关于英语的论文.docx

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