简笔画---小学英语教学中简单高效的教学手段

简笔画---小学英语教学中简单高效的教学手段四川省攀枝花市东区银江校区朱桂丽
摘要:当今世界，英语被公认为全球通用的语言。

在现今的小学英语教学中，学生需要掌握大量的词汇、句型和对话，尤其是英语的听、说部分是小学英语教学中的重中之重。

作为一种语言教学，教师需要想方设法的创设情景，从而提供更多的实际操练的机会。

简笔画操作简便，有着极大的灵活性和创造性，是英语教学中一种有效的手段。

本文分析了英语教学的形势，主要就简笔画在英语教学中的作用及运用作了比较详细的阐述，指出了简笔画运用于英语课堂教学的重要意义，特别是对初学阶段的英语教学更为实用。

同时，说明了简笔画的特点，对简笔画在课堂教学中运用的各种情形作了比较详细的论述，并提出了使用简笔画应注意的问题。

关键词: 简笔画; 英语教学; 简单; 高效
Stick Figure-- Simple and Highly Efficient Teaching
Method in Primary School English Teaching
Undergraduate: ZhuGuili
Abstract: Today’s world, English is recognized as world’s
universal language. In
current primary schools English teaching, students need to master a large number of
vocabularies, sentence structures and dialogues. Improve English speaking and listening ability is the most important thing in primary school English teaching. As
foreign language teacher, we should find ways to creating context and providing more opportunities for practical application. Having great
flexibility and creativity, stick figure is easy to operation. It is an effective way in English teaching. In this graduation thesis, I analyze the situation of current English teaching, expound on the role and application of stick figure in English teaching and make a more detailed exposition on its use. The paper points out stick figure’s important significance in
English language teaching, especially at the beginning stage of English learning. At the same time, it indicates the characteristics of stick figure and discusses in more details on it used in various situations classroom teaching. At last, the paper proposes some problems that should be paid attention to when we make use of stick figure.
Key Words: stick figure; English teaching; simple; highly efficient Contents
1.
Introduction ........................................................... ................................................ 1 2. The
characteristics of primary school students English
learning (1)
2.1 The attention
deficit ................................................................ . (1)
2.2 The strong sense of
curiosity .............................................................. .. (1)
2.3 The teacher’s
guidance ............................................................... ................... 2 3. The characteristics of stick figure in English teaching .. (2)
3.1 Concision............................................................... (2)
3.2
Creativity ............................................................. .. (3)
3.3
Vividness .............................................................. . (3)
3.4 Imagination............................................................. ...................................... 4
4. The application of stick figure in English
teaching (4)
4.1 Listening
teaching ............................................................... .. (4)
4.2 Speaking
teaching ............................................................... .. (5)
4.3 Word
teaching ............................................................... .. (6)
4.3.1 Distinction between
synonyms (6)
4.3.2 Comparison between
antonyms (6)
4.4 English grammar teaching................................................................ . (7)
4.4.1 Adjective
comparison ............................................................. . (7)
4.4.2 Verb tenses.................................................................. ........................ 7
5. Proper using stick
figure ................................................................. .. (8)
5.1 Combination of teaching
content ................................................................ (8)
5.2 Combination of other teaching
methods (8)
5.3 Avoidance of inaccurate
image .................................................................. .... 8 6.
Conclusion ............................................................. .. (9)
Bibliography ........................................................... . (10)
Acknowledgment ......................................................... ......... 错误～未定义书签。

11
1. Introduction
With the development of social informatization and economic globalization, English is becoming more and more important today, which is a new challenge for students undoubtedly. Children have to start to learn English from an early age, gradually enable to master the foreign language similar to their mother tongue. English is recognized as the world's universal language. For non-native English speakers countries, there is an increasing demand for English talents and the condition becoming higher and higher. As Former Vice-Premier Li Lanqing said, “It is not a
general teaching problem in popularity of foreign language education, training foreign language talents, improving methods and the level of foreign language teaching, but it is a major problem of impact on
China's policy of opening up and promoting China's economy and social development.” (1999:46) Over the years, people have been
constantly exploring new and effective teaching methods in English teaching. To train qualified foreign language talent, primary school is the foundation. In fact, every sentence in English teaching shows a scenario. The scenario can be expressed by pictures or person moves. This kind of means helps students understand the usage of sentence. The author thought stick figure is an effective, simple teaching method. 2. The characteristics of primary school students English learning As we known, children are active and lively. their memory material mainly depends on the visual processing, which means they main depend on “see” to memory. All
children are like vivid visual pictures and bright colors. The
strong visual stimulation can not only cause excitement to their nerve center but also leave a deep impression in their heart. Children are often attracted by interest things in their learning process. Their motivation comes from interesting teaching content and attractive teaching activities. Using stick figure, as a kind of teaching method, to meet children needs and protect their physical and mental health.
Primary school students and adults have different character in English learning. We should base on the character of children to organization the English teaching. 2.1 The attention deficit The primary school pupils have a characteristic of not easy focus their attention. Because of primary school pupils’ physiological reasons, they hard to controlling their
words and deeds, and ideology is not easy to concentration. Teacher should alternate use means to arouse students’ consci ous attention, unconscious attention and
interested attention. In these three kinds of attentions, neither of them can last a long time. According to the teaching content and children’s actual situation, we should use
this teaching method flexible. Through mobilizes the three kinds of attention let students focus their attention and thinking in the class. pupils attention is often emotional, and their attention is not stable enough. In order not to making pupils’
attention deficit, the aims of each lesson should be clear.
2.2 The strong sense of curiosity
Since children were born to the world, they own unique feelings and observation angle to the world. They are lively, creative, fill with illusions and curious about around. If these unique natures are fully used to learn foreign language, they are will become a huge driving force for students to learning foreign language. Pupils are inherently imaginative, willing to participate in and dare to create. They are all active in class. Whether they know answer or not, they all want to try it. Students can study English better in a good mood. Therefore, as a teacher in primary school, you should create an open, harmony, positive and interactive learning atmosphere and make sure everyone have many chances to trying in class. Through this way, teacher can constantly
improve students English listening, speaking, reading and writing ability. 2.3 The teacher’s guidance
The pupils need teacher’s guidance, encouragement and help. Through evaluation,
teacher leads students learn a correct understanding of self, get
the successful experience timely, and establish self-confidence and learning motivation. The desire of "I can do it" "I will do it better" fully mobilize their passive emotional attitude into a positive self-learning process. Dilute the results and stress and pay more attention to children's participation in learning process is what a good teacher purpose do. Teacher should take full advantage of the characteristics of primary school students English learning and try various forms of class teaching model to arousing their interesting, which are aim at improving the student's integration capability in English. 3. The characteristics of stick figure in English teaching Stick figure is a kind of picture which epitomizes the main features of objects with simplest lines and ichnographies, often of the human form or other animals. In a stick figure, the head is represented by a circle, sometimes embellished with details such as eyes, mouth or crudely scratched-out hair. The arms、legs and torso are all represented
by straight lines. There has been much debate about whether stick figures should have necks and this varies from artist to artist. Stick figures are typically drawn by hand with a pen, pencil or whatever is at hand. They are iconic and sketched with minimal detail. Stick figures
have proven effective as a source of advertising, entertainment and as a form of storyboarding and practice for film work. It is characterized by the simple stoke, which is lively、concise and practical、simple and easy to learning. It is
an imaginable teaching tool used frequently in primary English education. Draw stick figure does not require complicated drawing techniques, Just need some time to practicing it. It is very convenient to use, anytime、anywhere can come in handy,
on-demand with the painting. Therefore, as an entry-phase teacher in English teaching, you must learn the usage of stick figure and
skillfully use it in English teaching. The role of stick figure in English teaching is mainly reflected in the following aspects. 3.1 Concision
Stick figure is so concise that every teacher be able to master it
as a means of teaching method. A few strokes on the blackboard can sketch out a clear concept of painting what you want to expressing. Stick figure is very vivid. When students see the lifelike stick figure images appear on the blackboard, they often make a big
surprise voice. At this moment, students’ various senses are come
to the best state, the
teaching effectiveness is self-evident. For example:
Sometimes you can make some small cards to teach new words because they are both image and intuitive. We write new words and its phonetic symbols on one sides of card, and the other sides of card we use stick figure draw things or scenes. This practice is lead words and images appear alternately in front of students. This kind of way can arouse student's interest and attention. For example:
3.2 Creativity
Stick figure provides rich language context for teachers "teaching" and students "learning". It is also good to helping improve students’ communicative ability.
Chinese students are lack of English language learning environment. Teachers speak more and students train less in class cause the teaching become very dull. Proper use stick figure can make teacher and students "leave" textbook. Carry out lively teaching activities, increase the amount of language practices and enrich teaching content, all of these
are good to mobilizing non-intelligence factors to achieve the goal of teaching service.
3.3 Vividness
Einstein said, "Interest is the best teacher." (1979:144) To do all activities well,
interest is intrinsic power. Only love the subject what you have learned you can have the motivation to learning it well and overcoming the difficulties in the learning process. However, interest can be developed. Stick figure is freehand and humor, which can improve student’s interest and highlight the teaching points.
When we teach new words, for example, “smile, laugh, sad, angry”.
If we tell
directly to the students their Chinese meaning ,then ask them recite out. What is the result? The students must be feel very dull and their memory is weak. How about we draw stick figure on the blackboard in proper order? Students say their Chinese meaning while we are drawing. Under each stick figure we write English words, students will remember them with strong memory because of their exaggeration. See the pictures:
3.4 Imagination
Teaching English with stick figure fits youth psychological health.
It can arouse students’ learning motivation and interesting, strong
emotional infection. Stick figure can attract students’ attention. It is beneficial to developing students’ intelligence and
making students’ thinking, listening and speaking activities more active. Using stick figure can also avoid teacher always speaking in class, which make students learning process from passive to active. For example:
What are they?” The three pictures have changed the point of sight and different from usual model. So, the students will be willing to
think about what they are with eat enthusiasm. Every kind of answer will be found. At last, teacher unlock the gr
secret. “This is a pencil in Picture 1(This is a cup in Picture
2(And this is a book in
Pict ure 3.” Like this kind of questions are not only active the classroom atmosphere but also increase chances for students speaking English and develop their thinking. This kind of learning method train students thought and imagination ability to getting a better learning effect.
4. The application of stick figure in English teaching
Stick figure almost can be used in every occasion, class model and teaching process. As a kind of teaching aid skill, it requires that teacher draw stick figure should cooperate with his or her expression
when they are teaching class, which means we need mix abstract language and concrete image together to influence students’ thought trend and recall their experience which they have owned before to help themselves finish thought process. Former Russia educator Cyxomjnhcknn had given a high appraisal to stick figure. He said, “The pictures we draw in class have more advantage
than those we had drawn before class and those with
colors.”(1962:231)
4.1 Listening teaching
Listening is the act of hearing attentively. You can learn a lot by just listening. It is an active and hidden skill. Through listening, primary school students can absorb a lot of new language materials and deepen understanding of the language. On this basis, constantly improve students speaking, reading and writing abilities. So, how to strengthen students listening practices in daily teaching?
Listening ability training in primary school English learning should take the form of audio-visual integration, train the ability of getting information from context. The
audio-visual integration refers to making use of real objects、pictures、stick figures、
teacher’s movements and expressions to creating and imitating context. Using this kind of way is good to improving students understanding and strengthening their memory. Stick figure is a good way to practicing English listening.
Take an example of teaching new knowledge points. If students are required to listening the name of games children are playing, we can draw some stick figures on blackboard. First, it can arouse students listening interesting. Second, it can attract students attention, avoiding their attention deficit. By creating certain scenarios to presenting the content of dialogue is real and vivid, which goods for students understand and master the dialogue. If we want students to listening some names of sport items, we can draw some stick figures to helping them listen. See the pictures:
4.2 Speaking teaching
The purpose of learning English is that we should put into use it.
In primary school English teaching, the main task of primary school English teachers is how to improving students English listening and speaking abilities. The pupils are willing to talk. We can make full use of their talent to promoting their English speaking ability. Through students glad to speak do not means they are willing to speak English. In teaching period, we can use real objects、pictures、stick figures、videos and projectors
to creating a situation of vivid, lively, democratic and equitable. Students have desire to speak and actively participate in oral training. For example, we can draw some stick figures to presenting an interesting context. On seeing these interesting stick figures, students are become active immediately, using their imagination and known knowledge speaking English actively. See the pictures:
4.3 Word teaching
Stick figure is usually used to teach new words. There are many words hard to explaining in English and unavailable to bringing the concrete objects to classroom, while stick figure can solve this problem perfectly. Through drawing stick figure, we can present them vividly in front of students. It is not only active classroom atmosphere but also arouse students’ learning motivation and strong t heir memory.
For example:
4.3.1 Distinction between synonyms
In teaching period, distinction between synonyms is a difficult task for teacher. If we use the vivid stick figure to pointing out the difference, the teaching effect will be good and students will learn better.
“Look at” and “see” both have a meaning of look. To see is to experience with
eyes，and it does not depend on the will. “See” is aware of what
is around you by
using your eyes, does not depend on will. It is unconsciousness. To look is to give
attention in seeing. “Look at” means attract one’s attention to seeing by using your
eyes. It is consciousness. If we explain the two words to students in this way, though in detail, the students will not distinguish them correctly and easily. If teacher teach the two words with stick figure on blackboard, students will get the different immediately and easily, because of its intuition and image.
It is same to distinguish “listen to” and “hear”, “be made from” and “be made of”.
You can also use this kind of ways. See the pictures:
4.3.2 Comparison between antonyms
When many teachers teach antonyms, they usually ask students to reciting them mechanically. It is hard to arousing students’ memory interesting. However, if we
draw some s tick figures, it is very easy to drawing students’ attention. Stick figure is a
visual pattern, especially the exaggerated performance way making the different parts easy to be seen. This learning way makes students
hard to forgetting and the teaching effect is very good. See the pictures:
4.4 English grammar teaching
In primary schools English teaching, grammar teaching is a phenomenon that cannot be ignored. How to explaining the abstract dull grammatical knowledge in an interesting way and making boring grammar easy to understanding a is an urgent problem need to be solved in primary school English teaching. Now, the passage will introduces you how to using stick figure to teaching adjective comparison and verb tenses.
4.4.1 Adjective comparison
Adjective is a word that expresses an attribute of something. In primary school English teaching, students only need to learn simple adjective comparison. When we teach the degrees of adjectives, we can draw some different size boxes on blackboard.
The first box is bigger than the second(
The second box is bigger than the third(
The first box is the biggest(
4.4.2 Verb tenses
Stick figure can teach every kind of tense, especially the
comparison of different tense. For example, when we teach the past tense, present tense and future tense, we can draw three stick figures to expressing different stage of life for the same person. See the pictures:
Using stick figures teach the past tense. First draw a tree on blackboard then draw a
boy under the tree. We can say the boy is under the tree. How about
we wipe out the boy? We can say the boy was under the tree. The teacher can use this kind of way let students understand the past tense. See the pictures:
It also can be used to teach the continuous tense. See the pictures:
5. Proper using stick figure
Stick figure is widely used by primary and secondary foreign language teachers both at home and abroad. It has a good effect but it is not the only way to teaching class well. The teacher should use it flexible, especially with other teaching methods the effect will be better.
5.1 Combination of teaching content
Stick figure should cooperate with teaching content while teaching and painting. It can promote students positive thinking, or they will easy distract their attention. Because describable of language and sketch of image is an organic unity, stick figure can makes students match the important and difficult points easier. Generally speaking, simple stick figure, we can draw it while we are teaching. However, the difficult and complex stick figure, we can draw them on the paper or small blackboards before class. When necessary, we can present them in front of students. 5.2 Combination of other teaching methods Stick figure should cooperate with other teaching methods. It should be used before students contract new teaching content. Teachers should serious thinking how to integrating stick figure and other teaching methods together perfectly to making students accept knowledge more effective and play the positive role of stick figure fully.
5.3 Avoidance of inaccurate image
Stick figures should care accurate image, strong emphasize and situational humor or students will not understand what you draw. For
example, when we draw the construction, we should lay stress on outer contours. When we want to express “cold”,
we can draw a man is shivering with cold. If we want to show a strong man, we can draw a weak person to contrast him. If we want to draw a class, the blackboard, platform, teacher and students should to be a highlight in it. Painting a hot day, we can draw the sun and a sweating man to express it. See the pictures:
6. Conclusion
All in all, stick figure is a convenient, simple, extensive application sphere and very good teaching skill of creating language environment and context teaching. It is one of the most effective means for teachers to achieving the teaching purpose. For stick figure does not limited by material conditions, it is especially practical for a lack of electrification instruction of rural primary schools teaching. Stick figure plays an irreplaceable important role in education and teaching practice. It can be finished in a very short time, easy for juvenile accept it. In teaching process, teacher often encounter some difficult to expressing words, but if we use stick figure to explaining them, students will understand them easily. It can cause a chain of positive effect in recalling their experience which they have owned, strengthening feeling inflection, arousing learning interesting and
attracting attention and so on. Therefore, as an entry-phase teacher in English teaching, you must learn the usage of stick figure and
skillfully use it in English teaching.
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