电大英语的论文.docx

电大英语的论文.docx

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电大英语的论文

电大英语的论文

Contents

Abstract……………….................................................................................................1

ChapterIIntroduction………….......................................................................2

1.1TheimportanceofEnglishteachinginmiddleschools………………………...2

1.2ThepresentdifficultyofEnglishteachinginmiddleschools……………….….2

ChapterⅡThepresentsituationofEnglishteachinginmiddleschools….4

2.1AbriefdescriptionofvariousEnglishteachingmethods………………..……4

2.1.1TheGrammar—TranslationMethod…………………………………..………4

2.1.2TheDirectMethod…………………………………………….……………...4

2.1.3TheAudio-lingualMethod……………………………………….………...…..5

2.1.4heCommunicativeApproach…………………………………….…..………..5

2.2ThepresentdevelopmentofEnglishteachinginmiddleschools……………...5

ChapterⅢEnglishteachinggoalinmiddleschools…………………..…7

ChapterⅣThecontentofEnglishcourseinmiddleschools………..…8

4.1Pronunciationteaching………………………………………………..……8

4.2Vocabularyteaching…………………………………………………….…..8

4.3Grammarteaching

4.4Readingteaching………………………………………………………...….9

4.5Writing&translationteaching……………………………….…………...10

ChapterⅤThefactorsinfluencingtheteachingprocess………….……11

5.1Externalfactors…………………………………………………………..…11

5.1.1Teachingmaterial……………………………………………………...…....11

5.1.2Teachingequipmentonseeingandhearing…………………………….......…11

5.2Internalfactors…………………………………………………………........11

5.2.1Thesituationofstudent'sknowledgeacquired..………………………..….…..11

5.2.2Motivesandattitudes……………………………………...………………....11

ChapterⅥTheeffectiveteachingways……………………………..……....12

6.1Tocreategoodenvironmentofteaching…………………………………...12

6.2Toadjustthenegativepsychology…………………………..………….….12

Conclusion………………………………………………………………..………....14

Acknowledgements………………………..…………………….…………….........…15

Bibliography…………………………………………….……………………………..16

EnglishTeachingResearchinMiddleSchools

Abstract:

InviewofthepresentsituationofEnglishteachinginmiddleschool.,theteachingfoundationisveryweakandthewholestandingofforeignlanguageteachingisnotwell,soIanalyzetheEnglishteachinginmiddleschoolfromsuchaspectsastheteachinggoal,teachingprocess,theinternalandexternalfactorsinfluencingtheteachingprocess,surveyandexamineandsoon.Now,Englishteachingappealstheordinaryattentionofthewholesociety,alotofEnglishteachersworkhardandexploreakindofteachingmethodsintheirsparetime.AlthoughitpromotedtheEnglishteachingtocertainextent,thepresentsituationofEnglishteachingisstillnotsatisfyinginourcountry.Atpresent,thedomesticandtheforeignEnglishteachingintheeducationalworldhavehighlydonespecialresearchwork,andprovidedthescientificbasisfortheteachingpracticefromdifferentaspects.Weshouldexploreakindofforeignlanguageteachingsystemrealisticallywhichconformstoourcountrynationalcondition.

Keywords:

Englishteaching;middleSchool;explore

摘要：

针对我国中学英语教学基础比较薄弱以及整个教学水平不是很好的现状,因此,我将从教学目标、教学过程、影响教学过程的内外部因素、测量与评估等几个方面对中学英语教学作分析。

现在,由于英语教学受到社会的普通重视，许多中学英语教师在教学之余，努力学习和探索各种教学法,这在一定程度上促进了英语教学。

尽管如此，英语教学的总体情况却不尽令人满意。

目前，国内外的英语教学界进行了高度的专门研究工作，从不同角度为教学实践提供了科学依据。

因此，我们应实事求是地探索一种符合我国国情的外语教学体系。

关键词：

英语教学；中学；探索

ChapterⅠIntroduction

InviewofthepresentsituationofEnglishteachinginmiddleschools,theteachingfoundationisveryweakandthewholestandingofforeignlanguageteachingisnotwell,sowecananalyzetheEnglishteachinginmiddleschoolfromtheteachinggoal,teachingprocess,influenceteachingprocessinternalandexternalfactor,surveyandappraisalandsoon.IwillanalyzesomeefficientteachingmethodswhichcanbenefitEnglishteachingfromourrealsituation.SotheEnglishteachingresearchisveryimportant.However,thereisstillsomedifficultiesinforeignlanguageteachinginoursecondaryschools.

1.1TheimportanceofEnglishteachinginmiddleschools

Asfarasweknow,withthedevelopmentofscienceandeconomy,Englishisnowarecognizedinternationallanguage,whichhasbecomeanindispensablesubjectforone’seducationaladvancementandapassportformanyopportunities.ManypeoplehaverecognizedthatlearningEnglishisvitalimportant.Withnoexception,manyparentshopetheirchildrentolearnEnglishaswellaspossible.

Meanwhile,withthefurtheringdevelopmentofreformingandopeningtotheoutsideworld,wearecommunicatingwithforeigncountrieswithanincreasingfrequency,asaresult,therequirementofEnglishteachingwillbecomemoreandmorehigh.SoweshouldspeeduptherateofimprovingourEnglishteachinglevelandtryourbesttooptimizethevariouselementswhichisinfluencingourEnglishteaching,suchasEnglisheducationpolicy,Englishoutline,Englishteachingmaterial,teachingaid,Englishteachingmethod,teachers’qualityandstudent-selffactor,etc.ItisourdutytomakeEnglishteachinggetfurtherdevelopment.Consequently,tomakemorecontributionforourEnglishteachingcancatchupwiththeworldadvancedlevelandbeyondit,andthen,tofulfillourcountrymodernizationfinally.

1.2ThepresentdifficultyofEnglishteachinginmiddleschools

AlthoughpeoplehaveknownEnglishissoimportantinourmodernlife,theacquisitionsofChineseandEnglisharequitedifferentinmanyaspects.Especially,forEnglishlearner,forexample,juniorstudents.Theydonotnormallyspeakthelanguage.Forthem,theycanonlylearnfromverylimitedsources,suchastextbooks,videosorTVprograms.Therefore,thelanguageinputisverylimited.Itisnotgoodforlearnertolearn.

Inthe21thcentury,thesocietyhastakenordinaryattentionontheEnglishteaching.TherehavebeenalotofEnglishteachersnotonlyworkhard,butalsoexploreteachingmethod,anditactuallypromotedtheEnglishteachingisnotsatisfying.Formanyyears,programsthatpreparedlanguageteachersgavelittleattentiontotheEnglishteachingmethodsshouldbechoseaccordingtothepracticalcondition.Whatisworse,somebooksintroducethewaystohowtolearnEnglishsuccessfully,suchaswords,spokenEnglish,grammar.TheyholdthatpeoplelearnEnglishwithoutthehelpofanyteachers.

ItisnotdifficulttoknowthattheEnglishteachinginmiddleschoolshasbecomemoreandmoredifficultasaresultoftheinfluenceofthevariouselements.Therefore,howcanwemakejuniorstudentsachievetheprimaryabilityofapplyingEnglishduringtheonlythreeyearsinsecondaryschool?

Especially,juniorstudentstohaveagoodgraspofreading.ThisoftenhasinseparablerelationshipwiththethoughtandmethodofEnglishteaching.

ChapterⅡThePresentSituationofEnglishTeachinginMiddleSchools

Atpresent,inourcountry,therearetwobigtaskswhicharereformanddevelopmentaboutEnglishteachinginmiddleschools.LookingbacktothehistoryofEnglishteachinginsecondaryschool,thevariousforeignlanguageteachingschoolsinfluenceourEnglishteaching.Weshouldusethehistoricalexperienceforreference.

2.1AbriefdescriptionofvariousEnglishteachingmethods

Duringthepastyears,manyexpertsandscholarshavebeenstudyingEnglishteachingfromdifferentperspective,therearemanypapersandbooksonhowtoteachingEnglishinmiddleschools,mostofthemethodsweknow,andthesemethodsmoreorlessinfluenceourcountryforeignlanguageteaching.HerelistthemethodssuchasGrammar—TranslationMethod,theDirectMethod,theAudio-lingualMethod,theCommunicationMethod.

2.1.1TheGrammar—TranslationMethod

TheGrammar—TranslationMethodisamethodofforeignorsecondlanguageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.AtonetimeitwascalledClassicalMethodsinceitwasfirstusedintheteachingofclassicallanguagesofLatinandGreek.Somelinguistsbelievedthatalllanguagesoriginatedfromonelanguageandwereruledbyacommongrammar.Itsmainfeatureisgrammaristhecoreoflanguageandlanguagematerialsarearrangedaccordingtothegrammar.Themainteachingactivitiesareanalysis,explanationandtranslation,andthemajorpracticeistranslatingfromandintothetargetlanguage.Theteachingmethodfocusisreadingandwriting.

Itsadvantageisthatithelpstudentsdevelopreadingcomprehensionandproductionofwrittenlanguage,butitoveremphasisontranslation,dependenceonfirstlanguage.Itputstoomuchemphasisonreadingandwriting,andneglectslisteningandspeaking.Itisnotmeetingthecommunicativeandpracticalneedsofthestudents.

2.1.2TheDirectMethod

TheDirectMethodinsiststhatonlythetargetlanguageshouldbeusedinclassandmeaningshouldbecommunicated“directly”byassociatingspeechformwithactions,objects,mime,gestures,andsituation.Itemphasizestheimportancelfspokenlanguage,therefore,itholdsthatreadingandwritingshouldbetaughtonlyafterspeaking.TheadvantagecanbefoundintheDirectMethodisthattheuseoftargetlanguageintheclassroomgetsstudentstoformthehabitofthinkinginthetargetlanguage,whichisnecessaryinefficientrealcommunication.Butithasahighdemandontheteacher.Itrequiresnativespeakerteacherorteacherwhohavenativespeaker-likefluencyinthetargetlanguage,forthis,inourcountry,especiallyincountryside,itisaseriousproblembecauseofcertainfactors.

2.1.3TheAudio-lingualMethod

Atthebeginningofthe20thcentury70s,wehadintroducedandcompliedsometeachingmaterialoftheAudio-lingualMethod.Themethodemphasizedtheteachingofspeakingandlisteningbeforereadingandwriting.Itusesdialoguesasthemainformoflanguagepresentationanddrillsasthemaintrainingtechniques.Mothertongue