主要学习课程,对于英语知识的掌握甚至关乎于学生的未来。

在英语教学中,对于陌生的语言环境应采取更加恰当的教学模式,情景教学便是很好的方式。

情景教学将知识与情景融为一体,让学生在生活、娱乐中学习到知识。

【关键词】初中英语情景教学教学方式英语教学是我国教学的重要部分,也是学生中考、高考的重要考察部分。

在初中的英语教学中应该怎样才能达到更好的教学目标呢,情景教学便是很好的教学方式。

情景主要是事情发生的场景,将实际发生的场景、环境、人物还原,进行情景模拟。

在初中英语教学中,情景语境是重要的因素,在模拟的过程中不仅提高了学生的英语水平而且加强了学生的表达能力。

一、情景教学的模式方法及具体运用情景教学在初中英语教学中是较为常见的教学方法,但是根据初中生特有的性格特征与情绪特征可以采取以下几种方法。

实物、动作创设情景。

在初中英语教学中,单词的学习多采用实物及动作的方式进行教学,这样能使得学生很快加深记忆。

英语是一种拼音达意的文字,在教学中学生没有充分了解这个语言世界的时候很难使其快速的记忆,因此应多加实物及直观教具。

在教授英文词语交通工具如汽车、卡车、吉普车等等时,制作一定的卡片表明类型,学生可以通过重复练习以及快速抢答的同时加深记忆,同时也能增强学习的兴趣。

在英语单词face,head,mouth,nose,eye,ear,hair,arm,hand,leg,foot,back,chest等表示人体各器官的名词教授时同样采取类似的办法甚至可以具体到各个学生的自身采取进一步学习,教单词时,一边指着头,一边说着head,学习气氛一下子就上来了。

在巨型教授时,可采用教室中可以利用的实物或者社会热点时事等,这样的情景出现使得学生很好地接受知识。

交际情景教学。

进入初中英语教学中,我们可以发现很多课文都是根据交际形式将单词、语法、句型呈现出来的,那么这样好的模式也应应用到教学中。

英语听说教学情景化论文

英语听说教学情景化论文

浅议英语的听说教学情景化【摘要】为了提高学生的英语运用能力,只能尽量利用课堂的有效时间,创设情境让学生运用英语,现在我结合我的实际教学,谈谈听说教学的情景化运用【关键词】听说情景化趣味性语言运用听说练习可配合一定的情景,在学生听说的同时提供表示内容的形象,努力创设学英语的氛围,会降低难度,并使教学情景化,增加趣味性。

以下是我在听说教学中所采取的几项教学情景化的做法:一、听说与图画结合1、借助图画进行听说练习。

初级阶段使用的图画,可以是简单的物体,如:一座房子、一条小河、河上有一座小桥、桥下有一条小船、船上有两个孩子,用来配合相应的简单描述性的录音材料:look, it`s a beautiful house. there is a river near the house. there is a bridge over the river.there is a boat on the river.there are two children in the boat.they have a good time.为降低听力难度,也可先引导学生用自己的话描述图画,然后再听。

这样重复几次,学生有兴趣,听说能力同时得到锻炼。

对于一些表示动态的或比较复杂的内容宜画一组图来示意,每一幅图的内容不宜太多,简洁明了即可,象连环画那样,难度分解了,学生不觉得难,也有了兴趣。

如九年级的课文the man who loveddogs.可画一组十张的图来配合听:第一张画一张人像,上面写着名字:james herriot (1915,scotland);第二张画一个小男孩带着一条狗在山中玩;第三张画一个大学校门;第四张画一个美丽的农场,有马、牛、羊等各种动物,上写:yorkshire ,eagland.第五张画一条生病的狗,没精打采的躺在地上;第六张画herriot给狗治病,别的兽医在一旁嘲笑他;第七张画狗的主人面带微笑,小狗在一旁活蹦乱跳;第八张画herriot带着两条狗一起坐在车上前往农场;第九张画几本书,其中一本写上:james herriot`s dog stories.第十张画james herriot与一群狗快乐的在一起。

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英语情景教学论文1.引言情景是英语教学中非常重要的因素,它直接影响英语教学的效果。

学习语言只有在一定的情景中才能理解和表达。

正如人类学家马林诺斯基所说的:“如果没有语言情景,词就没有意义,也不能代表什么。

因此,话语也只有在情景语境中才能产生意义。

”> (马林诺斯基 1980. 2 .页)语言的词、句、篇来源于情景,又不能脱离情景。

汉语中的“伯母、舅母、姨母、姑母”在英语中只用一个词“aunt”来表达,汉语中一个“开”字,英语则要用多个词来表达,如:开门open the door开车drive the car开机器run the machine开会have a meeting开收音机turn on the radio以上两个例子说明,词语只有在特定的社会文化环境和上下文情景中才能被理解和掌握。

2.情景教学的意义及重要性我国著名教育学家朱绍禹先生曾经指出:“教师的基本作用在于创造一种有利于学生学习的情境,这既要靠教师的知识经验,还要靠他们的艺术和品格;而表明良好学习情境的标志是使学生有广泛的思考自由……”《中学语文教育概论》(内蒙古人民出版社,朱绍禹.1983. 140页)。

这种情境,不同于一般的教学或艺术上的情境,而是一种促进学生学习主动发展、自由思考的教学情境,如果用系统的观点来考察的话,教学情境包括着学科的因素、人的因素、物的因素,这多种因素的巧妙结合,才能成为教学情境。

在这三个因素中,人的因素是第一位的,英语学科因素靠人去掌握,物的因素依赖人去创造。

可见,以上几个因素,最关键的是教材、教师、学生三个基本因素,它们之间的关系,是:教师依据教材创设教学情境,让学生置身在这个情境中,使学生入境而感受美---爱美而动情----理解而晓理,充分做到“形真”、“情深”、“意远”、“理念寓于其中”达到教材所要求的指标,这就是英语情境教学的实质,在教材规定,学生对象不变的情况下,教学情境的创设主要依赖教师的“知识、经验”、“艺术和品格”了。

3.如何在教学中发挥情景教学的功能3.1 巧用实际情景,激发学生求知欲。

实际情景贴近学生实际生活.为所有的学生熟悉.众所周知good morning. hello这样的句子.绝大多数学生都会运用如bye━bye更是连几个月的婴儿都能理解和运用,为什么?就是因为实际情景的运用赋予了这些句子极强的生命力.当前的中小学英语教材内容都与学生的日常生活密切联系.这样我们英语教师在备课时.要认真钻研教材根据实际.巧妙地启发学生把所学的英语与实际情景结合起来并加以应用.如教“making our world more beautiful”.这一课我在课前收集了有关环保的知识.了解班里的卫生情况于是.在巩固练习的时候.我设计了几个问题让学生回答:who’s on duty ?can you sweep the floor?how do you think your classroom dirty or clean?what things can harm the environment?what do you think we should do to improve our environment? 这样学生把课堂教学与周围的环境联系.然后教师把收集到资料.图片与实物vcd.如环保的宣传资料.环保的画面.播放环境的vcd给学生看.当学生看到这些资料时.意识到环保的重要性.全班同学共同达成协议“if everyone makes a contribution to protecting the environment ,the world will become much more beautiful”教学内容,有时可准备一些便于携带的水果、衣物、文具、玩具等,上课时带入课室,帮助教实物是最常见的直观教具。

教师要最大限度地利用教室里现有的人、实物设置情景,根据教学。

例如第三册第21课part one和part two,主要是操练“have you got……?”句型,可直接利用学生自己有的书、字典、尺子、铅笔等,让他们两两或小组演示情景,练习向别人借东西的习惯用语。

如向别人借字典时,可这样进行:excuse me. have you got a dictionary ? i think i’ve got one. yes, here you are. (sorry, i haven’t got one . ask lilei)巧用实际情景的方法使枯燥的长篇英语课活起来.这样学生不仅锻炼了想象能力,还提高了学生的口语表达能力.3.2 创设情景,调动学生积极性.。

中小学英语的教材内容大多都与学生的日常生活密切联系.但这些内容不可能正好与我们教学的实际情景相吻合.因此我们英语教师在教学这方面要创设情景.调动学生的学习积极性. 教师在创设情景时,应密切结合教学内容和学生的需要,所设情景要贴近教材内容并符合学生的认知水平和心理特征,努力做到教材、情景、学生高度协调统一,只有这样,才能充分发挥情景的作用。

如在教“merry christmas”这一课时.因为该课文的教学时间正好是12月份.教师可以在课前准备好圣诞树上的小饰等.上课时我一边给学生展示教具.一边用英语进行讲解.同时还辅助必要的动作.来演示动词词组.(1)help decorate the tree(2) cutting down the christmas tree(3) put up the lights(4)put an angle or a star at the top of the tree. 学生很容易的容入到课文中.学生根据创设的情景积极踊跃地抢着发言.整个课堂气氛非常活跃热烈.简笔画简单、易学,往往几笔画就能表现一件事物,一个行动,一个情景和一个情节;而且概括性强,能更为准确地表达意思,克服复杂画面常分散学生注意力,造成误解的缺点。

简笔几画有可用于一切场合,一切环节。

会画一些简笔画是英语教师的一项基本功。

教师可用简笔画来显示新的单词,表达句型和语法。

如第三册第5课“the high jump”和“the long jump ”两个短语,教学时在黑板上画上“跳远”“跳高”两幅简笔画,学生就很容易理解这两个短语的意思。

再如第一册第86课“what’s he/she doing?”主要是学习和操练现在进行时。

教师在黑板上画上男孩或女孩放风筝、做作业,跳高、跑步、看电视等若干幅简笔画,学生会很快地表达出she’s flying a kite. she’s doing homework. he’s running. he’s watching tv创设情景有多种方法.有用语言假设的抽象情景.有用画面创设的直观情景.有用音像创设的情景.教师在设计教学时.应用什么方法取于教学的实际情况.尤其是符合学生的实际.要利于激发学生学习的积极性.要利于教学目标的实现和教学内容的落实.3.3 拓展情景,开发学生的创造潜能。

运用情景法进行教学,把枯燥的语言知识变为学生喜闻乐见的语言实践活动,能激发学生的学习兴趣.但是.如果我们只是教学局限于一成不变的情景这中学生在一定的操练之后会感到厌烦.这就要求教师要善于驾驭课堂的教学节奏,适时地拓展情景,让学生创造性地把学过的知识有机提高学生的语言交际能力.无疑是大有裨益的.例如:教学“halloween”这一课时,正值西方国家一年一度的万圣节,于是我便上网搜索了很多关于万圣节的资料。

课开始,t:boys and girls, here’s a card for you.电脑屏幕上缓缓向学生展示一张电子贺卡,电子贺卡最后是一排醒目的大字“万圣节快乐”。

t: oh, yes. today is halloween. do you know halloween? (由于大众媒体的传播,学生对万圣节已有一定的了解。

) 随着学生的介绍我打出了各种图片:南瓜灯、身着奇装异服的人们等。

t: look, what are they doing?电脑屏幕上展现孩子们在边交流边打扮准备参加万圣节的情景。

t: do you want to join them? s: great. 学生开始边讨论边打扮起来。

t: now let’s go. s: let’s go.学生挨家挨户拜访,索要糖果。

我设置了万圣节这一特定的文化背景,让学生置身于这种模拟的文化背景中进行角色扮演活动,并指导他们尽量按照角色的特点和特定的语言交际环境来正确地使用语言,指导他们尽可能地使自己的语言、风格来表现该角色的民族个性。

通过这样的教学活动,可帮助学生逐步提高结合社会文化背景来参与人际交往的意识和能力。

在教“ the sensons of the year”这一内容时,先创设情景来调动学生的学习积极性,用体现春夏秋冬的四幅情景图进行视听教学,让学生对要掌握的内容有感性认识含辛茹苦进行说的训练.在此基础上进一步拓展情景,把准备好的情景录音放给学生听<录间,春天:抒情的音乐,并有小鸟在鸣叫;夏天:热烈的音乐厅,并有人们游泳戏水的欢叫声;秋天欢快的音乐,收割机在轰鸣,人们在欢笑;冬天:紧凑的音乐,北风呼呼,让学生根据录音一边创造性地做出相应的动作,一边说相关的话,使他们兴致勃勃地用学过的词汇和句型说了许多话.这样拓展的情景使学生感到很新鲜,激发了学生强烈的参与欲望,收到了良好的教学效果.3.4 培养学生积极参与情景交际。

有位教育学家曾说过:”教好外语的首要条件是要尽可能地让学生接触外语和运用外语。

学外语就像学游泳一样,学生必须泡在水中,而不是偶而沾沾水,学生必须潜入水里面去,并感得到其所哉;这样他最后才能够像一个熟练的游泳者那样乐在其中了。

”究其实在说学生只有通过实际运用英语才能获得运用语言的能力,才能学好英语。

因此,作为一个英语教师就应该借助于动作、实物、图像等各种各样的情景给学习提供在课堂上运用语言的机会,同时,把要学的词法、句法、语法等内容及语言技巧溶汇于英语环境之中。

3.4.1 实物对话。

作为中学生,学习英语的资历尚浅,词汇量有限,所以教师在运用实物对话时应用一些词汇,句法较为简单而又明了的句子,使学生听到的和努力去说的英语具有强烈的真实感。

如老师可指着自己的黑头发说:“this is my hair.”“it‘s black.”。

有时教师还可把实物演变为一些简单的游戏形式以加深学生的印象,如教师指着自己的鼻子说:”this is my ear. i s thatright ?”学生便会很主动地回答:”no, it’s your nose .”有时,学生会因此物想到彼物,产生一些新的信息,增加词汇量,教师亦可在课前准备一些小件物品放在提包里,让课该派用时就拿给学生看,还可根据实物进行各种形式的提问。

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