五步教学法在小学英语课堂中的应用.docx

五步教学法在小学英语课堂中的应用.docx

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五步教学法在小学英语课堂中的应用

TheapplicationofFive-stepTeachingMethodsinEnglishClassrommofpraimaryschool

Student:

KangJinxiangNumber:

2016511018Instructor：

DengHua

Abstract:

ThispaperfocuesontheapplicationofTeachingmethodsinEnglishClassroominpraimaryschool.Thispapermainlystudies:

theapplicationofthethreelevelsofcurrentstuations,andthetheoreticalfoundationandthecombinationofthistheapplicationways.Therearethreeconclusionsasfollow:

1）thecorrectapplicationoftheFive-stepteachingmethodcancultivatestudent’sself-studyablity.2）Itcanchangethetraditionteachingmethod.3）Itcancultivatethestudent’screativeabilityandcooperativeconsciousness.

Keywords:

Five-stepteachingmethods;application;primaryschoolclasses.

五步教学法在小学英语课堂中的应用

学生姓名：

康金香学号：

2016511018指导教师：

邓桦

摘要:

本文着重从五步教学法在小学英语课堂中的应用来研究小学英语课堂的现状。

本文主要研究了小学五步教学法的三个层面即现状，理论支撑以及结合五步教学法的应用方法来分析如何将五步教学法正确的应用到小学英语课堂以及会产生什么样的积极影响。

得出的结论是：

1）正确的在小学英语课堂中应用五步教学法可以培养小学生的自学能力。

2）可以改变传统的教学方式。

3）可以培养学生的创新能力和合作意识等。

关键词：

五步教学法；应用；小学课堂

Contents

TheapplicationofFive-stepTeachingMethodsinEnglishClassrommofpraimaryschool

1.Introduction

ThispaperalsodiscussestheapplicationoftheFive-stepteachingmethodinprimaryschoolEnglishclassroomandcallsforthecorrectapplicationoftheFive-stepteachingmethodtoprimaryschoolEnglishclassescanarousestudent’sinterestinEnglishandimprovetheirEnglishlevel.

TheFive-stepTeachingMethodshasapositiveimpactontheapplicationofPrimaryschoolEnglishclassroom,anditishelpfulforpupilslearningEnglish.Atpresent,theprimaryschoolclassroomEnglishclassroomhavealotofproblems.ForexampleTheknowledgeofobsolescence,theteachingmethodsisboring,theteachingmethodofclassroomwalkthechalk，step-by-step,lackofinnovationandthestudentshasn’taninterestinlearningEnglish.ThepaperattemptstoapplytheFive-stepmethedforprimaryschoolEnglishclasses,itwanttochangetheteachingmethodsandmakestheclassroomatmospherelively,itcanguidethestudentshowtolearnEnglishactivelyandmakethestudentshaveaninterestedinEnglish.Theteachingmethodcancultivatestudents’creativethinkingandcooperativeconsciousness.

TheFive-stepmethodwasproposedbyDewey.TheFive-stephavefivepoints:

Frist,theteacherprovidesthechildwithacontextconnectedtothesociallifeexperience;Secondly,Childrenpreparetodealwithproblemsthatappearinsituations;Next,theFive-stepteachingmethodmakeschildrenthinkandmakeassumptionsaboutproblemsolving.Then,childrensortoutandarrangetheirownproblem-solvingassumptions.Finally,childrentestthesehypothesesbyapplyingthem.Thisteachingprocessinthehistoryofeducationiscommonlyknownasthefive-stepmethod.FromDewey’spointofview,inthisteachingprocess,thechildrencanlearncreativeknowledgetocopewithneeds.

2.OriginofDewey’sMethod

TheprocessofDeweyteachingischildrenthroughhand-onpractice,theprocessofexploringacquiringexperience,atthesametimeitalsochildren’sthinkaboutdevelopment.Thisprocessisexactlythesameasthatofthescientistsengagedinscientificresearch.Allthinkingthattakesintoaccountthingsnotpreviouslyknowniscreative.Theoreticalexplorationmuststartfromdirectexperiencetothematerialandtaketheempiricalmaterialastheend.Thetheorycanbeinsertedintothemiddleofalongsyllogism,manypartsofwhichdepartfromdirectexperience.Sinceprocessoftheteachingisindividualpracticeanditmuststartfromdirectexperienceandendupwithdirectexperience.Sinceprocessofteachingisalsothedevelopmentthinking,thereforethestartofstimulateingchildren’sthinkingactivities.Deweythatbelievethedevelopmentofchildrn’sthinkinggenerallygoesthroughfivestages.Frist,theteacherprovidesthechildwithacontextconnectedtothesociallifeexperience;Secondly,childrenarepreparetodealwithproblemsthatappeartosituations;next,makethechildrenthinkingandmakeassumptionsaboutproblemsolving.Then,makechildrentosortoutandarrangetheirownproblem-solvingassumptions.Finally,childrentestthesehypothesesbyapplyingthem

3.ThetheoreticalfoundationoftheFive-stepMethod

3.1ThestimulationofChildren’sinterestinEnglishlearning

UsingtheFive-stepteachingmethodsinprimaryschoolEnglishclasses,itcancultivatestudents’interestinlearningEnglish.PracticeisnecessaryinlanguageaforeignlanguageanditisthecoreoftheFive-stepmethod,therearemanywaystopracticeinlearningEnglish,thestudentsareabletodifferentfrompracticewaysandgettohowtolearnEnglishandgetdifferentlearningEnglishskills.Forexample,thewarm-upcancultivatestudents’interestinlearningEnglish.Somegamescanbeusedinclasstoguidestudents’interestinlearningEnglishandcultivatestudents’creativethinkingandstrengthentheircooperationconsciousness.Deepenstudents’impressionofwhattheyhavelearnedinclass.Inclass,studentscanuseperformancetohaveagoodcommandoftext,enhancetheabilitytolearnwordsandexpressions,improvestudents’oralexpressionability.Theuseof“play”makesstudentschangefrompassivelearningtoactivelearning,maketheboringclassesbecomelively.

3.2Thecultivationoflearninghabitsandself-studyability

ThefirststepintheFive-stepmethodisreview,thecontentofthereviewUSESthelanguagematerialslearnedindailycommunication,pronunciation,intonationvocabularyandsoon.Reviewwaybyaskingquestions.Throughthereviewofthewaytocultivatethestudent’sthinkingability,improveeloquenceanddevelopaself-studyhabit.ThecoreoftheFive-stepmethodispractice.Intheprocessofpractice,teacherscanpracticeingroups,ordosomegames,itmakesthestudentpayattentiontolearnlectureandcultivatethestudent’sthinkingability,activelyparticipateintheclassroomactivities,anditcanalsodevelopthestudentcooperationconciousness.ThesecondpartoftheFive-stepmethodisintroductionofnewmaterial.Theintroductionofnewmaterialsoftenusematerialobject,pictureprompt,actionandactiondemonstrationorotherwaystopractice.Inclass,teacherscanalsousesomevideos,Englishsongsandsoontoguidesstudentstolearn.Sothatstudentscangetgoodlearningeffect.Intheuseofnewmaterials,teacherscanalsousemodelstoimportthecontentlearnedinclass,andalsousesingingtoguideintothecontentlearnedinclass.Therefore,thescientificuseoftheFive-stepteachingmethodisconducivestudents’self-studyabilityandforminggoodlearninghabits.

3.3Theimprovementoflearningquality

ThecoreoftheFive-stepteachingmethodsistomakestudentsacceptlanguageknowledgeandachievelanguageskillsthroughalargenumberofphoneticskillexercises.Thewayofpracticeiswavemode,chaintypeoffrequencyfastactivity.Intheprocessofthepracticecanbedividedintocompetitions,eachgroup,eachteammembershouldparticipate,sothateverystudentcangetafairchancetopracticeintheprocessofthebrainandtherearemanykindsofactivitiestopractice.So,itwillimprovestudents’interestinlearningEnglishandintheprocessoflearningEnglishstudentsisgoingtoincreasetheinitiativetolearnpositivity.Thereisnodoubtthatitcanimprovelanguagequality.Itcanhelpstudentsmasterlanguageknowledgeanddeveloplanguageskill.

4.Currentsituationofchildren’sEnglishteachingandtheapplicationofFive-stepteachingmethods

4.1Currentsituation

4.1.1Emphasisongrammareducation,neglectoforaltraining

Atpresent,thecurrentsituationofEnglishteachingis“grammarteaching”,sointheprocessoftheteachersteaching,theteacherattachimportancetonewwordsandsentence.Whentheteacheranalysizetextbookknowledge,theteacherjustcananalysizesentencegrammar.Mostoftheteacherscanechowhatthebookssayforgrammar.ForgrammartoinstillchildrenareafraidoflearningEnglish,andthestudentsarenotinterestedinlearningEnglish.Ontheotherhand,thepupilslackoforalpracticeandlisteningpractice,thestudentsarepoorinEnglishinprimaryschool.Englishlearningisonlyinthetheoryandlackofpractice.

4.1.2LackofKnowledgeandobsolescence

Theteacher’steachingmethodissingle.Inthecountryside,theeducationalfacilitiesarenotcompleteandteacher’sEnglishlevelisn’thigh.ThroughtheobservationandanalysisofEnglishteachinginprimaryschool,itisfoundthattherearesomeprobleminteaching,suchasunclearteachingobjectivestheprocessofteachingisunsystematicandtheteachingorganizationisundisciplined.InthemostteachingofEnglishclasses,teachersstillusethetraditionalteachingcontent,methodsandforms,evenifdifferentstudents,differentclasses,alladoptthesameform.Eachstudent’sgrowingenvironment,familyeducationphilosophyandwayaredifferent,whichdeterminesthatdifferentstudentshavedifferentpersonalityandlearningbasis,thestudentshavedifferentlearningability.Intheprocessofteachingtheteachersdoesn’tpayattentiontothisdifference,accordingtoitisimpossibletoteachstudentswiththeiractualsituation,theteachersreadsinfrontofthetextbookinclass,ortheteachersjustteachthetextbookknowledge.Whentheteacherteaches,theyjustreadthewordsmechanicallyandrecitethesentences.Sothestudentslearnknowledgeisnotcreativeandobsolete.

4.1.3Lackofteachinginterest

Therearestillmanyteacherswhobelievethattheteacherpassonknowledgeistoraceagainsttime.Itcanimprovetheteachingeffect.ThetopicformintheneweditionofPEPrequiresteachersto