如何激发学生对英语的学习兴趣教育英语专业15页精选文档.docx

如何激发学生对英语的学习兴趣教育英语专业15页精选文档.docx

《如何激发学生对英语的学习兴趣教育英语专业15页精选文档.docx》由会员分享，可在线阅读，更多相关《如何激发学生对英语的学习兴趣教育英语专业15页精选文档.docx（10页珍藏版）》请在冰豆网上搜索。

如何激发学生对英语的学习兴趣教育英语专业15页精选文档

英语教育专业毕业论文

课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。

为什么?

还是没有彻底“记死”的缘故。

要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一则名言警句即可。

可以写在后黑板的“积累专栏”上每日一换,可以在每天课前的3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,教师定期检查等等。

这样,一年就可记300多条成语、300多则名言警句,日积月累,终究会成为一笔不小的财富。

这些成语典故“贮藏”在学生脑中,自然会出口成章,写作时便会随心所欲地“提取”出来,使文章增色添辉。

如何激发学生对英语的学习

其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。

不记住那些基础知识,怎么会向高层次进军?

尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。

这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。

日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。

姓名：

-----------------

宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。

至元明清之县学一律循之不变。

明朝入选翰林院的进士之师称“教习”。

到清末，学堂兴起，各科教师仍沿用“教习”一称。

其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。

而相应府和州掌管教育生员者则谓“教授”和“学正”。

“教授”“学正”和“教谕”的副手一律称“训导”。

于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。

在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。

学校：

-----------------

学号：

-----------------

指导老师：

-------------------

ProjectTitle：

HowtostimulatestudentsinterestinEnglishstudy

I.Introduction

Ourcountry’sreformandtheopeninguptotheoutsideworldmaketheeducationinourcountrydevelopcontinuously.Educationisamatteroffundamentalimportancethatisconcernedwiththecountry'sdevelopmentandtheprogressofhumanbeings.Aseveryoneknows,Englishisalanguagewhichisdifferentfromournativetongue.Englishiswidelyusedintheworld,andpeopleareawareoftheimportanceandnecessityinEnglishlearning.Withtherapiddevelopmentandreformoftheeducationinourcountry,peoplebegintoknowthattheeducationalqualityofschoolsdependsonthequalityofteachers.Harmer（2019）defines"theteacher’sroleasacontroller,assessor,organizer,prompter,participantandresource-provider".Besides,accordingtoFuDaochun’sopinion（2019）,theteacher’sroleisnotstatic.Theteacher’sthinkingshouldchangewiththedevelopmentofsociety."Teachersareconsideredasfacilitators,guides,andresearchersandsoon".Interestistheinternalpowertospurstudents’learning.Teachersshouldaccordingtothedifferenttime,differentplacesanddifferentpersonsfindoutmoreusefulteachingmethodsthatcanspurstudents’interest,enhancetheteachingeffectinEnglishclassroomandincreasethestudents’motivationinEnglishlearning.

ItisnaturalthatinterestisthepositivefactoroflearningEnglish.TeachersshouldpaymoreattentiontothewholeEnglishteachingandlearning.InterestisalsotheactivepowerofEnglishlearning,andrunsthroughthewholelearningprocess.Sointheschooleducation,teachersshouldalsopaymoreattentiontotheEnglishpracticeandmaintainingthestudents’interestinEnglishlearning.ItisclearthatinterestcandecidethesuccessofthewholeEnglishteachingandlearning.Intheteachingandlearningprocess,teachersshouldrenewtheteachingconceptandchangetheirteachingmethods,andusethescientific,creativeandconstructiveteachingmethodstobuildandmaintainthestudents’interest.Teachersshouldmakestudentsgainlotsofknowledgeandhappinessfromtheirstudies.It’snecessarythatteachersshouldkeeptheirstudentsactiveandcreativeinEnglishlearning.

Asthesayinggoesthatinterestisthebestteacheranditisquitetruethatthestudents’initiativeinlearningisdifficulttospurwithoutinterest.Alltheteachersshouldtrytheirbesttoarousetheirstudents'interestinEnglishlearninginordertohelpstudentslearnEnglishwellintheshortestpossibletime.

Ⅱ.TheImportanceofEnglishLearning

Asweknow,Englishisalanguagedifferentfromournativetongue.However,peoplelearnlanguagesindifferentwaysfordifferentreasons,andhavedifferentunderstandingsaboutthelanguagelearning.ForChinesestudents,theyhavenotenoughexposuretogoodcircumstancesofEnglishlearningandwillfacevariousproblemsinlearningEnglish.Englishisaveryusefulforeignlanguageandisawidely-spokenlanguageintheworld.Nowpeopleareawareofitsimportanceandthenecessityoflearningit.However,forstudents,thereisstillalongwaytogotokeeptheminterestedinEnglishlearning.

Languageisatoolforpeopletocommunicatewitheachotherorchangetheirideasandinformation.Inthewholeprocess,studentsarethemainbodyinthecourseofEnglishteachingandlearning.SotheteachershouldguidehisstudentstoappreciateanddiscoverthebeautyofEnglishlanguage,practicethelanguageskills,expresstheirideasfreely,andexchangeinformation.Themostimportantpointistocommunicatewithothersandunderstandculturesandcustomsofforeigncountries.Ontheotherhand,asstudents,theyshouldpaymoreattentiontocultivatingtheirinterestinEnglishlearning,havecorrectattitudes,setcleargoalsandhaverightwaysoflearningEnglish.

Englishhasitsownfeatures,andtheteachershouldmakefulluseofthefeaturestoattractthestudents'attentionandinterest.Studentsshouldtrytheirbesttohavethemselvesbuilttheirinterest.TeachersandstudentsshouldraisetheirconsciousnessofEnglishlearning.Inmanyforeigncountries,Englishisusedasabasicandimportantlanguagetolearn,andpeopleinmanypartsoftheworldlearnitveryhard,andusethelanguageforcommunicationwithotherpersonsfordifferentpurposes.StudentsshouldrealizethatEnglishlearningcanimprovetheirabilitiestoexpressthemselves,andexpandtheirknowledgegreatly.UsingEnglishasausefultool,theycanenterintothewidesocietyandcommunicatewithotherpeopleintheword.AftertheyknowtheimportanceofEnglishlearning,theycertainlylearnithardandtheirinterestcanbearousedgreatlyinEnglishlearning.

Ⅲ.InterestinEnglishLearning

InterestisakindofpositivefactorinEnglishlearning,andhasthefunctionthatteachersandstudentscannotunderestimateintheEnglishteachingandlearning.Itisimportantfortheteachertogivegreatattentiontothedevelopmentofthestudents'interest,andofcourse,thisisthekeytosuccessofEnglishlearning.Aseveryoneknows,interestisthebestteacherinEnglishlearning.Fromthepsychologicalpointofview,interestisanactivefactorformankindtoexplorethingsandperformcertainactivities,andhasatendencytoconcentrateone'seffortsonlearning.InterestalsoplaysaleadingroleinEnglishlearning.Theinterestoflearningisanimportantintegrantinthecourseofteachingandlearning,anditisthemostactiveandrealisticfactorofinitiativeandenthusiasm.OnlythosewhohavestronginterestinEnglishlearningcandowellandgetthebestresults,andtheycanbringalltheirfacultiesintofullplayinlearning.AseveryroadleadstoRoman,interestcanleadonetoanyplacewherehewantstogoasfartherashecan.AtlasthewillbeabletomakemuchprogressandwingreatsuccessinEnglishlearning.

Withthereformofeducation,peoplebegintoknowthatthequalityofschoolsdependsonthequalityofteachers.Itisclearthatthestudents’interestoflearningdirectlyaffectsthelearningquality.Alotofpracticeshowsthatthemoreintereststudentshave,thmoreactivelytheywillparticipateinthecourseofEnglishlearning.Theinterestoflearning,inturn,willpromotelearningresults.OnlyundertheguidanceofgreateffortstogetherwiththestronginterestcanteachershelpstudentslearnEnglishwellandenjoythehappinessofEnglishlearning.

Besides,interestistheactivepowerofEnglishlearning,andrunsthroughthewholelearningprocess.Sointheschooleducation,teachersshouldpaymoreattentiontotrainandmaintainthestudents'interestofEnglishlearning.Interestisalsotheinternalpowerforspurringstudents'enthusiasm;therefore,teachersshouldusevariousmethodsaccordingtothedifferenttime,differentplacesanddifferentpersonstostimulatestudents’interest,enhancetheteachingeffectinEnglishclassroomandimprovethestudents’abilitytolearnEnglish.

Ⅳ.StudentsandTeachers’RolesinEnglishLearningandTeaching

A.Students'MainRole

Inthepastschooleducation,studentswerepassiveintheprocessofEnglishteachingandlearning.Butnow,thestudentisthesubjectinthecourseofteachingandlearning,andthestudentisthemostactivecomponentoftheschoolinstruction.However,therearemanyproblems.Becauseofsomereasons,atthebeginningmaybestudentsseemuninterestedinEnglishlearning,butforsometimetheyareeventiredoflearning.

InEnglishlearningandteaching,whyarequiteafewofstudentsuninterestedinEnglishlearning?

Andallthereasonslieinthepassivementality.Studentsusuallydon'tenjoyobtainingknowledgeoftheirownaccord.Studentshavetheirownphysicalandpsychologicalfeatures.Theyhaveastrongsenseofcuriosityandinterestoflearning;buttheirhighenthusiasmcannotstandlong.Theyareactiveandlively,buttheyareweakincontrol.Theyaregoodatimitationandhavegoodmemory,buttheirattentionislikelytobeattractedbyotherthingsandcannotkeeplong.Theywanttoshowthemselvesandhavestrongself-esteem,andofcourse,theyhopetobepraisedbyteachersandbeappreciatedbytheirclassmates.

Onthecontrary,ifstudentslosetheirinterest,theyareforcedtodoallthesethingstheydon'twantto.Theythinkthateverythingtheydoisdonejustforothers,suchasfortheirparentsandteachers.Inthisway,theygraduallyformakindofpassivementalitythattheythemselvesarenotawareof.Thennaturallyalotofcomplaintwillcomeandtheyaredissatisfiedwithanything.Oncetheresentmentgivesrisetotheirminds,theycanhardlygetanythingfromlearning.Theyrefusetostudyandarenotwillingtodoanythingthattheteacherasksthem.Foranotherreason,theydonothavechancestoshowthemselves.Teachersshouldlovethem,andre