关于英语的论文.docx
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关于英语的论文.docx
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关于英语的论文
OntheTeachingArtofHighSchoolEnglishClass
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OntheTeachingArtofHighSchoolEnglishClass
Abstract:
Teachingisanart,andEnglishteachingisthecombinationofscienceandart.Theso-calledteachingartmeansthatateacher,throughthesounds,pictures,image,performanceandaseriesofactivities,consciouslydesignsthewholeprocessofteachingusingthemethodsthatmakethestudentsfeelhappyandexperiencesatisfactiontoinducestudents'interestinEnglishstudy,experiencethesuccessoflearningEnglish,andimprovetheEnglishclassroomteachingeffectteacher'slivelyclassroomteachingisanenjoymenttostudents,conversely,theboringclassroomteachingisakindoftorture.ThispaperdiscusseshowtorichhighschoolEnglishclassteachingart,andimprovetheeffectofclassroomteaching.
KeyWords:
teachingart;teachers'roles;passion;achievement;emotionalteaching
Content
I.Abstract..........................................................................................2
IIOntheTeachingArtofHighSchoolEnglishClass...............................4
1.ThecharacteristicsofhighschoolEnglishteaching.............................4
1.1Autonomy.....................................................................................4
1.2Cooperation...................................................................................4
1.3Exploration...................................................................................4
2.Theroleoftheteacher……………………………………………………….....5
2.1Controller......................................................................................5
2.2Assessor.........................................................................................5
2.3Organizer......................................................................................5
2.4Promoter........................................................................................6
2.5Teachers'newroles........................................................................6
2.5.1Teachersasfacilitators………………………………………………………6
2.5.2Teachersasguides.........................................................................6
2.5.3Teachersasresearchers……………………………………………………...6.
3.TheteachingartofhighschoolEnglishclass…………………………………7
3.1LetourEnglishclassfullofpassion…………………………………………..7.
3.2Createbeautifulsituation,andmakestudentsquicklygointoit…………...7
3.3Diguptheconnotationofthetextbook,andcausethebeautifulemotion…8
3.4Letthestudentsgetsenseofaccomplishmentduringtheprocessof
applyingEnglish………………………………………………………………….8
3.5TheapplicationofmultimediainEnglishteaching………………………….8
III.Conclusion......................................................................................9
IV.Reference:
.......................................................................................9
OntheTeachingArtofHighSchoolEnglishClass
Abstract:
Teachingisanart,andEnglishteachingisthecombinationofscienceandart.Theso-calledteachingartmeansthatateacher,throughthesounds,pictures,image,performanceandaseriesofactivities,consciouslydesignsthewholeprocessofteachingusingthemethodsthatmakethestudentsfeelhappyandexperiencesatisfactiontoinducestudents'interestinEnglishstudy,experiencethesuccessoflearningEnglish,andimprovetheEnglishclassroomteachingeffectteacher'slivelyclassroomteachingisanenjoymenttostudents,conversely,theboringclassroomteachingisakindoftorture.ThispaperdiscusseshowtorichhighschoolEnglishclassteachingart,andimprovetheeffectofclassroomteaching.
KeyWords:
teachingart;teachers'roles;passion;achievement;emotionalteaching
1.ThecharacteristicsofhighschoolEnglishteaching
1.1Autonomy
Inthetraditionalteachingmodel,teachers'presentationplaystheprotagonistrole,andtakesupmostofthetime.Inthatcase,thestudents'independentlearningabilitywillnotdevelop,whichiscontrarytotoday'semphasisonthe"student-centered"classroomteachingprinciples.Onlybyallowingstudentstoself-studymaythestudentshaveapositivelearninginitiative."Leavingthestudentsmoreroom"isaneffectivestrategytostimulatethestudents'independentlearning.Trytoprovidestudentsmoreopportunitiestochoosesothatstudentscanfeelthattheyarenotforcedbytheexternalpassivelearning,butasapartneroftheteacherstolearnindependently,anditcanimprovetheirself-esteem,senseofresponsibilityandinitiative.
1.2Cooperation
Classroomteachingshouldmakegreatefforttomakeinteractionbetweenteachersandstudentsandamongstudents.Thewholeclassroomteachingshouldformakindofpartnershipandstudentsandtheteachershaveacommonquestforknowledgeandworktogethertofindsolutionstotheproblems
Discussion,debate,mutualquestionsandanswers,interview,roleplay,dialogueandthemarkingandevaluationofwrittenworkareallcompletedbytheco-operationofthegroupandfinallythegroupcanshareresources(dictionaries,referencebooks,languageknowledge,theirpointofviewheld,etc.)aswellasknowledgeandabilityofeachother.
1.3Exploration
InthemodernEnglishclassroomteaching,weshouldstrivetoallowstudentstohavearichimagination,activelyexploredivergent,andadheretoanindependentopinion,whichrequirestheteacherstobegoodatdiggingouttheinherentcreativityfromthematerialsofthetext.Thoughsettingthesuspecttocreateacontextforstudents,theycanapplytheknowledgetheyhavelearnedactivelyandcreateboldly.
2.Theroleoftheteacher
2.1Controller
AnAppropriatedegreeofcontroloftheteacherovertheclassisvitalinformallanguageteaching.Theteachercontrolsthepacesothatactivitiesrunsmoothlyandefficiently.Forinstance,whenstudentsdoskimmingandscanningtasks,itisveryimportantfortheteachertocontroltime.Whendoinglockstepactivities(seenextsection)theteachercontrolsthewholeclasssothateveryonehasequalchance.Whenstudentsdoreproductionactivities,theteacher’scontrolcanmakesurethestudentsusecertaintargetlanguageitemsandtheirreproductionhasadegreeofaccuracy.
2.2Assessor
Itisgenerallybelieveditisamajorpartofateacher’sjobtoassessthestudents’work.AccordingtoHarmer,asanassessor,theteacherdoestwothings,thatis,correctingmistakesandorganizingfeedback(Harmer1983).Harmerinsiststhatcorrectingshouldbegentle,Gentlecorrectinginvolvesshowingthatincorrectnesshasoccurred,butnotmakingabigfussaboutit(Harmer,1983:
201)Organizingfeedbackisaneffectivewaytoassessstudents’performancesothattheyseetheextentoftheirsuccessorfailure.Whenorganizingfeedback,itisverydiscouragingfortheteachertobecritical.Father,webelieveteachersshouldfocusonstudents’successorprogresssothatasuccess-orientedlearningatmospherecanbecreated.
2.3Organizer
Themostimportantanddifficultrolethattheteacherhastoplayistobeanorganizer,Nowadaysmanyapproachesandmethodsadvocatetask-basedactivities.Sooneoftheteacher’smajortasksistodesignandorganizetasksthatstudentscanperformintheclass.Itisindoingthisthatteachershavethemostfreedomandmostchallenge,anditiswheretheteachercanexertcreativenessinanunlimitedway.
Beforeorganizinganactivityintheclass,theteachershouldenvisagewhattheactivityisgoingtobelike.Heshouldalsoanticipateproblemsthatmayarisewhentheactivityisbeingcarriedout.Beforestudentsstarttheactivity,theteachershouldgiveinstructionsclearlyandconciselysothatstudentsknowhowtodowhat.Sometimesateacherdemonstrationcanhelp.Andifnecessary,usestudents’nativelanguagetoclarify.
Whilestudentsaredoingtheactivity,theteachershouldwalkaroundtheclassroomandoverhearwhatthestudentsaresaying.Ifsomestudentsarenotdoingtherighttask,theteachershouldrectify.Takingnotesinmindwillhelptheteachertoprovideaccuratefeedbacklater.
2.4Promoter
Whenstudentsarenotsurehowtostartanactivity,orwhattodonext,orwhattosaynext,theteachershouldgiveappropriateprompts.Forinstance,ifstudentsfinditdifficulttostarttalkinginataskwheretheyhavetochooseoneoffiveplacestogoforanouting,theteachermaytellthemtoconsiderdistance,meansoftransport,timeavailable,safety,etc.Whenastudentdoesn’tseemtobereadyforananswer,theteachercangivehints;whenastudentfinisheswithaveryshortanswer,theteachershouldelicitmorebysaying“and…?
”“anythingelse?
”“yes,butwhy…?
”
2.5Teachers'newroles
AccordingtoFuDaochun(2011),teachers’rolesarenotstatic.Theychangewiththedevelopmentofthesociety.InChina,teachers’contributionanddedicationtoeducationandsocietyhasbeenwidelyacknowledged,buttheirprofessionaldevelopmentandcreativityhavebeenverymuchignored.WiththeimplementationofthenewEnglishcurriculum,teachersareexpectedtoputonnewroles.
2.5.1Teachersasfacilitators.
Thenewcurriculumstipulatesthattheteachershouldfunctionasafacilitatortostudents’learningratherthansimplytransmittingknowledge.Thismeansthattheteacherneedstocreateapositivelearningenvironment,usevariousstrategiestomotivatelearners,guidetheminplanningandassessingtheirownlearninganddeveloptheirlearningstrategies.
2.5.2Teachersasguides
Duringtheprocessofeducation,teachersshouldpositionthemselvesasguides.Theirresponsibilitiesaretoactivatestudents’priorknowledge,fi
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