浅谈中学英语课堂教学的艺术.docVIP

浅谈中学英语课堂教学的艺术 　　摘 要：合理的教学方法是提高英语课堂教学效果的关键，中学英语教师要不断研究施教艺术，努力提高教学质量。文章从创设语境，兴趣施教；体验成功，激励施教；区分层次，因材施教；以优帮差，互动施教四个方面来论述中学英语课堂教学的艺术。 　　中学英语的教学目的，是对学生进行听、说、读、写的基本训练，培养学生初步运用英语的能力。根据这一目标，中学英语课堂教学应在启迪学生“五动”（动眼、动耳、动口、动脑、动手）和强化“两基”（基础知识的掌握、基本技能的训练）上狠下功夫。因此，合理的教学方法是提高英语课堂教学效果的关键。 　　一、创设语境，兴趣施教 　　创设良好的语境能吸引学生，增加兴趣，变疲劳波谷区为高潮兴奋区，进一步激发学生学好英语的动力。如复习that的用法，教师可先设计一个语境： 　　T：The teacher said that that that that that student wrote in the exercise-book was wrong. 　　五个that构成一个单词链，颇具吸引力，学生兴趣横生，老师适时启迪：Can you make a sentence with that？ 　　S：That man is our English teacher. 　　S：The man that is saying hello to Mr. Wang is our English teacher. 　　S：Our English teacher was so excited that he could’t say a word. 　　…… 　　学生在这一段操练中，由被动变主动，反复运用词汇，感受语言，思维和语言得到相应训练。 　　二、体验成功，激励施教 　　心理实验证明，当一个人体验到成功的喜悦时，便会激起无休止成功的意念和力量。英语课堂教学中应创造易于让学生获取新知识的机会，让他们尝试成功的方法，感受成功的喜悦。例如，虚拟语气含义复杂、形式多变，学生往往望而生畏。按照激励施教的方法，老师可以设计下面一段对话。 　　T：Do you believe I am a bird？ 　　S：No. You’re not a bird. 　　T：If I were a bird， what would you say？ 　　S：If you were a bird， you could fly. 　　T：If I were to become a bird in the future， what would happen？ 　　S：If you were to become a bird in the future， we would all become little birds. 　　一段由浅入深的对话以后，学生初步懂得了虚拟语气的概念。因为能回答由易到难的问题，学生也感受到了成功的喜悦，求知欲变强烈，此时教师就可以很自然地帮助学生总结出虚拟语气在条件状语从句中的用法。 　　三、区分层次，因材施教 　　分层次教学是运用因材施教理论实行目标教学的一种有效方法。中学英语教学应该对不同层次的学生因材施教，使各类学生都获得未知的满足与成功的喜悦，从而树立信心。分层次教学应考虑分层次设计教学方案，分层次进行课堂教学活动，分层次布置作业，分层次提出目标要求等。现以高中英语第二册第一课Exercise One为例，设量两个层次问题。 　　A类：①How many years of teaching had Mr. Crossett completed？②Did they have any trouble in finding the teacher’s house？③Did Mr. Crossett love his teaching？④What did Mr. Crossett bring out after a moment？⑤Did Mr. Crossett stop the lesson？ 　　B类：①Why did the Deportment of Education give Mr. Crossett a medal？②Tell when and how the boy’s father and his teacher met again.③When did Mr. Crossett give up his teaching？ Why？④Why did Mr. Crossett keep the paper？⑤Tell about the incident that took place in Mr. Crossett’s class. 　　两