故事教学法在小学英语教学中的运用.docx
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故事教学法在小学英语教学中的运用.docx
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故事教学法在小学英语教学中的运用
TheApplicationofStory-teachingMethodintheEnglishTeachingofPrimarySchool
Acknowledgement
ThispaperwascompletedinMay,2010.Forit’sbeing,Ioweagreatdealofthankstomanypeople.
First,Iwouldexpressmymostsinceregratitudetomyformmaster,DuanLifang,Mysupervisor,whosecarefulandinsightfulguidanceintheformworkshapingandpaperwriting,andwhosewordsofencouragementintimeofdifficulthavebeenofgreatworth.Therefore,Ioweameritinthisthesistoherandofcourse,forthemistakes,Ibearthewholeresponsibility.
Second,IwouldexpressmyheartfeltthankstoProfessorWangJing,GongShan,LiJiyun,DengShumei,andChenLiyunwhosecourseshaveenlightenedmymind,enrichedmyknowledgeandenhancedmycompetence.Withouttheirinstruction,Icouldnothaveachievedtoday’sprogress.ImustofferspecificthankstoDuanLifangwhohasgivenmepatientguidancewheneverIturntothem
Lastly,Ithankmyfamilymemberswhohavegivenmetheirconstantencouragementandsupportinmyacademicterms.
Withoutallthesepeople,Icouldnothavecompletedthethesis.
摘要
故事教学是一种很好的英语教学方法,他不但激发了学生的学习兴趣,简化了学习内容,为学生提供各方面的语言训练,,提高教学效率。
小学生活泼好动,形象思维强。
他们学习英语主要是出于兴趣。
本文以学生的学习兴趣,生活经验和认知水平出发,并结合教材来研究如何在英语课堂里开展故事教学,以便学生能够在轻松愉快的氛围中学习并掌握英语。
关键词:
小学生英语故事教学法兴趣
Abstract
Story-teachingisaverygoodEnglishteachingmethod.Itnotonlyarouses
Englishlearninginterestofstudents,simplifieslearningcontent,butalsooffersvariouslanguageexercises,enhancestheefficiencyofteaching.Pupilshavemanyincommon:
Livelynatureandimagination.TheylearnEnglishmainlyoutofinterest.Mythesisstartsfromtheinterestoflearning,theexperienceoflivingandcognitivelevelofstudents.Combiningwithteachingmaterial,Iwilldiscusshowtodevelopstory-teachingmethodintheEnglishclasssothatpupilscanlearnEnglishinaneasyandpleasingatmosphere.
Keywords:
pupils,English,story-teachingmethod,interest
CONTENTS
Acknowledgement.....................................................................................i
AbstractofChinese..................................................................................ii
AbstractofEnglish.................................................................................iii
1.Introduction...................................................................................….1
2.Literaturereview..................................................................................2
2.1Thetheoreticalbasisonstory-teaching........................................2
2.2ThemodelofEnglishstory-teachinginprimaryschool...............2
2.3.EnhancingstudentsknowledgeofEnglishandEnglishskillsonstory-teaching.............................................................................................3
3.Theanalysisofstudents’EnglishbookpublishedbyPeopleEducationPress(PEP).............................................................................3
4.Theteachingdesignonstory-teaching...............................................4
4.1.Toteachalphabetbystory.............................................................4
4.2.Toteachnewwordsthroughstory.................................................4
4.3.Toteachsentencesbystory...........................................................6
5.Teachingsuggestions............................................................................7
6.Conclusion.............................................................................................8
References.................................................................................................9
1.Introduction
Story-teachingmethodisakindofmethodologywhichiscompletedinteachingofEnglish.Englishstory-teachingmethodmeansteachersputEnglishwords,sentencesinthecontextofstorysothatstudentscantellandlistentostory,andlearnEnglishatthesametime.Thevividplotinthestoryattractspupils’attention,motivatesstudents’interestofEnglishlearningandmobilizestheirenthusiasmoflearning.Thusstudentscanexperience,participate,practice,andcommunicateEnglishthroughlivelyinterestingstory.
IntheEnglishteaching,thepurposeofteachers’teachingistomakestudentsunderstandandmasterknowledgeandflexiblyapplywhattheylearn.Story-teachingmakethewholeactivityoflearningproceedinthenatural,realandintegralenvironment.Meanwhile,story-teachingcancultivateeverysideofEnglishability.Story-teachingcancreaterelaxingatmosphereandkeepphysicalandpsychologyhealthy.
Therearemanyreasonsthatstoryplaysanextremelyimportantroleinourchildhood.Ononehand,childrencanlearnthesocietythroughstory,sometimes,theleadingactorsoractressesinastorysetanexampleforchildrentoimitateandlearn.Ontheotherhand,theplotofthestoryjustsatisfiestheirneedsofimaginationandcuriosity.What’smore,storycandevelopeverysideofcapacity.First,story-teachingasksstudentstolistentostory,itexercisetheCapacityofstudentslistening.Whilewelistentoastory,studentsmustunderstandstorysoastoimproveintelligence.Then,studentscanretellstoryforenhancingtheabilityofexpression.Andwecanaskstudentstomakestoryforcultivatingthecapacityofinnovationandcomprehensiveapplication.MythesismakesfulluseoftheseadvantagesofstorytodevelopEnglishteaching.IwillcombinethecontentofprimaryEnglishteachingmaterialandlearningcharacterofpupilstoanalysistheapplicationofstory-teachingintheprimaryEnglishandputforwardpropersuggestions.
2.Literaturereview
Differentresearchershaveputforwarddifferentaspectsofstoryteaching.AneducatorSuchomlinskystatedthatifteacherscan'tmanagetostimulatestudents'emotionandexcitetheminsteadofintellectworkwithoutanyemotion,itwouldbringtiredness.EducatorKrasnozavodskbelievedthatifathinghasinterestandappeal,thepossibilityofthethingwhichisrememberedwouldincreasedouble.(Blog.L,YanDongxue,2009)
BritaineducatorAndrewWright(1995)putforwardthatstoriesareparticularlyimportantinthelifeofchildren.Storyhelpschildrentounderstandtheirworldandshareitwithothers.
2.1Thetheoreticalbasisonstory-teaching
Thelanguagemustbecomprehensibletohelplearnerstounderstand.Storiesneedtobeinterestingandrelevanttotheirlanguageoflearning.Andtheinputlanguagematerialsshouldbeinterestingwiththelearner'slifeexperience.Languageteachingcanbenon-grammaticalproceduralarrangement.Andlearnersneedsenoughinput,becausethecognitiveabilityandthechanceoftouchingtargetlanguageofpupilsisvarious,story-teachingcannotconfinedstudentsinthesamestartingline.Forthetheoreticalbasisandstory-teaching,theauthorbelievedthatitshouldbefurtherdeepenandbroadenfromtheaspectsofcognitivelinguisticsandpsycholinguisticsintermsofteachingvocabulary,syntaxanddiscourse.onthisbasis,wecanstudyhowtobuildeffectiveTeachingstory.
2.2Theimportanceofstoryteachinginprimaryschool
JiYuhua,initiatesakindofteachingmodewhichismother-tongue"clip”foreignlanguage(SanWenzhistory-teachingmethod),itcanbetransitedfromtheknownmothertonguetotheunknownEnglish.ChenLi,FuXiaopingrespectivelyexploredevelopingEnglishstory-teachinginlow-gradeandhigh-grade.Storytellingactivitiesprovidevariousaspectsoflanguagetraining.Itnotonlyimprovestheproficiencyofstudents'listeningandreading,butalsodevelopsthefluencyoftheirspeakingandwriting,andtheabilityofinferenceandprediction.Meanwhile,theprocessofteachingisfollowedbytheteachingofcognitiveandscientificrulestofulfillstory-teaching,inlow-andhigh-grade.ChaoXiastudiedthestory-teachingofthePrimaryEnglishTeachingstrategiestomaintainstudents'interestinlearning.
2.3.EnhancingstudentsknowledgeofEnglishandEnglishskillsonstory-teaching
ZhaoJianqun,WangLiChunusedstorytoteachEnglishgrammar,theyemphasizedoncombinationoflanguageformandfunction.Learnerscancontact,understand,summarizeandusemeaningfullanguagerulesinanaturalscene.MaoXiubo,ZhangWei,Mailihaba,Pikandotherresearchersstudiedhowtousestory-teachingtoimprovetheefficiencyofteachinginEnglishlistening,speaking,readingandcomprehensiveability.TheyopenupanewwaytothetraininginEnglishreading,speaking,listening,andwriting.
3.Theanalysisofstudents’EnglishbookpublishedbyPeopleEducationPress
Thedesignofstory-teachingmustcombinewiththecontentofteachingmaterial,thecharacterofchildrenandcognitivelevelofstudents.Sowemustknowaboutteachingmaterial.Atpresent,manyprimaryschoolchoosetheEnglishteachingmaterial——PeopleEducationPressPrimaryEnglishStudents'Book(PEP)whichisanexperimenttextbookofcompulsoryeducationcurriculumcriteria.Andthematerialfitsforstory-teaching.
First,teachingcontentisclosedtochildren’slife,itmeetspupils'needsofinterest.Textbookarefilledwithvividtopics,suchasnumber,color,food,clothes,toys,animals,plants,family,school,friends,societyetc.Andthesevividtopicsarepresentedbyawayofchildren'sfavor,e.g.fable,story,poem,dialogue,actorgame.
Second,itiscloselytiedwitheachothertolinguisticfunction,structure,subject,andtask.Thearrangementofteachingcontentinaunitregardsonesubjectasacore,task-basedactivityasanaim;languagefunctionandstructurepenetrateintheactivity.Studentscanlearnbydoing.Itisgoodforcultivatinggoo
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