第一篇：修改ing 翁梦云毕业论文
存档编号
赣南师范学院2014届本科毕业论文
题目：九江市早期教育发展现状的研究
——以武宁县为例
教学学院 教育科学学院
届 别 2014届
专 业 学前教育
学 号 101205035
姓 名 翁梦云
指导教师 曹晓刚
完成日期
目 录
摘要„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„1 关 键 词„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„1 Abstract„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„1 Key words„„„„„„„„„„„„„„„„„„„„„„„„„„„„„1
一、引言„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„2
（一）问题的提出„„„„„„„„„„„„„„„„„„„„„„„„„„2
（二）研究的目的和意义„„„„„„„„„„„„„„„„„„„„„„„4
（三）文献综述„„„„„„„„„„„„„„„„„„„„„„„„„„„4
（四）研究方法„„„„„„„„„„„„„„„„„„„„„„„„„„„4
二、相关概念的阐述„„„„„„„„„„„„„„„„„„„„„„„„„8
（一）早期教育„„„„„„„„„„„„„„„„„„„„„„„„„„„8
（二）早教机构„„„„„„„„„„„„„„„„„„„„„„„„„„„9
（三）托幼机构„„„„„„„„„„„„„„„„„„„„„„„„„„„9
（四）幼儿园„„„„„„„„„„„„„„„„„„„„„„„„„„„„10
三、武宁县早期教育发展现状及分析„„„„„„„„„„„„„„„„„„12
（一）武宁县早教发展现状„„„„„„„„„„„„„„„„„„„„„„12
（二）农村幼儿早期教育发展„„„„„„„„„„„„„„„„„„„„„14
（三）政府在学前教育方面的举措„„„„„„„„„„„„„„„„„„„16
四、如何促进早期教育的发展„„„„„„„„„„„„„„„„„„„„„17 参考文献„„„„„„„„„„„„„„„„„„„„„„„„„„„„„17 致 谢„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„„18 1 摘 要：本研究着眼于九江市早期教育发展现状，主要以武宁县为例，并在此基础上进行调查分析，以便对该地区早期教育发展提供一些建设性意见，促进当地幼教事业的发展壮大。本研究结合了文献法、访谈法、观察法等方法对武宁县1所早教机构、3所公办幼儿园、10所民办幼儿园进行调查研究。研究表明：近年来早期教育在九江地区得到了长足发展，但不可否认的是早期教育的发展还不完善，幼教小学化、农村幼儿入园率低、家长对早教认识不清等问题严重影响了早期教育的发展。综上，应从家长、幼教机构、政府、社会等方面着手，大力推动早期教育在基层地区的发展。
关键词：早期教育
早教机构（中心）
幼儿园
Abstract：This study looks at the early education development present situation of JiuJiang city, mainly in WuNing county as an example, and on the basis of the investigation and analysis, in order to early education development in the region to provide some constructive suggestions, to promote the local development of preschool education career.This study combines the literature method, interview method, observation method and other methods to observe about 1 early education institution, 3 public kindergartens and 10 private kindergartens ,WuNing county.Research shows that: in recent years, the early education in JiuJiang region got great progress, but there is no denying that the development of early education is not perfect, preschool education, the enrollment rate for children of kindergarten age of rural children is low ,parents’ understanding of early education problems is unclear ,it’s all seriously influenced the development of early education.In conclusion, we should starting with the parents, the aspects such as preschool education institutions, government, society, vigorously promote the development of early education in areas at the grass-roots level.Key words：Early Education Educational Institutions(Center)Kindergarten
一、引言
(一)问题的提出
婴幼儿早期教育兴起于2O世纪60年代的欧美，在现阶段的中国，早期教育包括两个阶段：胎儿期到3岁（一般在早教机构完成）；3岁正式进入幼儿园到入小学前（一般在幼儿园完成）。早教机构在我国出现于9O年代，随着早教理念的深入传播，在近十几年的时间里，早教机构如雨后春笋般兴起，早期教育获得了较快的发展。但是由于人们的思想观念和自身的知识素质,对于早期教育的了解还是比较片面并受过去经验的制约,因此早期教育的发展“任重而道远”。
国家在2010年公布的《国家中长期教育改革和发展规划纲要（2010—2020年）》（以下简称《纲要》）中对学前教育制定了明确的计划：到2020年学前一年的毛入园率目标为95%，学前三年毛入园率目标为75%，幼儿园人数达到4000万人。而目前我国适龄的可以接受学前教育的儿童大约在6000万人左右，但实际在园的只有2470多万人，仅占41%左右。且当前我国幼儿早期教育存在教育滞后、教师资源不足、管理体制不得当、政府责任不清、“小学化”倾向严重等诸多亟待解决的问题。
目前我国农村学前教育是个非常薄弱的环节，政府重视不够。不少县区城区只有一所公办幼儿园，一些乡镇连一所标准建制的公办幼儿园都没有。为了解决问题，基层政府要担当起重任，将学前教育纳入义务教育范畴，大力普及学前教育，以“公办幼儿园为主体、为主导，民办为辅、为补充”的思路发展学前教育，提高学前教育的质量。因此，研究武宁县早期教育特别是农村早期教育的发展现状，有助于基层政府更好履行宏观职能，加大对幼教事业的支持力度，对当地早期教育的恒远发展更是有着极其重要的现实意义。
研究者经研究发现当前早期教育发展中存在的问题有：幼儿早期教育不完整；农村幼儿入学率低；幼儿教育很不一致；幼儿教育小学化严重等。并针对以上问题在家长、园方、政府、社会等方面提出了相对应的解决方案。
（二）研究的目的和意义
1、研究的目的
让每一个幼儿都受到良好的早期教育,是国家发展幼儿教育的基本宗旨和目标,基层地区幼儿教育是我国幼儿教育的重要组成部分,没有农村幼儿教育的发展,就谈不上全面提高我国幼儿教育的整体水平。农村幼儿教育的质量将直接关系着九年义务教育的质量,关系着我国人口素质的整体提高,甚至关系着中华民族的兴衰，所以研究早期教育在基层地区的发展状况就显得尤为重要。本研究着眼于武宁城乡地区，重点研究分析其早期教育的发展现状及不足之处，并提出合理的建设性意见。
2、研究的意义
学术价值：通过研究当前城乡地区学前教育发展现状并分析其不足，总结农村地区学前教育发展概况，以此丰富城乡早期教育发展状况的研究，也为以后相关的研究提供依据。
现实意义：本研究着眼于农村地区早期教育发展现状，旨在调查九江地区早期教育的发展情况，分析其发展不足及前景，并为当地早期教育领域的发展提供了一些可行性意见。
（三）文献综述
1、国外研究综述
当前，由于欧美日等国家的早期教育起步早、速度快、质量高，因此国外在早期教育发展方面的研究日趋成熟。研究内容主要有：目前国外早教发展现状、早期教育发展迅速的原因、政府采取的措施、未来发展的趋势等方面。
1.1国外早期教育发展现状
经研究，国际上，主要欧美日等国的早期教育受到政府的高度重视，较早将早期教育视为提高国际竞争能力的关键性内容。以美国为例：
在美国，早期教育（Early Childhood Education）泛指0-8岁儿童的教育，在某些情况下特指0-3岁儿童的教育或者学龄前儿童的教育。从20世纪60年代开始，美国0-3岁早期教育经历了快速发展的一段时期，一系列发展计划和项目开始实施并取得成效。
早期教育深受美国政府的高度重视。美国政府已经把早期教育视为国际竞争的一项内容，发展早期教育是为数不多的既受民主党支持又受共和党支持的政策。早在20世纪30年代，美国就提出0-6岁儿童整体教育计划。1965年开始实施开端计划（Head Start Project），开端计划是迄今为止美国联邦政府实施的规模最大的早期儿童发展项目。
美国早期儿童教育形式多样,除了幼儿园、保育学校和日托中心外,60年代增加了“先行教育”计划、日托之家和复兴的蒙台梭利学校。最近几十年来又发展了一种以家庭为基础的早期教育计划。美国另一种新的幼儿教育形式是以家庭为基础的早期儿童教育计划。与日托之家不同,这种教育计划在儿童自己家里进行,以儿童父母为主要对象。
美国用了大约20年的时间(从60年代中期至80年代中期)普及了幼儿园教育,3一4岁儿童的早期教育也接近普及。美国早期儿童教育迅速普及的一个基本经验是,建立幼儿教育市场。它包括私立幼儿园、私立保育学校、私立日托中心,尤其是日托之家。美国政府还颁布了许多早教项目，以1981年密苏里州教育部创办的“父母作为老师”(PAT)的项目最为著名，目前该组织已将它们的项目推广 4 至全美47个州，培训了8000名“父母辅导者”。
美国的另一项以家庭为基础的父母教育计划，称作HIPPY计划：学龄前儿童的家庭指导计划。20世纪90年代，先后又有两项计划得以实施，一是早期优先计划（EHS），1998年1月开始实施，它是由政府资助低收入家庭婴幼儿和孕妇的一项社区计划。二是“头脑启动计划”，1997年由克林顿政府提出，强调从婴儿诞生的第一天起就要进行教育，要保证每个美国公民拥有世界上最好的教育。2008年以来，在美国总统奥巴马的教育政策中，其中有一项是投资100亿美元发展0-5岁儿童的早期教育。
1.2欧美日早期教育高质高速发展的原因
1.2.1经济因素：二战以来，各主要资本主义国家经济都在高速发展，尽管各国具体原因不同，但从生产力角度分析，战后发展起来的以核子、电子为代表的科学技术推动了各国生产力的高速发展，这就为学前教育发展提供了物质基础。
1.2.2政治因素：其一：战后，各国认识到，国际间各种实力的竞争实质上是科技的竞争，而科技竞争的胜负又取决于人才的多寡与质量的高低。因此，各国大力发展教育，培养人才。在此过程中，随着脑科学、儿童心理学、教育学的发展，逐渐认识到早期教育对于开发智力，培养一流人才是十分关键的。所以60年代以来，早期教育呈现了高速度、高质量发展的趋势。其二：政府积极倡导教育机会均等，这对幼儿教育的发展影响很大。
1.2.3社会因素：妇女就业率上升；核心家庭增多，老人照看孩子现象减少；家长的早教意识观念增强等。1.3政府采取的有效措施
二战以来，基于社会对早期教育的需求，各国政府采取了一系列措施发展早期教育。普遍措施有：加大教育投入；降低义务教育年龄；抓普通幼儿教育的同时还抓特殊儿童即天才儿童、残疾、智力落后儿童的教育；积极推行教育补偿计划，使广大社会下层儿童得到均等的教育机会；政府积极支持私人办园；政府积极促进学前教育社会化；幼教师资水平大学化；加强科学研究，如在美国费拉德尔菲亚，由脑科学家格伦多曼领导了一百多位儿科医生、心理学家、教育家等，创办了一所“人类智力发展研究所”，想把普通幼儿培养成天才。经过他们训练的幼儿，6岁半能熟练演奏巴赫的小提琴曲，阅读《鲁滨孙漂流记》,3岁半能将国名与元首名放在一起。实验后，专家一致认为：人类智力并非决定于遗传，而是取决于生命最初几年接受的刺激。这一理论虽有些极端，但却充分证明了幼儿的潜力和早期教育的重要性。1.4国外早教研究及发展的趋势
1.4.1研究趋势：第一，研究方式综合化。如儿童智力发展问题，把对它的研究建立在心理学、教育学、生理学等基础上。第二，研究对象和内容扩大化。如年龄提前到了胎儿；从幼儿园教育扩大到家庭教育乃至社会教育；从研究智力因素扩大到非智力因素；从研究普通儿童教育扩大到研究天才儿童及残障儿童的教育。这些研究成果对学前质量的提高，起了显著作用。
1.4.2发展趋势：一，21世纪将成为儿童的世纪；二，幼儿入学年龄日趋减小；三，教学手段和内容进一步现代化；四，幼儿创造性的培养必将加强；五，阅读教学必将在幼儿园教育中取得重要地位。
2、国内研究综述
相对国外研究而言，国内对于基层早期教育发展的研究起步比较晚。主要研究的课题是在国外已有研究基础上加以概括总结，再加入自己的研究方法，得出另外的一套研究成果。我国研究主要集中在早期教育重要性、农村和西部地区早期教育发展现状、政府在早教发展中的职责等方面。2.1 早期教育发展方面的研究
⑴王萍、张丽娜、郑晓岩通过对社区婴幼儿早期教育研究发现，首先，婴幼儿早教市场存在的问题：没有形成规范的行业准入制度、行业指导和监督制度；机构从业人员庞杂，缺乏行业自律；一些机构以高档华丽的设施吸引需求者的眼球，掩盖其机构师资等软件的不足；机构的早教理念缺乏本土化的演绎过程。其次，社区早期教育的专业人员缺失：目前社区开展早期教育工作主要是负责计划生育的干部，没有专职的早教人员，大多没接收专业培训，缺乏专业知识。最后，社区早期教育经费不足，开展教育工作的场地不足。
⑵石学云、高丽通过对贫困家庭儿童早期教育的调查发现：贫困家庭父母受教育程度普遍偏低，无业、失业率较高；家庭经济收入水平低且增长渠道狭窄、增长速度缓慢，家庭生存负担沉重，生活风险应对脆弱；贫困家庭儿童早期教育的总体水平较低，父母学历较低和就业困难以及父母对早期教育的认知模糊和情感消极是导致贫困家庭儿童处境不利的主要因素。
⑶范瑞芝（2010)研究发现：河南省农村幼儿家庭早期教育存在的问题有，父母早教意识相对淡薄，当地政府宣传力度相对薄弱；父母外出务工的较多，对幼儿的早期教育存在着“无奈”的现象；孩子主要由休闲在家的老人照顾。
⑷丁忠鉴（2012）通过对早期教育的误区及对策进行研究了解：早期教育在家长教育方式，教育观、儿童观两方面具有明显误区。针对其对策，我们应树立正确的教育观，选择适合的教育内容，采用正确的教育方式，坚持因材施教，解放儿童，培养幼儿的创造力，以幼儿生活为中心，实施全面发展的素质教育。2.2 西部地区早期教育发展现状
⑴王冬兰从西部学前教育发展面临的机遇与挑战方面研究发现：国家一系列涉及学前教育发展的规划、政策的出台给我国的学前教育事业，特别是相对落后的西部学前教育提出了挑战，并使西部学前教育中蓄积已久的一些问题显得愈发亟待解决。西部总体上经济社会发展水平低将长期严重影响和制约西部学前教育发展水平；西部幼儿教师从业准入门槛低，在职培训机会少，专业化程度不一，师资队伍整体素质不高；西部地区农村由于特殊的地理及交通条件限制，地广人稀，居民区分散且集中困难，这样的自然地理因素客观上制约学前教育在地理布局上的密集分布。
⑵在西部发展早期教育的对策建议的研究上应：政策倾斜、投入加大，保障经费到位；因地制宜，分类推进，鼓励发展多种形式的幼儿教育；从西部各地的实际出发，鼓励企业、慈善组织、社会团体等举办公益性幼儿园；多种途径加强西部幼儿教师队伍建设，提高幼儿教师队伍专业素质；树立项目意识，通过项目的实施与课题研究，促进西部地区农村学前教育的发展。2.3政府在早期教育方面的职责
戴明丽在研究相关问题上得出有关部门应：制定并完善相关的法律政策，创造良好的制度环境；纳入统筹规划，保障学前教育有序、可持续发展；加强管理与监督，引导、规范学前教育发展；通过政策性资助与财政资助，积极鼓励扶持学前教育发展；保障教师的公平地位与待遇，稳定师资队伍。
（四）研究方法
1、研究对象：本研究于2014年2-4月期间通过阅读大量文献，走访武宁县教育局等教研单位，以及1所早教机构、3所公办幼儿园、10所民办幼儿园进行调查研究，对5名幼教事业领导及老师、3名幼儿家长进行访谈，重点了解政府、幼教机构、家长的早教观念，并针对武宁县早期教育发展现状进行初步了解，以便在已形成的幼教体系上继续全方位发展，并为武宁早期教育发展出谋划策。
2、研究方法
文献法：本文主要通过查阅赣南师范学院图书馆的文献,同时进入中国知网、中国期刊网、中国学位论文数据库、Google、百度、中国早教网等网站和阅读相关文献,以此获得国内外有关基层早期教育发展的资料。参照资料对本论文所涉及的相关概念进行必要解释，并结合资料对基层地区早期教育的发展提供一些建议。
访谈法：本次访谈主要针对四类对象开展：0-6岁（侧重3-6岁）儿童的家长，包括法定监护人和实际监护人；县城教育局等教研单位；个别早期教育中心以及各个民办公办幼儿园。通过走访看到了武宁县早期教育市场的发展现状及预测日后的发展前景。
二、相关概念的阐述
（一）早期教育：早期教育广义上指人出生到6岁入小学以前阶段的教育，对0-6岁儿童进行的以促进其身心和谐发展为目的的教育而一般幼儿在3岁进入幼儿园，所以3-6岁儿童的早期教育又称了幼儿教育。狭义主要指0-3岁幼儿阶段的早期学习。（《早期教育论文》参考文献）
本设计中所提到的早期教育采用广义上的概念，即从出生到6岁入小学以前阶段接受的教育，也称学前教育。
（二）早教机构：早教机构的通俗含义是为所有没有精力和时间引导教育孩子的家长提供上门式的一对一的专业服务机构。科学早教机构以“体能、智能、心理能力三维平衡发展”理论为基础，依据五万份孩子成长基准数据，提炼出孩子的九大成长目标：安全感、意志力、目标感、注意力、记忆力、思维能力、平衡、力量、速度。
（三）托幼机构：包含托儿所、幼儿园、学前班等为0-6岁儿童提供早期教育服务的机构，其中包括各部门、企事业单位、集体和私人举办的各类托幼园所以及学前班。
（四）幼儿园：旧时称蒙学园、幼稚园，为一种学前教育机构，用于对幼儿集中进行保育和教育，通常接纳三周岁以下幼儿为托儿所，而接纳三至六周岁幼儿的为幼儿园。当前有公办幼儿园和民办幼儿园两种。
三、武宁县早期教育发展现状及分析
（一）武宁县早期教育发展
随着经济的发展，社会的进步以及国家对婴幼儿早期教育的重视，武宁县的学前教育近年来取得了较快发展。1990年后，武宁私立幼儿园在城乡迅速发展壮大。1991年，全县私立幼儿园发展到30所，其中县城有13所。1996年，全县城乡共有私立幼儿园67所，在园幼儿6214人，幼儿教师182人。2001年，县幼儿园入园幼儿547人，教师36人。2006年，全县私立幼儿园发展到81所，全县3-5周岁幼儿11079人，入园或入学前班就读的有6099人，入园（班）率达55%，县城95%，全县基本普及一年学前教育。2010年，经县教育局审批发证的私立幼儿园95所，入园幼儿8034人，幼儿教师385人。县幼儿园在园幼儿674人，教师38人。
1、早教机构：目前武宁县的早教行业基本上还是一片空白，据了解，只有一家加盟的香港神州智慧星亲子园是比较正规的早教机构。该机构“为4-12岁中国孩子提供的学科英文课程。原汁原味的美式课堂，与美国儿童同质同步的学科（语文、数学、科学）知识体系和未来领导力为教授内容，品牌系列教育课程使受教育者不但拥有英语能力，更能获得美式思维能力和创造力。”
不过，由于亲子园收费相对偏高以及家长早教意识较模糊等主客观原因，该 8 亲子园规模相对较小，入园幼儿也不多。因此，对于现阶段的武宁县而言，早教市场发展很欠缺，与此同时也说明了武宁县早期教育发展空间很大，可以预计前景很广阔。
2、幼儿园：按办园主体来分，幼儿园可分为公办幼儿园和民办幼儿园两类。而这两者的发展由于种种条件的制约，具体在县城地区和乡镇地区有所不同。
县城地区目前公办园有两所，县一幼和县二幼，其中县一幼创建时间较早，发展状况良好，并在2009年成为省级示范园，县二幼为2012年新建园，2013年9月投入使用，同样由于政府的大力重视发展势头良好，今年招聘入编教师21名；目前县城民办园有近50所，其中以蒙台梭利实验幼儿园、宁博童趣幼儿园、天水名都幼儿园3所民办幼儿园规模最大，发展态势良好。以下公办民办各选一例进行调研：
县第一幼儿园
该园前身为武宁县幼稚园，创建于1932年。期间经过种种发展历程，到1990年发展为11个教学班（含学前班），幼儿525人，教职工24人。2010年秋，发展为15个教学班，在园幼儿674人，教师38人。其中教师本科学历9人，大专学历13人。该园多年以来荣获市“青年文明号”、市幼教工作先进集体、市文明单位、市示范幼儿园等荣誉，并于2009年评定为省示范园。
该园于2000年开始使用南京师大主编的五大领域主题式教材。2003年使用华东师大主编的构建式教材，2009年增设文化礼仪教育课，在教材方面及时更新。2005年，县幼儿园负责县城私立幼儿园的管理，并承担全县幼儿教师的指导和幼师培训工作。2006年以来，举办了5期全县私立幼儿园园长和骨干教师培训班。县幼儿园教师的继续教育培训、普通话、中级计算机技术合格率均达100%。2009年，幼儿园自筹资金200多万元兴建综合楼，对原两栋教学楼进行重新装修，对运动场进行改造，完善配套设施。
天水名都幼儿园
该园于2007年由王太秀投资368万元创办，是我县办园较早、规模较大的民办幼儿园。幼儿园开设语言、科学、音乐、美工、健康、社会等课程，还开设了美术、幼儿英语、珠心算、舞蹈等幼儿兴趣班。每年“六一”和“元旦”在县艺术中心举行文艺节目汇演，邀请各界领导和家长观看，深受社会、家长的普遍赞誉。2010年秋，有入园幼儿376人，10个教学班，专任教师10人，生活教师10人。
农村地区目前早期教育往往不受重视，一般家庭不会想到在幼儿进入小学前送入正规的学前教育机构学习。而幼儿家长能够选择的早期教育机构很少，一般乡镇上只有一两所民办幼儿园，公立幼儿园更是稀缺。
（二）农村幼儿早期教育发展 笔者在武宁县早教发展调查中发现，农村早期教育在整个武宁县早期教育快速发展背景下凸显出了诸多问题：
1、托幼机构很少：一般乡镇只有一两所民办幼儿园，公办园极少乡镇有。因此农村幼儿家长可选择的幼教机构少。
2、幼儿入学率偏低：目前在农村幼儿园学龄前期(大班年龄段)的幼儿入学率较高,大班的入学率可达到 100%, 而中小班的幼儿随着幼儿年龄递减入学率降低,小班年龄间段的幼儿家长认为孩子太小不放心送进幼儿园。三年制的幼儿园,许多幼儿都只上一二年,幼儿园的大班常常会超编,而中小班却常常学额不满。而三岁以下的农村幼儿进入托幼机构的更少基本没有。
1、幼儿教育不一致：首先，家庭教育不一致，在农村不少家庭都是三代同堂,爷爷、奶奶和孩子的父母共同承担养育孩子的工作,还有很多是留守儿童家庭，在教育孩子的方式、方法上难免存在着一定的偏差。家庭成员对孩子的教育方法不一致。其次，家园要求不一致，在我们的工作中我们常常回发现老师的教育要求与家长的教育是不一样的。这两种情况往往取决于家长的早期教育观念。
4、幼儿园教育小学化：幼儿教育小学化主要表现：在行为规范上，要求幼儿象小学生一样遵规守纪,少动少玩；在学习知识上，要求幼儿象小学生一样以学为主,刻苦学习；教学内容上，使用的是小学一年级教材，注重读、写、算的学习；教学方法上，教师讲、幼儿听，教师念、幼儿读，教师做、幼儿看的“注入式”或死记硬背的方式统治着课堂，一味向幼儿灌输知识，课讲完后则要求幼儿做作业，要求幼儿象小学生那样学习，写字。
（三）政府在学前教育方面的举措
为贯彻落实教育规划纲要、《国务院关于当前发展学前教育的若干意见》、学前教育三年行动计划和教育部《3—6岁儿童学习与发展指南》，武宁县立足自身实际，积极回应社会关切，强化各项措施，切实办好学前教育，保障幼儿健康快乐成长：
1、科学规划，绘制学前教育发展蓝图：根据国家、省市有关文件精神，武宁县把学前教育全面纳入城镇和新农村建设规划，先后制订了《武宁县学前教育十二五规划》、《武宁县农村学前教育推进工程建设五年规划》、《武宁县学前教育三年行动计划》，建立政府主导、社会参与、公办民办并举的办园体制，构建以县幼儿园为示范、乡镇中心幼儿园为骨干、村级办园为主体、个人办园为补充的办园格局，预计到2015年，60%乡镇建立中心幼儿园、75%的村级建立附属幼儿园，实现幼儿入园率85%的目标。
2、加大投入，推进学前教育有关项目：2012年，武宁县在县城新区新建第二幼儿园，投入3000余万元，建筑面积15998平方米，可容纳幼儿1200人，2013 10 年9月投入使用；改建3所乡镇中心幼儿园和6所村小学附属幼儿园，投入200余万元，2012年9月顺利开办。2013年，启动3所县城小区幼儿园建设，可容纳幼儿720人，拟投入1200万元，计划2014年春季开园；增设30所农村小学、教学点附属幼儿园，投入655余万元；规划建设7所乡镇中心幼儿园。目前，学前教育项目使受益幼儿达8500人，预计到2013年底可达12000人。
3、加强培训，提升教师队伍整体素质：为提高学前教育保教质量，除依法落实幼儿教师地位和待遇外，武宁县还严格执行幼儿教师资格标准，不断强化幼儿教师培养培训。近年来，已面向社会公开招聘幼儿教师7人，定向培养幼儿教师15人；2013年，计划招聘幼儿教师40人，定向培养幼儿教师15人。近几年，全县有多名幼儿教育工作者获得市级以上荣誉，县第一幼儿园园长董韵获全省首届优秀中小学校长（园长）和全省幼儿教育工作先进个人各1次、4次获市级优秀园长。同时，加强教师技能培训，2010-2012年，组织幼儿教师（含民办幼儿园教师）参加“国培计划”147人，参加省级全员远程培训121人，参加全县幼儿教师业务培训953人次，并开展课题研究和园本培训，坚持“走出去，引进来”之路；充分发挥县幼儿园省级示范园的示范指导作用，开展城乡之间、园际之间的结对帮扶活动，逐步优化幼儿教师队伍。
4、加强管理，规范幼儿园办园行为：明确对幼儿园的管理职责，县教育行政部门加强对幼儿园的宏观指导和管理，各乡镇和有关部门履行各自职责、协调配合。依据学前教育办园标准，认真落实幼儿园准入制度，严格幼儿园审批程序，加强幼儿园年检工作，对不具备办园资格的民办幼儿园及时责令停办。尤其是强化对幼儿园教育教学、教材使用、安全卫生等方面的管理，纠正教育教学的随意性，“小学化”、低龄化等现象；以县直公办幼儿园为示范，引导乡镇中心幼儿园、村小学和教学点附属幼儿园、民办幼儿园使用符合国家学前教育课程标准的教材，逐步使教材趋向统一、规范化；完善幼儿园特别是民办幼儿园收费管理办法，幼儿园收费由县物价部门审核批准，按物价部门有关文件执行，并实行收费公示，对违规收费的予以公开曝光和严肃处理。
在全县上下的不懈努力下，武宁县学前教育取得了长足发展。当前，全县幼儿园92所，其中公办幼儿园4所，民办幼儿园88所；幼儿教师482人，其中公办教师57人（大专以上48人、中专9人，分别占84.2%、15.8%）、民办教师425人（大专以上107人、中专271人，分别占25.2%、63.8%）。2010-2012年，全县3-5岁幼儿分别为13290人、16146人、15878人，在园幼儿（含学前班）分别为11432人、13424人、13649人，总体入园（班）率分别为86%、83%、86%，学前教育普及程度得到较大提高，城乡幼儿“入园难”问题得到有效缓解。2009年，县第一幼儿园通过“省级示范幼儿园”评审，多次获得市级学前教育工作先进单位；2012 11 年，民办蒙台梭利实验幼儿园被评为“市级示范幼儿园”。
四、如何促进早期教育的发展
（一）家长树立正确的教育观
现代年轻的父母接受新事物、新观念很快，也明白早期教育对孩子的重要性，但是大部分家长的早教观念还是有些模糊，要树立正确的早教观念具体该从哪些方面入手呢？
1、父母是宝宝早教最好和最重要的老师：父母要和孩子多交流互动，对孩子多一些了解和关心，把早教和适应孩子的身心规律结合起来，注重科学性和有效性才能充分开发宝宝潜能，培养出良好行为习惯的下一代。引导要因材施教，可以从培养孩子的学习兴趣入手，可以教育孩子一些学习方法。
2、父母首先加强自己对早教的认识，知道自己在家庭教育中的角色：教育无论何时都是父母的必修课，孩子从胎教开始到学前教育，父母可以不让孩子去上学前班，但是一定要注重孩子的早期教育，用适当的精力去陪伴孩子的成长，持之以恒，这样会收到好的早教效果。
3、早期教育是帮孩子开发潜能，不是单纯学习知识：在早教学习中不必要求孩子记住什么，关键是父母的参与可以让孩子一种愉快的心情得到潜能的开发。科学早教可以在生活和游戏中进行。
4、父母要保证宝宝的身体营养和精神营养的结合：宝宝从出生起大脑就不断地吸收各种帮助大脑发育、发展的营养元素，ARA和DHA成分对脑部和视觉发育非常重要，因此，父母要注意食物的营养搭配。
（二）基层政府大力支持
根据国务院关于当前发展学前教育的若干意见 国发[2010]40号文件，基层县政府应该认真贯彻落实《纲要》精神，积极发展学前教育，着力解决当前存在的“入园难”问题，满足适龄儿童入园需求，促进学前教育事业科学发展：
1、将发展学前教育摆在更加重要的位置：学前教育是终身学习的开端，是国民教育体系的重要组成部分，是重要的社会公益事业。虽然改革开放以来，我国早期教育取得了明显的进步，但是从总体上来讲，学前教育仍是各级各类教育中的薄弱环节，主要表现为教育资源短缺、投入不足、师资队伍不健全、体制机制不完善、城乡区域发展不平衡，一些地方“入园难”问题突出。
2、多种形式扩大学前教育资源：大力发展公办幼儿园，提供“广覆盖、保基本”的学前教育公共服务，同时积极鼓励社会各界创办民办幼儿园。
3、多种途径加强幼儿教师队伍建设：加快建设一支师德高尚、热爱儿童、业务精良、结构合理的幼儿教师队伍；结合本地实际，合理确定师生比，核定公办幼儿园教职工编制，逐步配齐幼儿园教职工；健全幼儿教师资格准入制度，严 12 把入口关；完善学前教育师资培养培训体系。
4、多种渠道加大学前教育财政投入：新增教育经费要向学前教育倾斜。制定优惠政策，鼓励社会力量办园和捐资助园。
5、强化幼儿园安全监管：高度重视幼儿园安全保障工作，加强安全设施建设，配备保安人员，健全各项安全管理制度和安全责任制，落实各项措施，严防事故发生。
6、规范幼儿园收费管理：加强民办幼儿园收费管理，完善备案程序，加强分类指导。幼儿园实行收费公示制度，接受社会监督。加强收费监管，坚决查处乱收费。
参考文献
[1]高佳.我国早教机构发展现状及对策研究[J].现代教育论丛，2009（09）[2] o岁一3岁婴幼儿早期教养现况网上问卷调查分析[M].实用医科杂志，2004（5）
[3]吴凤岗.论幼儿早期教育[J]北京师范大学学报（社会科学版)，1981（6）[4]陈燕惠．婴儿早期教育实验研究[J]．中国优生优育，1998(19)．
[5]丁金霞.农村幼儿教育的困境与出路[D].湖南师范大学硕士学位论文，2005 [6]潘黎明．湖州市o—3岁婴幼儿早期教育效果分析[J].中国儿童保健杂志，2004(6)．
[7]袁爱玲.六十年代以来六国幼儿教育的发展[J].河北大学学报1989（2）[8]刘莉．影响婴幼儿发育相关因素的探讨[J]．中国幼妇保健,2002(17)． [9]冯晓霞、蔡迎旗、严冷，世界幼教事业发展趋势：国家财政支持幼儿教育[J]，学前教育研究，2007,5 [10]庞丽娟，把握机遇 明确思路 迎来学前教育事业发展的美好明天[J]，学前教育，2009,4 [11]汪冬梅，农村学前教育问题研究—黑龙江省齐齐哈尔市双河乡学前教育现状调查[D]，东北师范大学，2006 [12]Nucci and Weber.Children`Social interactions in the home and the development conceptions of young children the personal domain.Child Development,1995:106-125
致谢
回首近两个月的时光，心中充满感慨，更多的是感激之情。首先要感谢的是导师曹晓刚老师，从论文的选题、开题、初稿到定稿，他的悉心指导使我受益匪浅。论文写作期间，导师为我的论文提出许多宝贵而详细的建议并细心修改，花费了大量的心血，使我得以顺利完成毕业论文。他的人格魅力和严谨的学术精神让我由衷的折服，师恩我将永生难忘！
同时，也深深感谢许多帮助过我的同学，感谢他们在论文写作期间给予的关心鼓励和建议。
最后我要感谢永远支持、关爱我的家人，在多年来的学习和生活上给予了我最无私的照顾和关怀，最大的包容和鼓励，感谢爸妈这许多年来的养育！
第二篇：毕业论文修改
分类号
UDC
单位代码
1166
1密 级
公开
学
号
2009402034
四川民族学院
学士学位论文
高中英语词汇教学的探析
(初稿)
论文作者：
周均梅 指导教师：
学科专业：
研究方向：
提交日期：
2013年
月
日
中 国 康定
English Department
Sichuan University for Nationalities
Analysis of Lexical Teaching in Senior High Schools
by ZHOU Jun-mei
A Thesis
Submitted to the English Department In Partial Fulfillment of the Requirement For the Degree of B.A.in English
Sichuan University For Nationalities May 2013 Thesis Supervisor:
高中英语词汇教学的探析
摘要
爱玛在高中英语词汇教学中，传统的教学模式给老师的授课和学生的学习带来很多问题。致力于语言教学的国内外学者普遍认为词汇知识在语言运用和篇章理解方面有着至关重要的作用。自新课改以来，大多数中学都采用了新思路和新的教学方法，就本文的问卷调查来看，其成果不可忽视。该文章意在遵循新课改的要求，探析英语词汇教学中的规律和方法，主要从三个方面进行阐述：其一，新课改下,英语词汇教学的现状，从正反两方面分析，提出问题。其二，.英语词汇教学应遵循的规律，着重研究词汇教学中应注意的单词固有规律、学生生理与心理特点以及学生的记忆规律。其三，针对英语词汇教学探究的教学方法，具体有语境记单词教学法，以及对所学单词的复现和运用。
关键词：语词汇教学;注意因素;有效方法
i
Analysis of Lexical Teaching in Senior High Schools
Abstract
In terms of vocabulary teaching in senior high school, the traditional pattern has caused lots of problems to both the teachers and students.The domestic and abroad scholars, devoted to language teaching, generally believe that lexical knowledge is pretty crucial for the use of language and the comprehension of writings.Since the New English Curriculum, innovative ideas and teaching methods are introduced in most senior high.From the survey I conducted, the achievement it has got can’t be ignored.Based on the New English Curriculum, this essay aims at exploring the rules and approaches in vocabulary teaching, and it can be divided into three parts: first, the recent situation of words teaching under the reform.Both the positive and negative sides are presented, and key questions are put forward.Second, the rules one should obey, namely, words’ rules, students’ characteristics on physiology and psychology, and the memory law.Last but not least, some practible ways on this topic, like using contexts together with any other methods(such as roots, affix, and derivative terms), phonetic teaching, classification and utilization of words, and combination of related words, are provided.Key words: vocabulary teaching；factors；effective methods
ii
Acknowledgements
Here I owe the most sincere gratitude to my supervisor, Ms Xiao who leads me to finish this article.I thank her for her endless patience towards me and smart guide in mentality.She impressed the definition of teaching methods on me, and let me know that what I write must be practical and effective.Based on this, a survey among students seems a must.Therefore, I appreciate those friends who helped me finish the survey among freshmen in Southwest Petroleum University.As far as I am concerned, it is tough work to convince the freshmen to believe this is an innocent survey.Obviously, this investigation is very critic to my essay.And I thank them to analyze the questionnaire.I’ll also grateful to my classmates, because they gave me appropriate suggestions, and recommended me many useful books.As to some parts of my essay, they raised very meaningful questions and shared their opinions with me, which benefited my article a lot.Thus I realize that my essay have to be referred to the real situation in the class of senior high schools, the objective of the New English Curriculum, and some rules teachers need to obey.Last but not least, I thank my family very much.During my stay at school, they encourage me all the way, and provide me with careful care and sufficient money.What’s more, they are my inexhaustible.iii
Contents 中文摘要……………………………………………………………………………i Abstract………………..………………………………………………….………ii Acknowledgements..………………………………………………………….iii Introduction………………………………………………………… …………..1 Chapter One The present situation of lexical teaching in Senior High schools.........................................................................................3 1.1 Definition Positive phenomena are showed: teaching approaches of teachers and study methods of students are both improved.......................3 1.2 Negative aspects: unavoidable problems exist…………………………4 1.3 Questions are put forward…………………………………………………..5 Chapter Two The rules and factors that teachers should obey during their teaching……………………………………………….6 2.1.The rules and factors that teachers should obey during their teaching………………………………………………………………………….…6 2.1.1 The rules in vocabulary itself………….………………………… …… ….6 2.1.2 The factors of students’ physiology and psychology……………………..8 2.1.3 Teaching procedures should be in line with the memory law...................9 2.2 Feasible teaching approaches on English lexicon………………………9 2.2.1 The importance of the context and extra-curriculum reading……………9 2.2.2.Using the context as a medium to convey multiple effectual lexical teaching approaches……………………………………………………………….11 2.2.3 Activities to help remembering words……………………………… ……14 Conclusion……………………………………………………………………....15
Bibliography….………………………………………………….… ……………16 Appendix A….………………………………………………….… …………......17 Appendix B….………………………………………………….… ……………..19
ii
Analysis of Lexical Teaching in Senior High Schools
Introduction
Since 20 century 70s, with the further researches into acquisition of language, we can recognize clearly that the mastery of vocabulary is quite crucial for language understanding and language output(Wang Jing，2009:11).The famous linguist Wilkins said: ―Without grammar, we can hardly express something;while without words, we can not express anything.‖（Wilkins D.A.，1972:85）So if one wants to learn a language well, the most basic thing he needs to do is learn words.While in traditional teaching pattern, teachers usually teach words solely.That is: they teach students to read new words, and give students the meanings, some collocations, and then ask them to remember.That is force-feeding method of teaching，aiming at increasing the quantity of words, not the quality of words’ output.As a result, students will be in a state of ―passive‖, very negative and lack interest, to some extent.Successful learning is forged out of learners’ motive and impulse, compiling methods of studying materials , interesting ,etc（He Keyong,2002:334）.There is no doubt that teachers are supposed to respect students’ emotion and interest, to obey the memory law.Besides, most words have not only a single meaning, and they are connected with other words and phrases closely.Quite a few linguists consider that teachers can not teach vocabulary solely.They should provide concrete context and typical sentences to teach, classify words due to meanings, expand interrelated words(synonyms, antonym, hyponymy),adopt topic inductions(based on a certain topic, students are going to imagine other words and collocations), and also conduct ways of roots、derivatives and compound words.But vocabulary is the sign of one’s thought, we learn and use them constantly because they can convey some meaning, and offer us ideas(He Keyong, 2002:344).To have a solid knowledge of learned words, students should practice them in real situations, and promote ability of using them.There is also another thing we should pay attention to that among the information we have forgotten, 80% is acquired at the first time of learning, and we lost it within 24 hours, after which the forgetting rate will decline(Li Guanyi, 2007:8).Besides observing this rule ,students also need remember the words repeatedly and regularly.Moreover ,as a teacher, presiding students actively output vocabulary rightly by using communicating principles of teaching is necessary In this essay ,I intend to discuss some factors influencing results of teaching and effective teaching methods for vocabulary, coming up with an approach of putting new words in contexts , and then students can think out their own ways to quicken and fortify their memory, such as working in groups to show special ways of remembering words ,using roots and derivatives.Chapter One The present situation of lexical teaching in Senior High schools.1.1 Positive phenomena are showed: teaching approaches of teachers and study methods of students are both improved.The modern education of China focuses on students’ quality education, and promotes their all-around ability.In line with this objective, the New English Curriculum was conducted at the beginning of 21 century, aiming at upgrading students’ mind, lighten their study burden, and make them more skillful in practice.In terms of the reform, the English teachers are required to plan the classes fit for the traits of teenagers’ physiology and psychology, linguistic rules of acquiring linguistics, in order to meet different needs of students.The questionnaire conducted among the freshmen(whose hometown is Chengdu)in Southwest Petroleum University this year, is named ―Questionnaire on how the Senior High students study English and remember English words‖(It is abbreviated as ―Questionnaire‖ in the following contents).From questions 11-14 in the Questionnaire, one can judge that English teachers have noticed that students play an most important role during lexical teaching, so that they have been adopting a series of effective approaches to present new looks in class:
To introduce cooperative and inquiry learning process, and lessen students’ study burden to give more time and space. To change the dubious and sole way of explaining and extending vocabulary, to practice the learnt words in certain contexts, and to set scenes to use them. To adopt new and interesting ways(the Natural Approach/ Total Physical Response/ the Silent Way/Audio-lingual Method, etc.)based on students’ features. To apply multimedia which gather pictures/sound/letters/ video together besides the basic teaching device like chalks and blackboards, thus make the word
teaching more vivid and direct, and making the students more impressive on what the teacher imparts.While teachers’ aim is not to teach knowledge but methods, thus drawing out their study potential, achieving the goal of teaching.During the New English Curriculum, students’ study is more and more drew our attention.Among the Questionnaire, questions 6、8、11、17、24、26、27、30、31 have showed that: They have realized that they themselves are the master of study;therefore they summarize effective approaches of learning and remembering vocabulary and discuss their doubts actively. They are exploring the rules of study constantly, classify the words which are similar in pronunciation, spelling, meaning, or have opposite meaning;they are also engaged in analyzing lexical roots, the speech, derivation and collocation.Then they can easily form a memory system. Besides applying what they have learned in practice, students use their spare time to learn extracurricular material, enriching their mind.From these phenomena we can conclude that the lexical teaching methods of Senior High schools in Chengdu are efficient to some extent.However, there are also many aspects need improving because there are some unavoidable problems.1.2 Negative aspects: unavoidable problems exist
The New English Curriculum is certainly a kind of reform, and it can be more effective in exploiting students’ potential and interest in applying the knowledge, which adapts to the social development better.Nevertheless, the solutions are always accompanied with problems.The reform helps to promote, while it never can achieve its goal in a short of time.The traditional lexical teaching still prevails among the Senior High schools, which means not that all the traditional ways are useless, but one needs to remove its bad ones.From questions 1、15、19、28 , one can conclude some drawbacks: The teacher, as a leading factor, and the textbook, as a classroom center unscientifically dominate the whole class, making students have little time and
chance to think and participate. The teachers teach nonstandard pronunciation, causing students’ difficulties in listening and communication;the teacher imparts words solely without any context and explains words simply, causing students’ great troubles in translation and comprehension. The teacher goes against the memory law because he/ she doesn’t lead students to do review, and rarely put them in use. The teacher seldom expand the words to other usage except in the book, making students can’t master and use them flexibly.These problems led to some ―problem students‖.From questions 3, 4, 5,7,25, one can get the following troubles of the students. Most students are quite reliable on their teachers, short of perseverance, can’t review the learnt vocabulary regularly actively, and don’t look up words in dictionaries. Most students have got used to the teacher acting as a leading factor in class, reciting words repeatedly in order to pass exams. Students can use what they have remembered to solve practical problems, and can’t flexibly understand the words in other contexts and scenes.1.3 Questions are put forward.These negative sides are not produced in one day, and they are brought by the traditional teaching which has profound origins.That’s to say, we can’t handle them in one moment.It is the specific situations that one takes in account to reform the previous teaching selectively.Only borrowing the essence of lexical teaching overseas and innovate new approaches, can one succeed.Therefore, what causes these problems in lexical teaching? Certainly it connects closely with the necessary factors of the class: teachers, students, textbooks, the vocabulary itself, teaching approaches, etc.However everything has its rules.So in the teaching procedures, what kind of rules will the teachers obey and what factors they need to notice? Is there any effective lexical teaching methods?
Chapter Two The factors and rules that English teachers need to notice in lexical teaching.2.1 The rules and factors that teachers should obey during their teaching.2.1.1 The rules in vocabulary itself
Each language has an abundant glossary, and every word is unique, but not isolated(Lan Chun, 2009:82).Without connection with those elements to which it closely relates to, the teaching is ineffective, and efforts don’t get reward.In order to make the teaching procedure promptly and effectively, and deepen students’ impression, comprehension and flexibility of using the words, teachers must analyze a certain word in different perspectives, as well as what it is associated with.Phonetic factors.Linguisticians believe that though the definition of vocabulary is various, the relevant basic content it refers to is just a matter of sound and meaning(Lu Guoqiang, 2007:1).From questions 10 and 23, one can judge that it is a popular recognition of students that the standard pronunciation helps a lot to listening and spelling.As a matter of fact, the standard pronunciation can benefits their expressions.Therefore, teachers ought to lead students to analyze phonetic symbols, spell and articulate correctly.Then students practice in this way repeatedly and regard it as a way of remembering words, which can avoid learning by rote.―Tease‖, taken for example, is pronunciated [ti: z].Before teaching students to read it, teachers can ask them to count how many vowels there are, whether every vowel has a corresponding pronunciation, and if they have, then how to?
Through analyzing, one can know that there are 3 vowels, among which, the ―ea‖ in the middle reads [i:], and the ―e‖ at the end is silent.From this, students can see that there is just only one vowel sound in the phonetic symbol, so‖ tease‖ is a single syllable.In that way, it is stressed.Those words like eat, meat, neat, least, beat, contain ―ea‖ reading [i:].Besides, teachers will also guide students to find out differences between [t]and[d], [i:] and[i], [s]and[z].Thus students will master some
pronunciation rules themselves, generalize some words containing the same pronunciation, and they can learn vocabulary by themselves in the long run.Word-formation.Aimed at fostering students’ ability to decompose word-buildings, and strengthen their understanding, the approaches like conversion, derivative, compound, acronym, blend, backformation, etc, are introduced.Here, examples are given about the former three kinds.Conversion.Among the English words one learns, the words whose part of speech can be conversed account a large proportion.For example, ―look‖ is usually used as a verb means ‖看‖ in Chinese.While in the phrase ―have a look‖, it is a noun.What’s more, when it refers to the expressions on face, it is a noun.Another example, ―head‖ is usually used as a noun, meaning ―头部‖ in Chinese.While when it acts as a verb, it means ―to lead‖, ―to entitle‖.Here examples are given to show nouns changed into verbs.Besides this, there are also adjectives changed into verbs(like better), adverbs changed into verbs(like out), adjectives changed into nouns(like the old), etc.Derivations.Generally prefix and suffix are added to words to alter their part of speech and meaning.For example, ―-r‖ is added to the verb ―write‖, and the noun ―writer‖ is formed.―Dis-‖ is added to the verb ―like‖, then the antonym ―dislike‖ got.―Ness‖ is added to the adjective ―nice‖, and then the noun ―niceness‖ formed.The following are some common affixes:
Noun affixes:-ness,-or,-er,-tion,-ence,-ian,-ess,-ty,-al,-sion； Verb affixes:-fy, en-,-ize,-ate;
Adjective affixes:-y,-ed,-ful,-tive,-able,-ing,-ish,-less,-y;Negative affixes: dis-,il-, im-,-in, anti-, mis-, non-;
If students have mastered these common affixes, they can be more skillful in applying words in practice.Compound.Compound words are formed by two or more words, which are easily understood.For example, a noun and a noun: policeman, blackboard, weekend, airplane, chairman；a gerund and a noun: waiting-room, living-room, dining-room；a adjective and a noun: gentleman, blue-sky, warm-heart, present-day.Besides, there 7
are also compound words that consisting of adjectives and verbs, prepositions and nouns, verbs and adverbs, adjectives and adverbs, etc.Very word has its unique traits and if students find and take advantage of them, they can go further and avoid cram up.2.1.2 The factors of students’ physiology and psychology.Education must adapt to students’ growth.It must be based on the development situation of personal physiology and psychology, development rules, mature mechanism, as well as fit for a certain level of growth, the developing order, all-round cultivation, uniqueness, etc.Thus, education can be a reliable insurance(Li Sen &Chen Xiaorui，2009:59).The Senior High students are transmitting from youngsters to adults, and finalize their shapes and personalities.Though their bodies and minds become mature gradually, their intelligence is more and more perfected, and their improvement on the faculty of memory, judge, logic thinking is outstanding, there appear many conflicts and contradictions.Above all, they strengthen their self-consciousness, independence of judging things, and competence of analyzing;on the other hand, their psychology is so unstable and sentimental that they are easily disturbed by outside things and will easily rebel others.Second, their perseverance increase to a higher level, and they can control and drive themselves to some extent;however, they still lack of willpower, and easily turn impulse and paranoid.Third, they are very enthusiastic and self confident;but they are also conceited.When they fail, they can never recover and then they will feel the study is boring.In addition, the day they step into the Senior High schools, they begin to burden all kinds of pressure, especially the college entrance examination.This results in their anxiety, tense, and tiredness.Based on the above analysis, one can judge that those students’ potential to learn is endless.But if the English teachers merely add the task of remembering and doing exercises, or just tell them some skills to cope with exams, their subjective initiative, activity, and the ability to think can’t find a way out.As a result, teachers, the ones that they can depend on, will one day make them lose their own thinking and creativity.Therefore, under the New English Curriculum, tedious lexical teaching approaches should be renewed, students’ potential needs exploiting, and passing exams is not that important as previous.To find out efficient methods, in what way students want to be taught must be taken into consideration.To sum up, I think that the approaches which can activate students’ initiative and interests, that to say, fit for their physiology and psychology, deserve the description ―efficient‖.2.1.3 Teaching procedures should be in line with the memory law.The great psychologist, H.Ebbinghaus discovered that lethe begins upon the moment the study stops.While the process is not heterogeneous.First, the Lethe’s speed is fast and quantity large, and then its speed will slow down and quantity small(Yang Hong&Wu Tianwu&Wang Chengxiang, 2006:143).As to daily study, teachers need to supervise and urge students to make a plan of remembering vocabulary and conduct it regularly.Sometimes, tests are supposed to be given to help them consolidate their impression and understanding.To deal with the newly learnt words, teachers can introduce this method: remembering the words every a unit time.For example, a student learns 10 words in 5 minutes in the morning;and uses another 5minutes to review in the middle of the morning;and repeats the review in more times until the student can remember all of them.What’s more, in daily class, teachers repeat the words to make them notice and review.In addition, contexts and scenes are supposed to be introduced.2.2 Feasible teaching approaches on English lexicon.2.2.1 The importance of the context and extra-curriculum reading.There is no doubt that all kinds of efficient methods have been put forward and applied in practice.Among these methods, one can find out that the most popular ones are like conversion, derivative, compound, acronym, blend, backformation which have been mentioned above.What’s more, introducing some social common sense by using the target word, giving students some scenes or contexts to figure out the word’s meaning, making some comparison between the similar words and
phrases, using the target words to tell or make up stories which can interest students, are also prevail among the Senior High classes.However, the context is the crucial factor or medium which determines different connotations of the same word, that is to say, without the context, a word’s diverse meaning can’ t be conveyed, and this word means little to the learners.As a result, learners can understand the same word in different texts, let alone use it flexibly.There is a common view that different contexts can endow the same word different connotation.On the other hand, individual words are critical in building blocks in text-meaning construction, efficient in converting graphic symbols into sound or meaning or information, and indispensable in comprehension(Keiko Koda, 2007:29).All in all, reading texts and studying glossary are simultaneous, and each of them benefits the other.From this reason, one can judge that lexical learning or teaching can’t be separated from the context.But in the textbooks, there are indeed many writings and grammar points, which are mastered by the students skillfully.Then why they can’t understand other texts from extra-curriculum materials, consisting of the same vocabulary they have learned? And why they can’t use the same glossary elastically in another way which is different from the usage in the text book?
That’s because students are lack of extra-curriculum reading.Repeated contact with a large amount of words in print is potential to gaining scholarly glossary, and developing techniques for studying new words from texts.It is quite necessary.While in most Senior High schools’ English classes, the textbook is the main-oriented material and teachers spend little time to notice the importance of extra-curriculum reading to students’ study.And then students have the excuse that it is not necessary to read other things because their main objective is to pass exams and get high scores and the teachers design the exams in line with the textbook.So this is a vicious circle in our education.So, from here, one can discover the reason for the students do little extra reading in English.If effective methods are intended to acquire, extra reading must be encouraged and studying new words in personal-suit ways should be incited.Nevertheless, teachers can’t spend much time in guiding students to do extra-reading in class because the class time is limited and the chief aim is to meet the syllabus’ requirements.Therefore there must be a plan, which both can make teachers have time to lead students to do extra-reading, and doesn’t affect the teaching procedures.But how to design that kind of plan? 2.2.2.Using the context as a medium to convey multiple effectual lexical teaching approaches.To assure the normal teaching process, teachers can lead students just do extra-reading once or twice a week.However, there are so many good methods to teach words.And if teachers merely use only the context, that will be tedious and soon the students will get bored.So how can the teachers balance the context and the vivid atmosphere?
As far as I am concerned, using the context as a medium to convey multiple effectual lexical teaching approaches.Well, maybe it makes people feel confused.Let me explain.Teachers can choose one passage from the extra-reading exercises as an example, but the passage must be suitable for students in both the degree of difficulty and rationality of arranging the new words.In that case, teachers have to figure out which level of English and vocabularies have the students are in, which part the students know well and which part they should make efforts to remedy.Referring to the passage ―After Divorce‖ in Appendixⅱ, one can see clearly how to make it.First, the passage is given with the 10 new words which are going to be learnt, and phonetic symbols are showed just after these words to facilitate students to pronounce.Second, after students finish the whole passage, they ought to know the main idea of the passage.Then, they’ll do a test.In the text, 10 questions are designed directed against the 10 words one by one.These questions are mainly about the words’ meaning, and conducted to let the students to dope out their meaning according to the context.Each question has 3 options that show 3 kinds of meaning of the same word, and students are required to choose the best one due to their
understanding.Third, the teacher leads students to analyze these questions one by one.While I have mentioned that each has its own traits, so various ways are encouraged to use that is to say, each word has a special way to learn.The specific learning procedures of each word is showed obviously in Appendixⅱ.And here I just select some typical points to discuss.Take the first word, ―split‖ for example, this word is very simple, but it is not easy to remember because its pronunciation /split/ and spelling will easily make students mix it with ―spilt‖, ―slip‖, ―splice‖, ―spiel‖ etc.So I suggest that teachers can use phonetic factors to remember.Above all, teachers teach students to enunciate the phonetic symbol ―sp‖, and to generalize some words containing the same sound: speed, space, spot, speak, spic, etc.Then, teachers can teach students to articulate the sound ―spl‖, and classify some words owning the articulation, splat, slake , spleen, splice, spore, etc.Therefore, the word ―split‖ can impress students well with its pronunciation.In addition, teachers can introduce the phrases ―split the vote‖, ―split the ticket‖ to students.In this way, students can learn something about the American election as well as the phrases themselves.I think this is better than only explaining the word or phrases.The same way is also applied to explain the second word ―parochial‖, the third word ―welfare‖, the fifth word ―utilities‖, etc.Another way is to use derivatives.For instance, the forth word ―comfortably‖, here I adopt derivatives.First of all, this word is derived from ―comfort‖, from which one can get a series of words.Com-in ―comfort‖ originally means combination/commonness, or serves as a root to stress the tone.And the ―-fort‖ originally refers to strengthen/enhance/reinforce.So the word ―comfort‖ can be explained in this way: if people come together to strengthen their union and care each other, the world will be peaceful and people will be cozy.Based on this, ―comfortable‖, ―comforts‖, ―comforting‖, ―comforter‖, ―comfortably‖ are got.The same way is suitable for the seventh word the eighth one ―extended‖.Then, I must mention that using interesting story to arouse students’ interest in
learning the knowledge the teachers are talking about is very popular nowadays.In the passage After Divorce, the word, ―teased‖ whose archetype is ―tease‖, is imparted through a fair tale.To explain the phrase, I use the story of the Crow and the Fox which has been very familiar to all the students in their childhood.Here it is used to show the fox cheats the crow to drop the meat from her mouth with a cunning strategy.This action of the fox is called ―to tease out the meat from the crow‖.Among the ten words, the tenth one ―hardship‖ is a compound word.In this situation, when learners meet it, first of all, they need to find how many words subject to ―hardship‖.It is easy to know that there are two words in it: ―hard‖ and ―ship‖.―Hard‖ means strict, severe, difficult, tough, solid, rigid, etc, and ship is a noun and verb meaning a large boat which carries passengers or cargo.Furthermore, it means a kind of relationship, ability, or situation, like judgeship, friendship, headship, relationship, etc.In this case, hardship can be explained this way: a sort of difficult situation.Besides all of above, I also use turn scenes into sentences which contain target words to require students to think out the word’s meaning in differences.This is used on the word ―split‖, ―teased‖, ―extended‖ in the passage After Divorce.What’s more, giving students target word’s synonymies and anonyms which I have used to explain nearly all the ten words.Perhaps limited by the passage, many interesting and effective methods are not adopted in these words.While if possible, teachers can integrate more in teaching.For example, telling differences between two or more words and phrases, making dialogues, reciting tongue twisters, making up short stories.Forth, after learning all the words, students are asked to reread the passage and redo the questions.At the same time, their speed should be much quicker.Fifth, students may forget what they have learnt very quickly within 24 hours.Consequently, the next class, teachers have to review those words for them.But, that will make the students passive.Therefore, students need to do the review themselves.They should work in groups, and each group has 2-3 people.The task is
that each group has to come up with a way to deepen the memory of at least two new words.They can copy the teachers’ way but their explanation must be correct;they can also create new ways like singing a song, playing a game, reciting something, doing some comparison, etc.However, since time is limited, their review should be controlled within 10 minutes.And every class, 2 or 3 groups are supposed to perform.As to the rest of the words which have been learnt last time but not reviewed by groups’ performance, teachers can help students go through them in 5 minutes.2.2.3 Activities to help remembering words.Although some students have a very large vocabulary, they always do badly in exams.To some extent, it is because they don’t know how to use them.And they are under great pressure of the college entrance examination, and have much exercise to do.So, English teachers can plan some activities to arouse their initiative in lexical learning, and use their mastered glossary in practice.These activities can be words’ competition, using given words to make up a short story in 5minutes, singing English songs, watching interesting movies and then taking notes to repeat the plots in English, debates, etc.Whatever ways teachers apply, the aim is to enhance the students’ ability of using what they have learnt in practice.This benefits a lot to their listening, reading comprehension, writing, speaking, and even single option.And this method can also lessen their stress, finding some pleasure similar to the undergraduates.14
Conclusion
It’s easy to point out the drawbacks of teachers’ teaching pattern;it’s a bit difficult to figure out the reasons;the most difficult thing is to feel the feasible ways of teaching and they will turn out effective in practice.While teaching lexicon is a very applicative technique, in that case, if one designs new methods to teach, he must conduct it in class.And based on observe and study teaching situation and the average level of the student body in a certain school, one can come up with the authentic problems and set a point where teachers should focus on their weak parts and make great efforts to improve.Only in this way can the methods agree with the real conditions, and turn out successful.As to new teachers, raising some new approaches to solve teaching lexical problems is not an easy thing.Therefore, except doing and analyzing investigates, and comparing different results caused by different methods, they need to consult those teachers who have rich experience, and good at managing the whole class.Perhaps not all the suggestions those teachers give are suitable for a certain school, but one can combine the advice with the local situation, and come up with the way fit for the class.That’s to say, selecting the ones fit the teachers’ personalities and the students’ study.Besides that, as I stated before, taking the factors: rules in vocabulary itself, students’ physiology and psychology, the memory law into consideration is really an important stage.And the method, using the context as a medium to convey multiple effectual lexical teaching approaches is just a minimum one, and whether it suits specific classes, one needs to implement it and refine it.Anyway, this procedure is mainly to explain in all kinds of ways.Thus, it can not be avoided that the students will get tired to some extend.Therefore, I propose some activities which interest students and provoke their potential.And of course, teachers need to consider the local conditions.Generally speaking, watching movies, performing a play, holding a debate, etc are all ways to make students learn something and happy.Bibliography 崔刚，孔宪遂，《英语教学十六讲》，北京:清华大学出版社，2009。
王晶，《词汇深度知识及其在教学上的运用》，辽宁：沈阳航空工业学院外国语学院，2009（11）。
Wilkins D.A.Linguistics in Language Teaching.Cambridge: MIT press, 1972.何克勇，《英语词汇及起源》，北京: 清华大学出版社，2002。
李观义，《具有中国特色的外语教学法》，上海：上海外语教育出版社，2007。Keiko Koda.Insight into Second Language Reading.Beijing: Cambridge University press, 2007.伍谦光，《语义学导论》，长沙：湖南教育出版社，1998。
李森，陈晓瑞，《现代教育学基础》，上海：华东师范大学出版社,2009。阳红，吴天武，王呈祥：《心理学新编》，武汉：华中师范大学出版社，2006。蓝纯，《语言学概论》，北京：外语教学与研究出版社，2009。
Plagiarism
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original Contextual Spelling Check 50issues
Spelling(50)Ignored words
Commonly confused words Use of articles(16)
Incorrect use of prepositions(2)Pronoun agreement(2)
Punctuation within a sentence(61)Capitalization(1)Closing punctuation Writing style(27)Vocabulary use(26)Grammar 160issues
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Appendix A 新课改下高中学生对英语学习和英语单词记忆问卷调查
调查对象：西南石油大学2012届成都籍新生
调查人数：100人 调查时间：2012年9月1日~2012年9月9日
调查人：周均梅
1.你在做英语试卷的时候，觉得哪部分是最难的？（）
A．听力（40％）B.单项选择（4％）C.完形填空（32％）D.阅读理解（12％）
E.书面表达
（8％）
F.短文改错（4％）2.你一周上英语课的节数（不含晚自习）（）
A.14节（20％）B.12节（28％）C.11节（16％）
D.10节（8％）
E.9节（4％）F.8节（0%）
G.7节（0%）
H.6节（24%）3.你有没有制定自己的记忆单词的计划？为什么？（）
A.有，这样可以帮助我更好地巩固单词，形成单词记忆的系统。（12％）B.没有，感觉没必要，平时要考试或者听写的时候再临时记忆。（32％）C.有时，但是不能坚持，缺乏毅力。（48％）D.从未，我不喜欢学习英语，觉得记忆单词非常枯燥。（8％）4.在英语课堂上，你喜欢―老师努力讲解，学生认真听和记笔记‖这种教学方法吗？（）
A.非常喜欢（8％）B.喜欢（12％）C.还可以（48％）
D.不喜欢（32％）5．你会对学过的单词做及时的复习吗？（）
A.会复习（28％）B.不会复习（24％）
C.有时复习（44％）
D.大部分时间会复习（4％）
6.到目前为止，你认为记忆单词最有效的方法是？（）
A.老师指导的方法（20％）
B.自己总结的方法（44％）
C.同学介绍的方法（20％）D.其他方面的方法（16％）
7.你在读英语文章碰到生词时，会查字典吗 ？（）
A.读完文章后推测该词的含义，再查字典（28％）B.先停下来查字典，确定其含义后再继续读。（28％）
C.只要了解文章大意，推断出文章的大意即可（8％）
D.知道文章的大意就好，没必要追究每个单词的含义（36％）
8.你平时记忆单词的时候，会把拼写相似、含义相近或相反、发音相似等词进行联系记忆吗？（）
A.经常会(16％)
B.偶尔会（64％）C.一般不会（8％）
D.从不（12％）9.你记忆生词时会将该词的名词形式、动词形式、形容词形式、副词形式以及其基本用法综合记忆吗？（）
A.经常会（12％）B.偶尔会（48％）
C.一般不会（28％）
D.从不（12％）10.你认为标准发音和单词记忆有联系吗？（）
A.完全无关（20％）
B.正确发音能增强学生语感，帮助正确拼写单词（40％）
C.有一定联系，但不大（20％）
D.不清楚（20％）
11.你是喜欢老师以―单词读音—单词含义—单词运用‖的教学方法一个人讲解，还是喜欢参与小组讨论、与同学合作学习的方法来记忆单词？（）
A.老师一个人讲解，学生做笔记（12％）
B.两种方法都用会比较好（32％）
C.比较喜欢与同学讨论，合作性学习（48％）
D.用任何一种都行（8％）12.学习新单词的时候，老师会提供一定的语境进行练习吗？（）
A.经常（44％）
B.偶尔（28％）
C.很少（16％）
D.基本没有（12％）13.你所在的学校，已经使用多媒体对英语进行教学了吗？（）
A.是的，全多媒体教学（32％）
B.是的，偶尔使用（24％）
C.有在用，但是很少（20％）
D.基本没有（24％）
14.通常你的英语老师会用一些有趣的方法帮你记单词吗？（例如：编顺口溜、玩游戏、讲故事）（）
A.经常（14％）
B.偶尔（32％）
C.很少（24％）
D.基本没有（32％）15.你认为老师应着重哪些方面的讲解（）（可多选）
A、语法（20％）
B、词汇（28％）C、翻译（44％）
D、语篇分析
（28％）
E、做题技巧（16％）
16.你认为大学英语教学的重心应该是（）（可多选）
A、语法（16％）
B、听力（48％）
C、阅读（20％）
D、口语（44%）
E、写作（8％）
17.你认为在英语课堂中，最有利于提高你的英语能力的活动是：（）（可多选）
A、两人对话（12％）B、小组讨论（28％）C、个人发言（36％）D、其他（24％）18．每天你课外学习英语多长时间？（）
A．2小时以上
（8％）
B、1小时左右（40％）C.一个半小时左右（16%）D、少于1小时（36％）
19． 你阅读除课文以外的其它英语读物吗？（）
A、经常（20％）
B、偶尔
（20％）
C、从不（40％）20.在听英语时，碰到生词我会跳过生词继续听下去。（）
A、非常同意（12％）B、同意（48％）
C、不同意（12％）D、无所谓（28％）21.在英语课上，我注意老师在口语表达中常用的词语（）。
A、经常注意（12％）B、有时注意（52％）C、没注意过（20％）
D、他用什么词语与我无关（16％）
22．我会有选择的记忆课外阅读材料中碰到的生词和未学过的短语。（）
A：非常同意（18％）
B：同意（30％）C：有点同意（18％）
D：有点不同意（28％）
E：不同意（6%）
F：非常不同意（0%）
23．假如在听力时碰到生词，我会尽量记住生词的发音，然后根据发音在字典上查找它的拼写及相关意思。（）
A：非常同意（20％）B：同意（20％）C：有点同意（36％）D：有点不同意（20％）
E：不同意（4％）
F：非常不同意（0%）24．写作文时我尽量使用刚学过的生词和短语。（）
A：非常同意（32％）B：同意（40％）C：有点同意（12％）D：有点不同意（8％）
E：不同意（4％）
F：非常不同意（4％）
25．我用重复念和重复拼写的方法来记生词。（）
A：非常同意（28％）B：同意（48％）
C：有点同意（8％）D：有点不同意（12％）
E：不同意（4％）F：非常不同意（0%）26．记单词时，我会联想有关的同义词或反义词。（）
A：非常同意（20％）
B：同意（28％）C：有点同意（16％）
D：有点不同意（20％）
E：不同意（16％）
F：非常不同意（0%）27．记单词时，我经常联想同词根的词。.（）
A：非常同意（8％）B：同意（40％）C：有点同意（44％）D：有点不同意（12％）
E：不同意（16％）F：非常不同意（4％）
28．学习单词时，我只记忆精读课本词汇表上列出的词。（）
A：非常同意（20％）B：同意（28％）C：有点同意（12％）D：有点不同意（20％）
E：不同意（20％）F：非常不同意（0%）
29．我不仅学习词汇在课文中的意思，而且学习词汇在课文以外的意思。（）
A：非常同意（20％）
B：同意（40％）
C：有点同意（12％）
D：有点不同意（16％）
E：不同意（4％）
F：非常不同意（8％）30．我课外主动看英语电视和电影。（）
A：非常同意（12％）B：同意（44％）C：有点同意（28％）D：有点不同意（8％）
E：不同意（8％）
F：非常不同意（0%）31．我坚持每星期用英语写一篇日记。（）
A：非常同意（8％）B：同意（28％）C：有点同意（24％）D:有点不同意（16％）
E：不同意（24％）F：非常不同意（0%）32．我经常去英语角和别人交谈。（）
A：非常同意（24％）
B：同意（24％）
C：有点同意（12％）
D：有点不同意（32％）
E：不同意（4％）
F：非常不同意（4％）33．我主动通过生词的汉语意思来记住所学的生词。（）
A：非常同意（4％）B：同意（32％）C：有点同意（24％）D：有点不同意（24％）
E：不同意（12％）
F：非常不同意（4%）
Appendix B After Divorce My parents divorced/ di′v ɔ:st /（离婚）when I was two, and the repercussions/、ri:p ə ｀k ʌ ʃ ə n/(影响)of their split /split/lasted long after it was final.My mother was a parochial /p ə｀rəukiə l/school teacher who earned just enough to stay off welfare/｀welfεə /, but not enough for us to live comfortably/｀k ʌ mf ə t ə bli/.Utilities /ju:｀tiliti/in our home were shut off（不够用）from time to time, and it seemed like we would never catch up.My mother also worked nights, so after school I would go to my grandparents' house.I spent little time with my mother because she worked during the week, and eventually(最后)on weekends, too.My most painful memories of that time are not of being teased/ti:zd/ for my limited wardrobe/｀w ɔ:dr əu b/, or the times we had no running water because my mother missed payments.The most difficult experience was watching my mother cry at night, while I hugged her and told her I loved her.Through all this, I learned so much.I came to value education, family and faith.I worked hard in school, and earned good grades.I learned from my mother's example(she went back to school after three children and a divorce)that it is important for a woman to go to college and not depend on a man.I came to value extended/iks｀tendid/ family support and developed a close relationship with my grandparents and cousins because I was with them so much while my mother
worked.Last, my faith became very strong.Although my mother was very busy, she made sure we all went to church together every Sunday.Most important, we did not blame God for our situation.Instead, we thanked Him for the good things in our lives.We were grateful for the people who cared about us, for not being on the streets, and for good health when we did not have health insurance/in｀ʃ uərəns /.My parents' divorce caused hardships/｀ha:dʃip/ and pain, but it was also an experience that I would not change because of how much I learned.1.What does the word ―split‖ mean?()
A.An opening(裂缝)made violently as by pulling apart;B.A break or separation in some relationship.C.A promised or claimed share of loot(战利品)or money.2What does the word ―parochial‖ mean?()
A Relating to or supported by or located in a parish(教区)；
B.Narrowly limited in outlook or scope;C.Some place which is too far away or remote.3.What does the word ―welfare‖ mean?()
A.Governmental provision of economic support to people in need.B.Something beneficial that aids or improves someone’s life or well-being.C.A contented(满足的)state of being happy, healthy and prosperous(繁荣的).4.What does the word ―comfortably‖ mean?()A.In mental comfort(舒适);without stress.B.In physical comfort.C.In financial(经济的)comfort.5.What does the word ―Utilities‖ mean?()
A A company that performs a public service;subject to government regulation.B Some daily tools or things used in household such as soap(肥皂)and washing powder.C The quality of being of practical use.6.What does the word ―teased‖ mean?()A.Feeling mild pleasurable excitement.B.Mock or make fun of some one;playfully.C.Annoy(使 烦恼)persistently（不断地）7.What does the word ―wardrobe‖ mean?()
A A tall piece of furniture that provides storage(储存)space of clothes;has a door and rails or hooks for hanging clothes.B Collection for clothing belonging to one person.C Collection for costumes(服饰)belonging to a theatrical（剧院的）company.8.What does the word ―extended‖ mean?()A Quite long in duration(延长);B Great in rang(范围)or scope(视野)C Became large in material(物质)rang or stretched forth 9.What does the word ―insurance‖ mean?()
A Promise of reimbursement(退还，偿还)in the case of loss;a kind of business paid to people or companies that so concerned about danger that they have made B Written contract or certificate of insurance;
C Protection for the safety of somebody or something.10.What does the word ―hardships‖ mean?()
A Situation in which your life is difficult or unpleasant, often because you don’t have enough money.B Ships which is old and can’t work well.C Some problems which are hard to solve.Following is the teaching procedures: 1.Split.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciate it correctly.Then give them its part of speech.And its elementary meaning is‖分开、分裂、断裂、分担‖，which in English we can connect it with‖cut/share/break/crack/segment/disagree/divide/sever/separate,etc‖.Moreover, Split can be transitive verb, intransitive verb, adjective and noun.What’s more ,students can associate the opposite meaning:―联合、团结、联系、结合‖，which in English we can say ―unite/connect/combine/together/same/cooperate, etc‖.②Give students the following sentences and ask them to figure out what split means in each sentence:
*If something splits or you split it, it is broken into parts.*A split in a group is a disagreement between its members.*A split is a long crack.*If some people split something, they share it with each other.③ Giving some usage of split in order to help students to consolidate their impression about it.Ask them whether they know ―split the ticket/split the vote/split one’s side‖.Then Teacher explains them in details.*split the vote:(the candidate, the small parties)to attract another candidate’s or party’s votes causing destruction to both sides and makes the third win.And this usually happens in the western countries.*split the ticket: to vote for more than one party.*split one’s sides: to laugh very happily so that one will press his belly.④Based on these analyses, Teacher lets students look at ―split‖ in the passage, identify its meaning and finish exercise 1.2.Parochial ①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciate it correctly.Generally speaking, it is adjective.When teaching this word, Teacher shows the meaning in English;at the same time, students guess it in Chinese.For example, parochial is closely connected with parish;it also refer to ―narrow/limited/ short sighted/small-minded‖ ②Parochial school.It is a kind of religious school, as a sort of assistant education of normal one in West countries, especially America.Another narrow usage is that it refers to the grammar schools of Christianity established by small parishes.As to British education, the parochial schools set up by the national religion form the basis of the educational system assisted by the state.③Some collocations and use in scene.For example: *parochial affairs;
*He is too parochial in his outlook because he is in parish.④Based on these analyses, Teacher lets students look at parochial in the passage, identify its 21
meaning and finish exercise 2.3.Welfare.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.In English, its meaning is very similar to or closely connected with benefit/prosperity/interest/advantage/health/peace.So students can guess its basic meaning is ―福利、健康、安宁、幸福‖.And it is a noun.②Next analyze its formation to make it impressed on students.From its spelling and pronunciation we can jude that welfare consists of two parts: ―wel‖ and ―fare‖.―Wel‖ is similar to well, and we can treat it as ―good/fine/well‖；on the other hand, ―fare‖ convey the meaning ―fee/the price of ticket/food‖.In that case, the compound word ―welfare‖ is associated with benefit/prosperity/interests, etc.③ Teacher gives students some expressions of welfare in our daily life.* welfare fund
*social welfare
*welfare state
*child welfare
④Based on these analyses, Teacher lets students look at ―welfare‖ in the passage, identify its meaning and finish exercise 3.4.Comfortably.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.In English, its meaning is very similar to or closely connected with cosines/ease/pleasure, etc.What’s more, it is an adverb.② Point out that comfort is comfortably’s derivation.Let’s start from the derivation, comfort(it can be a noun and a verb), which can be divided into two parts: ―com‖ and ―fort‖.The root ―com‖ is interrelated with combination/commonness, that is to say, it means ―共同的‖in Chinese;on the other hand, it serves as a root to stress the tone.The root ―fort‖ is closely linked with strengthen/enhance/reinforce, which mostly means ―加强‖in Chinese.So the word comfort can be explained in this way: if people come together to strengthen their union and care each other, the world will be peaceful and people will be cozy.Comfort +-able(an adjective derivational morpheme, meaning‖可……的‖ in Chinese):comfortable(舒适的)；
Comfort +-ing(an adjective derivational morpheme, meaning possessing a certain quality): comforting(令人舒适的)；
Comfort +-er(an noun derivational morpheme, meaning a kind of people or thing): comforter(安慰者、羊毛围巾)；
Comfortable +-ly(an adverb derivational morpheme): comfortably(舒适地)；
Comfort +-s(a plural derivational morpheme，standing nouns): comforts(令人愉快的人或物)③Give some expressions used in daily life, and set a scene to make students to use them in conversation.*comfortably off
*creature comforts
* comfortable winner ④Based on these analyses, Teacher lets students look at ―comfortably‖ in the passage, identify its meaning and finish exercise 4.5.Utilities.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Teacher leads students to figure out its archetype ―utility‖, which can be both a noun and a adjective.Being a noun, it possesses two parts of meaning.On the one hand, its meaning is abstract, sharing the same connotation with effectiveness/use/function to some degree;on the other hand, its meaning is concrete, sharing the same connotation with service/ public welfare/tool/implement to some
degree.Being an adjective, it means useful in many ways or works.Teacher gives definitions or examples to make it more clear to students:(1).The utility of something is its usefulness.(2).A utility is an important service such as water, electricity, or gas that is provided for everyone, and that everyone pays for.② In English, the root ―util-‖ refers to ―use‖.In that case, ―-ity‖ is added to it to form a word ―utility‖, connecting with ―use‖.③So Teacher show students some utility’s phrases.First, let them guess;And then give them the answers;Last, set some scenes to practice.*utility pole
*domestic utility
*utility service
*utility room
*utility theory ④Based on these analyses, Teacher lets students look at ―utilities‖ in the passage, identify it-s meaning and finish exercise 5.6.Teased.①Giving basic information about this word, which is: Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Teacher point-s out that its archetype is tease, which can be a noun and a verb.As a noun, it has the meaning of ―someone who likes laughing at or playing jokes on others‖.As a verb, it means ―to laugh at others or make jokes about them in order to embarrass, annoy, or ups-et them.‖ Teacher shows students several sentences to deepen their comprehension.*My brother is such a tease.*The best way to deal with a tease is to ignore him.*The other boys tease him because he is fat.②From tease, one can get teaser, possessing the same meaning as ―someone who likes laughing at or playing jokes on others‖.What’s more, it refers to ―a difficult question, especially in competition‖.For example, whether to accept this offer is really a teaser.③ Teacher uses the tale of the Crow and the Fox to explain the phrase ―tease out‖.ThenTeacher gives a conclusion: the phrase means using some cunning way to get certain information / solution/secret/profit, etc.So in this tale, the fox tries to tease out the meat from the crow.More sentences are imparted: *They try to tease out the answer without appearing to ask him.*The thief intended to tease out the key to the door from the baby.④Based on these analyses, Teacher lets students look at ―teased‖ in the passage, identify its meaning and finish exercise 6.7.Wardrobe.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.It is a nou-n.When one sees this word, he can get the same meaning from closet/bureau, and kn-o w that it means ―a tall cupboard or cabinet in which one can hang your clothes‖.More sentences are showed to students:
*Someone’s wardrobe is the total collection of clothes that they have.*She stuffed her clothes in the wardrobe.② Wardrobe can be divided into two parts: ―ward‖ and ―robe‖.Ward: as a noun, it means ―a room in a hospital which has beds for many people, ofte-n people who need similar treatment‖(病房)or ―a district which forms part of a political constituency or
local council‖（行政区、选区）.*Ward off(v.avoid)
*warder(n.someone who works in a prison supervising the prisoners.)
*warden(n.doorkeeper/the head of a county)
Robe: a loose piece of clothing which covers all of your body and reaches the ground.(睡袍)For example, she put her robe on the chair.*Work robe
*baby robe
To sum up, the word, wardrobe can be explained this way: a cabinet where one’s clot-hes are deposited.③Based on these analyses, Teacher lets students look at ―wardrobe‖ in the passage, identify its meaning and finish exercise 7.8.Extended.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.First, Teach –er shows students its archetype ―extend‖.Extend is a transitive verb and intransitive verb.And ―extend‖ contains two-faced meaning.On the one hand, it approximates to reach /increase/expand /enlarge /stretch/ magnify /broaden/ lengthen out, meaning ―延伸、增大、扩大‖ in Chinese.On the other hand, it approximates to donate /give grant supply/ furnish /contribute /allot/ provide /present, meaning ―给予、捐赠、分配‖in Chinese.Some examples are given: *The boss extended money to create new products.*This metal will extend when it is heated.②Extend can be separated into two parts: ―ex-‖ and ―-tend‖.Ex-: A: to make something out, such as exclude/expel/expose/extract, etc.B: something or someone is no longer the one it or he once was, such ex-wife, ex-president, ex-colonial.Tend-: A: to notice/ look after /care/mind, etc.B: something is likely to happen frequently;someone is likely to behave/say in a certain way.To sum up, ―extend‖ basically can be explained this way: something is likely to get larger/more/longer/out/spread.More meaning of it is show in the following sentences: *This speech has extended for two hours.(持续)*This paper extends to a lot of practical problems.(涉及)*I’m glad that you extended my mother an invitation.(发出)③Based on these analyses, Teacher lets students look at ―extended‖ in the passage, identify its meaning and finish exercise 8.9.Insurance.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.Generally speaking, it is a noun, meaning an arrangement where you pay money to a company, and they pay money back once something bad occurs to you, such as if your belongings are stolen or damaged/ if you catch a severe disease(保险);What’s more it also refers to some measures done to make up great loss in future（保险措施）.②Teacher tells students that insurance’s verb is insure(intransitive and transitive).And insure can be analyzed as following: insure consists of two parts: ―in‖ and ―sure‖.In-: inside;in power;on position or it is a negative affix.Sure: certain;firmly assure something;and it can be both an adjective and adverb.Therefore we can explain ―insure‖ in this way: one is certain about something heartily(确
定)；one promises somebody something(保证);one safeguards somebody/something（保护）.Moreover, some synonyms are offered: *assure
*affirm
*guarantee
*certify ③Teacher introduces some expressions used in daily life: *insurance company
* insurance act
* insurance law
*insurance amount
*insurance industry ④Based on these analyses, Teacher lets students look at ―insurance‖ in the passage, identify its meaning and finish exercise 9.10.Hardship.①Giving basic information about this word, that is :Due to phonetic symbol in the passage, Teacher leads students to spell and pronunciation it correctly.It is usually used as a noun, approximating to ―difficulty/ trouble/ handicap, etc‖.②Two parts(hard and ship)forms ―hardship‖.From this, hardship is defined as a compo--und word.Hard: strict, severe, difficult, tough, solid, rigid, etc.Ship: a noun and verb;a large boat which carries passengers or cargo.Furthermore, it means a kind of relationship, ability, or situation, like judgeship/friendship/leadship/relationship, etc.So in hardship,-ship means a kind of situation, and hard refer to difficult.Thus, hards--hip signifies a sort of difficult situation.③Based on these analyses, Teacher lets students look at ―insurance‖ in the passage, identify its meaning and finish exercise 10.25
第三篇：毕业论文修改注意事项
毕业论文修改注意事项
1、不要出现错别字；
2、所有数字、字母都要在英文状态下输入，字母要倾斜；
3、论文中红字的地方要注意；
4、封面的版本注意统一，题目下面部分没有学号这一行；
5、论文题目太长的可以分成两行写，要居中；
6、封面的下划线注意粗细长短统一，不要一长一短一粗一细；
7、目录中，二级标题注意空格，不要顶格写，和一级标题区分开，有层次；页码尽量对齐，不要明显长短不一；
8、论文中（包括英文翻译中）不要有你的名字，学号，指导老师姓名；不要出现“本文”、“我们”等词语；
9、改的时候，文件保存名，就用答辩序号加“毕业论文”，如24号.毕业论文.doc；
10、摘要，关键词，参考文献，这几个字不要用【】括起来，摘要两字之间有空格；
11、摘要，关键词，不要顶格写，要空两格，包括英文翻译；
12、每一段空两格，不要总是顶格开始；
13、英文翻译注意去掉背景；
14、关键词，key words，注意加s，因为关键词有几个，是复数；每个关键词中间用“；”隔开，英文每个关键词语第一个字母不要大写；
15、题目下一行写“数学与应用数学2008级(1)班”，英文翻译“Mathematics and applied mathematics2008(1)class”；
16、表格、图等要居中排列，表名加黑；
17、参考文献，这四个字顶格写，序号用[1] [2] [3] [4] [5]，括号不要用【】这种，在序号要后空一格，如
[12] 谭小江，伍胜健，复变函数简明教程.北京:北京大学出版社，2006.[13] 夏志，一类复变函数极点阶数的确定.渤海大学学报（自然科学版），2005.18、行距一般为1.5倍；
这些只是常出错的地方，具体情况具体分析，不包括所有论文。
大家一定相互传阅，不要坚定自己的就一定是最标准的格式，多和几个人比较才能减少问题的出现。修改好后，明天（3月7号）自己发给黄朝军老师（hcjh6@163.com）。
第四篇：ang eng ing ong教学设计修改
15课 ang
eng ing ong
教学目标：
1.学会鼻韵母ang eng ing ong和整体认读音节ying及其四声，能够读准音、认清形，并能正确书写。
2.能正确认读由声母和ang eng ing ong组成的音节，会读拼音词和拼音句。
教学重点：掌握ang eng ing ong的发音。
教学难点：正确认读由声母和ang eng ing ong组成的音节，会读拼音词和拼音句。
习惯养成：继续培养学生认真听讲和大胆发言的习惯。
教学准备： 拼音卡片、课件。
教学时间： 2课时
第一课时
教学内容：学会鼻韵母ang eng ing ong及其四声。
教学过程：
一、复习检查
1.抽读前鼻韵母卡片：an en in un ün。
2.说说前鼻韵母的发音要领。
二、看情境图，听语境歌，引出教学内容
1.引导看情境图。图上画的是什么地方？有哪些人？他们在干什么？孩子们放的是哪种风筝？
2.听语境歌。星期天，天气晴，小朋友们放风筝。有蜜蜂，有长龙，还有一只大老鹰。
3.出示ang、eng、ing、ong，让学生明白这一课要学的内容。
三、新授
1.教学ang。
（1）ang 的发音。
教师读：放风筝的“放”，指名说说“放”是由哪两个音拼起来的。
出示ang，告诉学生：ang的读音就和“放”的韵母有点像。
讲述发音方法。（先发a音，然后舌头后缩，舌根抬起，抵住软腭，鼻子出气，发音）
范读，领读，指名读，反复练习。
将ang与an的读音比较，告诉学生ang叫后鼻韵母。
（2）ang的四声。出示ang的四声，自由练读。
2.教学eng。
（1）eng的发音。指名说说蜜蜂的“蜂”是由哪两个音拼起来的。出示eng，告诉学生eng和“蜂”的发音有联系。教师范读，领读，指名读，集体读。
（2）eng的四声。出示eng的四声，按顺序练习，打乱顺序练习。
3.教学ing。
（1）ing的发音。
出示后鼻韵母ing，引导学生根据ang eng的发音方法推测ing的读法。自由练读，师巡视，注意辅导发音有困难的学生。
（2）练读ing的四声。
4.教学ong。
根据上面3个韵母的发音，引导学生推测ong的发音。自由练习，开火车读。练读ong 的四声。
5.比较前鼻韵母和后鼻韵母的发音方法和写法的异同。
6.教学整体认读音节ying。
（1）告诉学生ying是整体认读音节，不要拼，它和韵母ing的读音一样。
（2）练读。
（3）自学ying的四声。
四、巩固练习
1.认读字母卡片，开展小竞赛，看谁指得又快又准。
2.将单韵母和尾巴n、ng发给学生，教师发音，学生做组合游戏。
3.听音节，说说声韵母各是什么。
五、作业设计：
1、描红。
2、抄写ang eng ing ong。
板书设计：
ang eng ing ong
yīng yíng yǐng yìng
第二课时
教学过程：
一，复习检查
1.齐读卡片：ang eng ing ong
2.指名读ying的四声。
3.对比读，区分前鼻音和后鼻音的发音方法：an——ang en——eng
in——ing un——ong。
4.听音，指出下面音节的韵母和声调。
忙、蹲、冠、定、同。
二、授新课
1.看图读拼音词。
（1）出示图一。图上画的是什么？
①出示音节词，指名拼读，提醒学生读准第二声。
②指名说说wu是什么音节，学生自由练读音节词。
（2）出示图二。图上画的是什么？出示音节词，学生练习拼读、呼读，提醒读准翘舌音。
（3）用上述方法自学其它两组拼音词。
2.读儿歌，练拼读。
（1）图上画的是什么？
（2）出示儿歌。
（3）自由练读。
（4）指名读拼音儿歌，师生共同评议。
三、巩固练习
1、练读课文。
2、比一比，读一读。an——ang en——eng in——ing
3、看谁听得清，说得对。听老师读拼音，说出声韵母。
四、作业设计：
1、抄写ang eng ing ong。
2、练习拼读音节。
板书设计：
an——ang en——eng in——ing
教学反思: 本节课重点是区分清前后鼻音，能听出音节词中的前后鼻音韵母，多读，多练。在教学中一定要创设学生的阅读语境，能让学生一遍遍地读还乐在其中，这是今后努力的方向。
第五篇：中国梦(修改)
中国梦，陕西梦，我的梦
---佛坪县交通运输局
我的家乡在佛坪，一个坐落在秦岭腹地的山城。这里景色宜人、民风淳朴，虽然没有城市的灯红酒绿，车水马龙，但却栖息着秦岭四宝，有着西安后花园的美誉。这里就是我生长的地方。我从小就有一个梦想，让我的家乡有一天能走出深山，共享改革开放所带来的经济繁荣，城市繁华。
2012年11月，总书记在参观中国国家博物馆“复兴之路”展览现场指出：“实现中华民族的伟大复兴，就是中华民族近代以来最伟大的梦想”,梦想是一个国家最重要的灵魂。
一个没有梦的国家是一个没有希望的国家，一个没有梦的民族是一个没有希望的民族。每一个国家民族都应该有自己的梦，那么一个地域也应该有自己的梦。在中国梦的大格局下，我省领导高瞻远瞩，审时度势的提出了“陕西梦”。“陕西梦”就是“中国梦”，“陕西梦”就是要建成小康陕西、和谐陕西、美丽陕西。中国梦是民族的梦，更是我们每个中国人的梦。
中国梦、陕西梦的的提出，让我们对祖国、对家乡有了一个个美丽的梦，这个梦将在未来的道路上引导我们前进。梦无大小，我也有属于自己的梦，作为一名道路建设方面的工作人员，我的梦很简单，就是希望能在自己的努力下，为实现家乡的梦，建设生态佛坪，秀美佛坪，和谐佛坪，安全佛坪，幸福佛坪贡献出自己的力量。让我的家乡能够拥有健全的交通网络，从而带动经济的发展，走出大山。
民族因为梦想而兴盛，家乡因为梦想而发展，我们将因梦想而精彩。
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