Analysis of changes in high school English teacher vocabulary teaching strategy Learning DifficultieWord格式文档下载.docx

Analysis of changes in high school English teacher vocabulary teaching strategy Learning DifficultieWord格式文档下载.docx

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AnalysisofchangesinhighschoolEnglishteachervocabularyteachingstrategyLearningDifficultie@#@AnalysisofchangesinhighschoolEnglishteachervocabularyteachingstrategyLearningDifficulties@#@[PaperKeywords]highschoolstudentswithlearningdifficultiesofEnglishvocabularyteachingstrategies[Abstract]TheauthorinthelastfiveyearsofEnglishteaching,Englishlanguagelearningdifficultiesbylong-termexploration,summedupaneffectivevocabularyteachingstrategies,namelyteachers,bothintermsofteachingandlearningshouldstartinatimelymannerfortheprovidestudentswiththevocabularyofscienceandeffectivepolicyguidanceinteachingstudentstoexplorewordsthatcaninspireenthusiasmfortheapproachtothelearningprocessintheEnglishplayanactiverole.@#@AdiagnosisoflearningdifficultiesinEnglishEnglishlearningdifficultiesAccordingtomyinvestigation,resultinginstudentswithlearningdifficultiesinEnglishanumberoffactors,amongthesefactors,thefollowingsituationismostcommon.@#@1.1thefirstteachersofEnglishlearnersofEnglishdidnotpayattentiontotheinitialstageofeffectiveguidanceintheinitialstage,thestudentsagoodknowledgeoftheirfuturevoicevocabularylearningplaysavitalrole,butsometeachersdidnotpayattentionto,andevensometeachersdidnottakethetimetoimprovetheirknowledgeofvoice,whichdirectlyledtomanyhighschoolstudentsarenoteventhebasicwordscorrectly,spellingself-confidencewhileteachingmethodsoftheseteachersdidnotconsiderindividualdifferencesofstudents,teachingcontentboring,theclassroomisalwaysa‘mouthpiece’,‘ManTangguan.’studentswhocanonlymechanicalimitation,copyingthestudent’ssubjectivityintheteachingpracticehasnotbeenreflected,forsometime,theywillloseinterestinlearningEnglish.@#@1.2Thelackofteachers,studentswithlearningdifficultieslearningEnglish,guidance,encouragementandasateacher,oncefoundtheminEnglishlanguagelearningdifficulties,themosteffectivewayistogivescientific,efficient,positiveguidance,thiscanbelessforstudentsdetours.andthestudentscanlearnthroughtheeffortsoftheshortestpossibletime,toimprovetheEnglishlanguage,sothathopetoincreasetheconfidencetolearn,andteachersshouldbeintheinitialstageofthestudymethodspecificallyforstudents,studymethodtocorrectenablelearnerstoachieveamultipliereffect,andwemustattachgreatimportancetoteachers,whilemanyteacherssaidschoolstudentsarerarelyencouragedandexpectedofdiscourse,suchasrarelysay:

@#@Yourperformanceisterrificthistime.IcertainlybelieVeyoucandoitbetterinthecomingdays.Look!

@#@Youaremakingmuch.progressrecently,Ihopeyoucancomeon.Excellentperformanceofstudentsintheclassroomoftenindifferent,rarelythosewithlearningdifficultiestheopportunitytotrytheteacherthelongrun,isboundtodefeattheenthusiasmofthestudents.@#@1.3studentslackthenecessaryconditionsforlearningEnglish,suchasthelackofstrongmotivation,strongwillandsoweallknow,thepurposeistoinduceastronglearningstudentsthekeytoactivelearning,butsomestudentsdonotclearthepurposeoflearningEnglish,Englishistheworld’scommonlanguage,solearningEnglishisintendedprimarilyforstudentsinthefuturetopavethewaytotheworldintheteacher’sencouragementandhelpofsomestudentstostudyhard,ashorttime,butwhentheyfoundnotmuchsuccessupgrade,theywilleasilygiveup.combinedwithhighschoolstudentsaheavyburden,operatingrange.ThiswillinevitablyreducethetimetolearnEnglish.Moremathematicaldifficultiesdonotpre-classprep,schooldonotlistencarefully,donotdonotes,after-schoolconsolidationdoesnotreview,carelessoperation.Thus,badhabitsistoproducestudentswithlearningdifficultiesasamajorfactor.@#@1.4students’negativepersonalitytraits.AneccentricstudentinEnglishclassdonotwanttocooperate,donotwanttoasktheteacher,fearofpoorperformancearedetrimentaltotheclassroomteacherandthestudentsthemselvesintheimage,lowerself-worth,lackofself-expressionofcourage,sothattheirproblemswillnotleadtotimelyresolution,thissituationinalargeclassteachingenvironmentwillbemoreserious.Andlackofclassroomtime,tightcourses,teachingtothestudentsfewopportunitiestoshowthoseinaseriousimpactonstudents’naturallearningEnglish.@#@Thepastfiveyearsbytheauthor’steachingpractice,especiallyin2010and2011inmyhighschoolone（18）classesinhighschool（21）,ahighone（28）andsophomoreclasses（8）classes,HighSchool（11）classes,HighSchool（12）classesatotalofsixclassesofexperimentsandsummary,andexplorethelearningdifficultiesofEnglishvocabularyteachingsomeeffec