中學(xué)英語教學(xué)中課堂活動(dòng)的組織與實(shí)施
畢業(yè)論文
The Arrangement and Implementing of Classroom Activities to ELT in Chinese Middle Schools
ABSTRACT
As we all know，learning of the English language in China takes place mainly in classrooms and is usually done under the guidance and supervision of teachers. Under the circumstances, students are constrained to be listeners, they cannot improve their communicate competence well. As a student, I think that well-designed classroom activities can reinforce students’ previous knowledge and help them to link isolated verbal and phrasal words into sentences conveying a stream of thought.
However, ELT in Chinese Middle Schools always stress on the way of teachers’ teaching and students’ learning recently. In fact, the arrangement and implementing of classroom activity is also an important factor that influences students’ learning. Whether the arrangement and implementing of classroom activity is proper, it will directly influence the complementary of the students, the materials and the teachers.
In order to cultivate students’ communicative competence，the appropriate classroom activity is essential. Recent research proves that the interpersonal nature of students’ success and satisfaction appear in cooperative learning (D.W.Johnson) and group work (Brown). They can promote significant increases in student motivation, achievement and participation.
Based on the present principles and my own experiences as a student, I do some researches and analyze the present classroom practicalities in order to promote students’ communicative competence. Therefore, this article presents two classifications of classroom activities that are very practical and useful; moreover, it analyzes the benefits of cooperative learning and group work in the arrangement and implementing of classroom activities. With the analysis of classroom activities, it intends to arrange appropriate classroom activities so as to improve the efficiency of English teaching and learning.
Key words: activity； cooperative learning； characteristic； essence； classroom
practicality； group work； pair work
摘 要
眾所周知，在我國，中學(xué)英語教學(xué)主要在課堂中進(jìn)行，并且在教師的指導(dǎo)和監(jiān)督下開展，在這種情形下,學(xué)生基本上處于被動(dòng)接收的地位,而不能很好的提高他們的交際能力。作為1名學(xué)習(xí)英語10幾年的學(xué)生，我認(rèn)為組織適當(dāng)?shù)恼n堂活動(dòng)能激活和強(qiáng)化學(xué)生已有的知識(shí)，消除學(xué)生對(duì)說與寫的恐懼，有助于學(xué)生表達(dá)能力的提高。
然而，近幾年，中學(xué)英語教學(xué)重點(diǎn)關(guān)注的是教師的.教法和學(xué)生的學(xué)法問題。事實(shí)上，英語教學(xué)活動(dòng)的組織也是影響學(xué)生學(xué)習(xí)的1個(gè)重要因素。課堂教學(xué)活動(dòng)組織是否得當(dāng)，就會(huì)直接影響到教師、學(xué)生及教材3者的結(jié)合程度。
為了培養(yǎng)學(xué)生的交際能力，組織適當(dāng)?shù)恼n堂活動(dòng)是10分必要的。研究表明：學(xué)生成功和滿足的個(gè)人潛質(zhì)通常在合作學(xué)習(xí)與小組活動(dòng)中得以體現(xiàn)。它們能顯著提高學(xué)生的學(xué)習(xí)積極性、成就感與參與度。
在理論學(xué)習(xí)的基礎(chǔ)上，筆者結(jié)合現(xiàn)存的課堂實(shí)例對(duì)課堂活動(dòng)的組織與實(shí)施進(jìn)行了1定的分析。本文詳細(xì)介紹了在中學(xué)英語教學(xué)中課堂活動(dòng)的兩種分類方法，研究了英語課堂活動(dòng)中小組活動(dòng)與合作學(xué)習(xí)的優(yōu)越性，目的在于通過對(duì)這個(gè)課題的研究，尋找學(xué)生們樂于參加的，有實(shí)效的課堂活動(dòng)，使得學(xué)生們能發(fā)揮其個(gè)性和特長，寓教于樂，從而達(dá)到教與學(xué)高度、和諧的統(tǒng)1，提高英語課堂教學(xué)效率。
關(guān)鍵詞：活動(dòng)； 合作學(xué)習(xí)； 特征； 本質(zhì)； 課堂實(shí)例； 小組活動(dòng)； 結(jié)對(duì)活動(dòng)
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