English Classroom Teaching TeacherDominant or StudentCentered.docx

English Classroom Teaching TeacherDominant or StudentCentered.docx

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EnglishClassroomTeachingTeacherDominantorStudentCentered

Contents

Abstract.....................................................................................................3

摘要.....................................................................................................4

1.TeachersCenteredandStudentsCenteredTheory...........................6

1.1TheHistoryofTeachersCentered...............................................6

1.2TheHistoryofStudentsCentered................................................7

2.TheTwoTeachingModes....................................................................8

3.HowtoCreateStudentsCenteredEnglishClassroomTeaching...11

3.1TheConceptofChangesinTeaching........................................11

3.2ToEstablishtheDominantPositionandtheLeadingRoleofTeachers...................................................................................................13

3.3ToCreateaDemocraticandEqualTeachingAtmosphere.......14

4.Students'Self-LearningAwareness...................................................15

5.ArrangementsforCarryingOutInteractiveTeachingandLearn17

References................................................................................................20

EnglishClassroomTeaching:

Teacher-DominantorStudent-Centered

Abstract:

Alongwiththechallengeagainstthetraditionalclassroomteachingmode,teacher-centeredmodeofteachingisreplacedbythestudent-centeredmodeofteaching.Thisarticlemainlyintroducestheadvantagesofthe"student-centered"modeofteaching.Thenitsimplyanalyzesthenecessityofcarryingoutandtherelationshipwithteachingintheclass.Finallyitintroduceshowtocarryoutthe"student-centered"modeofteachingandencouragestheforeignlanguageteachertomakeuseofthenewmodeofteaching.

Keywords:

EnglishClassroomTeaching,TeachersCentered,StudentsCentered,theDominantPosition

英语课堂教学——教师主宰还是学生中心

摘要：

随着对传统的课堂教学模式的挑战，以教师为中心的教学模式逐渐被以学生为中心的教学模式所取代。

本文主要介绍了“以学生为中心”的教学模式的优势。

然后简单分析开展的必要性和课堂教学的关系。

最后，介绍了如何开展“以学生为中心”的教学模式，鼓励外语教师使用新的教学模式。

关键词：

英语课堂教学教师中心学生中心主体地位

Overtheyears,howtounderstandthestatusandroleofteachersandstudentsintheteachingprocesshasalwaysbeenavexedissue.Traditional"teachers"teachingmodeof"one-wayindoctrination"iscommonlyusedbyteacherstostudentsintheclassroom,studentssubjecttotheteacher,andlosingthedominantpositionoflearningcanonlypassivelyaccept.Theylackofautonomy,initiativeandcreativity.Thenewteachingconceptisagreedthattheteachingactivitiesmustenablestudentstobecomeactivebytheeducation.Trainingstudents'abilitytolearnEnglishintheteachingsituationistheinevitablerequirementofthemodernlanguageteachingtheory;itisalsoastrongguaranteetoimproveEnglishteachingefficiency.TeacherscanimprovethelearningenvironmentforEnglishlanguagelearnerstodevelopawarenessandmotivationofstudentslearning,andthecreationofthedevelopmentofclassroomteachingmode.TheyshouldstrengthenthetrainingofEnglishlearningstrategiestomakefulluseofmultimedia,networkresources,andguidestudents'independentstudymeasuresgraduallysothatitshowsthemainroleofthestudentsintheEnglishclassroom.Inteaching,theneedtosolvemanyproblemsofteachingandlearningrelationshipistheessenceoftheteachingprocess.Englishclassroomshouldbestudent-centeredteachersandstudentsinteractactivelyanddeveloptogether,whichisamajorbreakthroughinthetraditionalconceptof"teachersteachthestudents".Englishteachingshouldadapttothecauseofsocialistmodernizationanddevelopstudents'initialapplicationofEnglishcommunicativeability,andstudentscanobtainacertaindegreeofself-learningabilitythroughclasslearning.Englishteachersshouldhavetheawarenesstofullyembodytheroleofteacher-ledandstudent-centeredintheclassroom,andshouldcreateactiveteachingandlearningenvironmenttostimulatestudents'interestandability,totrainstudentstomasterandapplyknowledge,toenableeverystudenttofullydevelop.

1.TeachersCenteredandStudentsCenteredTheory

Teachersaretheabsoluteauthorityinthetraditionalclassroomteaching.Theyimpartknowledge,alwaysstandinginfrontofthepodium,tellthestudents"what"and"why";students,astheabsorptionofknowledgealwayssittingontheseat,nodaftertheyrote.Correspondencebetweenteachersandstudentsisstatic,neverbeingtheroleofregulating.

1.1TheHistoryofTeachersCentered

Infact,classroomteachinghasalonghistory.Earlyinthe17thcentury,CzechComeniusproposedasystemofclassinstructioninhis"teachingtheory",creatingateacher-centeredteachingstructure.Forcenturies,thetheoryofTeacherscenteredhasgonethroughonthecontinuousdevelopmentandimprovement.ItappearstheoptimizationtheoryofBabanski,Bruner’sdisciplinarystructuretheory,andBloom'smasterylearningtheory,inthemiddleofthe20thcentury,Ausubel'steachingtheory;theyallhavesomeinnovations,butteacher-centeredteachingstructureremainsunchanged.

1.2TheHistoryofStudentsCentered

IntheMid-20thcentury,HumanisticPsychologygraduallyrisesintheacademiccommunity.Humanisticpsychologyemphasizestheinnatehumannature,Rogerpublishedalotofarticlesaboutteachingonthispoint,andtheStudentCenteredisoneofthemainideas.Sincethen,thestudents’centertheoryofChomsky'slinguistictheoryandcognitiveinstructionaltheoryfurtherarestrengthenedandimproved.Chomskyproposedatransformationalgenerativegrammarthatpeoplehavethegiftoflanguageacquisitiondevice.Withthelanguagedevice,studentscanlearnaforeignlanguage.Sothestudentshouldnaturallybethecenterofthemainbodyofteachingorlearning.AccordingtoCognitiveinstructionaltheoryfromChomsky,students'languageabilityisthecorestructureofthecognitiveanditadvocateslearningaforeignlanguageshouldbebasedontheunderstanding,sothatthestudentsshouldpracticeinreallifecommunicativesituation.Cognitiveinstructionaltheorylaunchedoneoftheprinciplesofteachingthatis"studentscentered".Constructivistlearningtheoryholdsthatthe"situation"and"collaboration"and"interactive"and"meaningconstructionofthefourelementsofthelearningenvironment",andstudentscenteredpedagogyisfullyaffirmed.Inthisway,therehavebeentwokindsofpedagogy"teacher-centered"and"student-centered".

2.TheTwoTeachingModes

Basedonthesetwoteachingtheory,therenaturallyexisttwoteachingmodes:

teacher-centeredmodeofteachingandstudent-centeredteachingmode.Bothteachingmodelcontainthebasicelementsofteaching,teachers,andstudents,teachingcontentandteachingmedia.However,inthesetwoteachingmodes,thereisadifferentrelationshipbetweenthefourelements.

Ausubel's"meaningfulreceptionlearningtheory",instructionalstrategiesofthe"motivetheory"and"advanceorganizer"isthemaintheoreticalbasisoftheteacher-centeredteachingstructurewhichfullysupporttheteacher-centeredteachingmodel.Constructivistlearningtheoryandteachingtheoryarebasedonthestructureofthemaintheoreticalbasisforstudent-centeredteaching.Bothteachingmodeshavetheiradvantagesanddisadvantages.Theoutstandingmeritsofconstructivisttheoryisconducivetothecultivationofcreativethinkingandinnovationabilityofcreativetalent;itrequiresteachersintheteachingprocesstogivefullplayoftheinitiativeandenthusiasmofthestudentsinthelearningprocess,tostimulatestudents'interestinlearning,tocreatearelaxedharmoniouslearningatmosphere,sothatstudentsdaretospeak,arewillingtopractice,toencouragestudents’progresstimelybitbybitsothattheyfosterself-confidence,asenseofachievement,torespectindividualdifferencesandspecialneedsofstudents,togivethenecessaryguidanceandassistance;tohelpstudentstoexploretheirownlearningmethodstounderstandandmasterthelawofthememory,todevelopgoodstudyinghabits,anddevelopindependentlearningability.Atthesametime,theroleofteachersisalsomadespecificrequests,theteacher'sroleistoorganizetheclassinsideandoutsidethevariousactivitiesandguidestudentstolearnEnglishfortheirselection,doubts,andhelpgroupstodevelopgoodstudyhabitsandcultureofself-learningability,soastomaintainahighlearningenthusiasm.InAusubel'stheoryandconstructivism,onthecontrary,theteachersplayaleadingrole,andemotionalfactorsplayanimportantroleinthelearningprocesstoo;however,ithasaprominentdisadvantagethatforcesstudentsnottofindwhattheyneed.Asaresultlearnerssaveplacedinthepassiveacceptanceandtheirlearnerinitiative,creativityaredifficulttoplay,andthustosuppressthestudents'interestinlearning,andthusnotconducivetoinnovationandthegrowthoftalent.

Englishteachingpracticehasprovedthatthe"teacher-centered"classroomteachingmodelisnotconducivetostudents'activethinking,anddevelopmentofmindandpersonalityexpansionoftheirhorizons.Teachersconfinethemselvestousecertainteachingtheoriesandpractices,anddoeasyformallanguagedrills.Whenstudentscompleteonestageoflearning,theyonlymastersomeoftherulesofgrammarandvocabularyphrases.Theabilityofstudentstouselanguagetocommunicateisnotnurtured.TheywillnotbeabletoreachtheEnglishcurriculumstandardsproposedas"activethinking,showingtherequirementsofthepersonality,andpersonalitydevelopment,andexpandingtheirhorizons".Teachersshouldshowrespectfor