论背景知识在高中英语阅读教学中的应用

第一篇：论背景知识在高中英语阅读教学中的应用

Name: Zhao Yuhan Class: 08.3 Number: 26 Tutor/Title: Chang Ming/ Lecturer Date: 2012.4.16 The Application of Background

Knowledge in Senior English Reading Teaching

I Introduction

In English teaching activities, teachers should develop students‟ skills of listening, speaking, reading, writing and translating, etc.Among them, reading ability plays an important role.Reading is a crucial way for students to get information and knowledge.At present, instant information can be transmitted around the world by Internet, and reading ability determines the level of personal access to knowledge and information.How to rapidly improve students‟ reading ability in the limited classroom time? This is a tough task every English teacher in senior high school should always face with.The author continuously observes the teaching activities and tries best to collect the learning difficulties of the students to find solutions to the problem.One of the important factors that affect the students‟ understanding of an article is the disturbance of the background knowledge, which is particularly a barrier when students read the passages related to foreign politics, history, culture, customs, etc.Many students complain that even there are not many new words and complex sentences in the passage, they often do not fully understand the contents of the articles and the implied meanings, which is the obstacle to their reading.Therefore, the background knowledge plays an important role in improving the reading ability.In the early studies of teaching methodology, there have been teachers who have pointed out the importance of vocabulary and background knowledge as two affecting factors of EFL reading comprehension.However, their viewpoints were only drawn from their years of teaching practice, not based on the scientific researches.Only in the past decade have a few language researchers set out to conduct scientific experiments to investigate the effect of background knowledge on EFL reading comprehension and have presented some findings.This paper aims to make explorations on the application of background knowledge in senior English reading teaching based on other‟s scientific researchers‟ results.II.An analysis of background knowledge and reading comprehension

2.1 The definition of background knowledge

Background knowledge in foreign language learning refers to the knowledge for specific reading material;it is mainly composed of three parts:(a)the prior knowledge of the passage that you are going to read;(b)the prior knowledge of the specific materials;(c)the knowledge of vocabulary used for reading materials.Generally speaking, the so-called “the prior knowledge of the passage that you are going to read” refers to whether the reader is

familiar with the passage itself or not, and whether he or she has the relevant knowledge or not, such as literary, politics, economy, law, technology, industry, agriculture, commerce, military, education, sports and other areas.Carrel(1993(2):183-207)said that the so-called “the prior knowledge of the specific materials” refers to whether the reader is familiar with the situation and background of the book or not, whether he or she knows who wrote the book, why to write, where to write, when to write and how to write or not and so on.The so-called “the knowledge of vocabulary used for reading materials” refers to whether the reader is familiar with the vocabulary used in book or not, the reader understand the vocabulary or the reader understands the vocabulary after the others explaining it, or the reader always does not understands it after reading it many times.If the former two belong to the background knowledge of common sense, the last one belongs to the background knowledge of language capability.2.2 The definition of reading comprehension Generally speaking, reading is viewed as word decoding and recognition.Brown(1994:115)points out, “the goal of reading is comprehension”.When students are reading passages, they want to get some useful information from the passages and understand the connotative meanings.Vivian Cook(2000:96)states that reading can be broadly divided into print decoding and comprehension process.Print decoding means to understand the word, including its pronunciation and meaning.This is the first and basic step.And based on print decoding, the second is comprehension process.This is the goal of reading.If students can only do the print decoding, they cannot comprehend the passages.They can just get some basic information like time, place, figures, but they cannot understand what the author really wants to tell.Only if students really comprehend, can we say that they are doing reading comprehension.Personally speaking, reading comprehension is a complex interactive process that involves perception based on students‟ internalized knowledge of language rules and pre-suppositional base.2.3 The significance of background knowledge to reading comprehension

According to Stevens(1980: 142), “comprehending words, sentences and entire texts involves more than just relying on one‟s linguistic knowledge”.So apart from the pre-existing knowledge, the message receiver must apply the new background knowledge in language comprehension.A receiver‟s failure to understand a message is, according to schema theory, due to the failure in activating appropriate schema.This failure in activating an appropriate schema may be due to either the insufficient clues in the message for the receiver or the fact that the receiver does not possess the appropriate schema anticipated by the message sender.Harmer(l999)points out the importance of background knowledge in English reading comprehension.Frank defines comprehension as answering questions raised by “predictions”.While a student is reading a text, he will constantly predict how the story will develop.When the reader makes a correct predication, he or she really comprehends this text;but when the reader makes a wrong predication, he or she will try to adjust the predication until it is the correct one.If the reader‟s existing background knowledge doesn‟t match that contained in the reading text, the reader will fail to really comprehend this text.In the author‟s opinion, if one lacks the background knowledge or cannot properly use

the background knowledge while reading, their reading skills will not be easily increased, their understanding will be seriously affected, and in turn it is difficult to achieve their reading purposes.The appropriate use of background knowledge can advance the reading comprehension and increase the appeal of reading materials.The background knowledge is as important as language abilities.They depend on each other and neither is dispensable.The more rich the background knowledge is, the more interested in reading students will be.The stronger the reading comprehension and appreciation are, the better the effect of English reading will be and the more notable the progress of scores will be.III.The application of Background Knowledge in Senior English Reading Teaching 3.1 The necessity to apply background knowledge in senior English reading teaching The new curriculum standard of senior English teaching in our country clearly points out that the overall objective of English course in senior high school is to cultivate students‟ integrative competence to use English.Meanwhile it says that English teaching should involve culture knowledge, culture understanding, the awareness and ability of cross-cultural communication.Reading comprehension can test students‟ integrative competence to use English.So in teaching language, linguistic skills should be focused on, but more importantly, students should be instructed to get more culture background knowledge, so that their ability of cross culture communication can be cultivated.In the college entrance examination, the materials for reading comprehension are abundant.It includes philosophy, social culture, anecdotes, common knowledge of history and geography.The materials often reflect the state and situation of English countries.So, in our English reading class, if we do not attach importance to the culture introduction and cultivate the students‟ awareness of cross culture communication, students will know little about such knowledge, thus leading to the failure both in cross-culture communication and in the college entrance examination.3.2 The ways to apply background knowledge in senior English reading teaching Personally speaking, English reading teaching involves vocabulary teaching, text analysis teaching, and rhetorical device teaching, so to apply background knowledge in senior English reading teachings means to apply background knowledge of vocabulary, text analysis, and rhetorical device in senior English reading teaching.Therefore, this part mainly discusses the ways to apply background knowledge of vocabulary, text analysis, and rhetorical device in senior English reading teaching.3.2.1 The ways to apply background knowledge of vocabulary Vocabulary is the basic unit of language, and the English learners could find most of the corresponding words in Chinese for most English vocabulary.Due to differences in Chinese and Western cultures, although some words have been given to the same meaning in Chinese, they contain a wealth of knowledge of national conditions, and it is difficult to grasp the precise meaning in the Chinese thought.Therefore, when senior school students do some

reading, they feel that some of the words are difficult to understand.Firstly, teachers can apply background knowledge when teaching the proverbs, idiomatic expressions, and new words in English language.In the “Women‟s Liberation: a Curse or a Blessing?”(Hong Kong high school English reading course 2), there is a sentence: Talk shop with any people you know in that field.Many students understand the “talk shop” as “谈论商店”.In fact, it means “talking about your work or business”(talking about one‟s own profession).Conversely, the “sink the shop” means not talking about one‟s own profession.In another article “The Problem of Runaway Youths in Hong Kong”, when students meet the “soap opera”, they could translate it as “肥皂剧”, but they do not know why it is called “soap opera”.In fact, this is the TV series of United States to deal with family issues in the form of sentiment or farce, many soap suppliers sponsor and advertise with this program at the beginning, hence it is named in this way.If you do not understand this content, it is difficult to understand the true meaning of the original.In addition, there is “think tank” in this article, and it means “the group or organization that provides advice, ideas，solutions to problems either to a company or a country”.It should be translated as “智囊团” in Chinese, but the students could not understand.This type of words could be classified as the words of unequal cultural meaning.Secondly, teachers can apply background knowledge when teaching the derived meaning, affective meaning, metaphorical meaning and the associative meaning of English words.There is another kind of words with the same or similar basic meaning or rational significance in English and Chinese, but the derived meaning, affective meaning, metaphorical sense and the associative meaning are quite different, which mainly includes plants and animals nouns, color words and numerals, for example: Chinese often regard the swallow and dragon as a symbol of the braveness;while they are a symbol of disaster and evil for Europeans and Americans.The metaphor of lemon means a holy terror in English, which is difficult to imagine for Chinese people;the yellow in English does not contain the vulgar, obscene and pornographic association in Chinese, but it can express that people are weak, timid or jealous.The number “13” in English is a symbol of bad luck, while the “13” for Shanghai people is the curse word.There is also a class of vocabulary, which are some quotations accurately from the Greek and Roman mythology, Northern Europe mythology and the Bible.Because students lack the Western cultural knowledge, naturally they become obstacles to understand.Thirdly, teachers can apply background knowledge when teaching those English words and expressions which are originated from historical events, allusions, the Bible, and the mythologies and etc.In the article “A Look at Depression”, “We must be neither self-pitiers nor wailing walls for the self-pitiers to weep against”.In the sentence, the original meaning of “wailing walls” is “悲哭墙”, that is to say, Jerusalem synagogue was destroyed in 70 AD by the Romans, and only the residual walls are left, which becomes the place for the Jewish to mourn the past.In another article “Quest for Happiness”, “A man of clay” in “I realized he was a man of clay just like the rest of us”, according to the Bible, it refers to the first ancestor(Adam)

of humans who is kneaded by the God with a handful of soil, but it means the common people here.In another article of Oedipus complex, if we do not understand the story of ancient Greek mythology that Oedipus killed his father to marry the mother, we will not be able to understand Freud‟s spirit analysis vocabulary.As the smallest unit of the article, the vocabulary constitutes barriers to reading.Although we could look up the dictionary for the solution and guess the meaning of the word, but for a considerable part the vocabulary, only when the students understand the cultural background of the English-speaking countries, they could have a better understanding of the article.3.2.2 The ways to apply background knowledge of text analysis

Firstly, teachers should give students the knowledge about text and text analysis.Text refers to semantics as a whole combined by a certain number of sentences in accordance with a certain mode of thought through the join link.Thus, sentences and paragraphs must be placed in the discourse as a whole to understand in order to grasp the exact meaning.The foreign language field also puts forward two important concepts in the teaching of reading, namely Text as Linguistic object-TALO and Text as vehicle of information-TAVI.The former means that the reading material takes the form of imparting knowledge of the language(language, vocabulary, grammar, etc.), while the latter means that reading material is the medium of transmission of information.During quite a long period of time, the domestic teaching of reading stays on the TALO level in a large degree, which reflects the main line of the vocabulary and grammar with too much emphasis on imparting knowledge of language, but neglects the information to be expressed in the reading article.To overcome this point, people generate the concept of changing the teaching of reading from TALO to TAVI.This requires that in the teaching, teachers should not only pay attention to language form, but also attach great importance to the information expressed through language form so as to cultivate students‟ ability to obtain information and express information through reading.In the specific process of learning English, teachers should not only base on the discourse and exclude the language points influencing the understanding in the sentence level, but also strengthen the learning of two aspects of the discourse level and the deep level of the article.The so-called discourse level means to understand the article style, and start from the discourse and phrase to grasp the main context of the article and the main message to convey, so that it helps us to overcome the habit of reading word by word without seeing the wood for the tree.The so-called understanding of the deep-seated meaning of the article refers to judgment, reasoning, generalization and even comments on the contents of the article on the basis of understanding the literal meaning.Secondly, teachers should tell students how to use the text analysis to analyze an article with an example.Take “What Can We Learn From Art?”(Hong Kong high school English reading course 2)for example.From the title of an article, we can understand that the article provides the answers for this question.The article is an argument with 6 paragraphs.In this artical, the characteristic of the context is the use of signal words to sort out the vein of the article, which plays a connecting role between paragraphs to make the full text seamless.The Six paragraphs can be divided into three layers.The first layer is the first paragraph, which is the subject of the article as well as the center to answer the question of the title.Art reflects the

political culture, economic culture, emotion, religious beliefs and mental culture.At the end of the sentence, it uses the signal words “in short” to conclude the contents of the first layer.Following, in the second layer(2-5), the author adopts some works of art of the famous painter Pablo Picasso and others, and respectively describes how the art reflects the role of religious beliefs and traditional arts with plenty of examples.Besides, this artical goes on to describe the interdependent relationship of art and culture with the signal words “to sum up” and “in brief”.Furthermore, in the ending paragraph, the author uses “in conclusion” to summarize the whole text.The art is not only dependent on the culture, but also reflects the culture, and we learn the performance of various cultures from the various works of art.In addition to the above signal words in expression of summary, this article also uses conjunctions in the text and paragraphs such as in addition, meanwhile, in the same way, by contrast, likewise, similarly, thus and on the other hand, so that the article has a thorough knowledge from up and down as a whole to achieve the unity of form and content, which also reflects the main differences between English and Chinese articles.English articles stress the adhesion of expressions and coordination of the means as well as the collocation of the vocabulary.However, the Chinese articles pay attention to the parataxis with less connection means such as the logic grammar and vocabulary in English.When teachers start from the discourse to improve reading ability, teachers should also strengthen the second level of the reading, namely the inferential comprehension, which is the study of the deep-seated meaning of the article.The understanding of the level means that sometimes we cannot completely grasp the semantic intent of the article only by the surface coordination relationship of the language, so the readers must rely on their own reading experience and logical judgment to infer implied meaning and authorial intention between the lines, which involves the cultural background knowledge of the article.3.2.3 The ways to apply background knowledge of rhetorical device

English also has a wealth of rhetorical devices like Chinese, and basically we can find equivalent or similar methods of expression in Chinese.However, due to differences in the two languages, the understanding of English Rhetoric often constitutes a major problem in the reading.In Unit 8 of Hong Kong high school English Reading Course 2, there is an article about the famous foreign literary predecessor Mr.Wu Mi.There is such a description of the patient, serious and respectable teacher Wu Mi.“Once a student wrote on the black-board the poetic expression „Woe is me!‟” The expression is archaic and means I am wretched or miserable!It was meant to be a Pun on Prof.Wu Mi‟s name.When the Professor came into the classroom and saw the words on the blackboard he had the good humor of adding to it another pun on his name “Woo me” which means court me or make love to me!As mentioned in the text, this text uses the rhetorical pun.The student uses a homophonic pun, namely the use of the homophonic relationship between the words so that words can have two different understandings.The student‟s “Woe is me” is harmonic of the alphabet of Wu Mi with the meaning “how unfortunate I am!Alas!” The teacher also uses a homophonic pun, which is harmonic of Wu and woo [wu:].Verb woo is the meaning of courtship.Therefore, “Wu me” means “love me”!Through the use of this rhetoric, the humorous, funny and sincere personality of this foreign writer Mr.Wu Mi knowing well both China and the West will be fleshed out.There is a saying in another article Panic and Its Effects: “They develop „tunnel vision‟ which limits and distorts their perception of reality.” The literal meaning of “Tunnel vision” is “坑道视野”, and some educators are referred to as staying in the tunnel, and their vision is very limited.In fact, this is the Chinese “坐井观天” with a vivid use of the rhetoric metaphor.Another example, in the “Quest for Happiness”, it is mentioned that “Life isn‟t a hundred-yard dash”, he said to us, “It‟s a marathon”.Here, life is compared to the marathon to suggest that the life is long and difficult.In the article “The Problem of Runaway Youths in Hong Kong” in the Hong Kong high school English Reading Course 2, “How does one explain to grandparents that their grandchild, apple of their eyes, will not be carrying on the family name?” In the sentence, “apple of their eyes” comes from the Bible, and grandchild is referred to as a pearl in the palm.We come to some simile rhetoric, for example, “it was like the bursting of a pent-up river” and “The false pride which she had built around herself melted like a mist in sunshine”.The metaphor is more obvious with the use of simile, but also it gives you a rich imagination at the same time.In English articles, writers also often use personification.For example, in the sentence: “Above all, we must keep our own door open, so that grief can feel instinctively that with us it can find shelter and so that happiness can be sure of welcome”.The personification of inanimate grief and happiness makes the sentence interesting.In addition, there is the rhetoric transferred epithet.In the article “Learn How to Listen”, it is mentioned that “What he had to say was greeted by an uncomfortable silence”.The adjective “uncomfortable” is usually used to modify people or describe material conditions, but it is transferred modification of silence here, so the sentence means that “after listening to what he said, people remain silent, which makes him very uncomfortable”.The use of such rhetoric makes sentences simple and chic.In the reading, if we could not correctly understand the rhetorical devices in the article, it may cause a lot of obstacles for the reading.Besides, a part of the rhetoric knowledge is related to the literary background knowledge, therefore, only when we have a comprehensive understanding of the culture and linguistic backgrounds of English-speaking countries, can we truly understand the author's intention so as to improve the ability to obtain information by reading.IV.Suggestions for accumulating the background knowledge 4.1 More reading on literature and the humanities The culture differences between China and foreign countries exists in many aspects, such as the customs and religion.Therefore, if a student only learns the western culture by teachers‟ description in class, he only knows a part of western culture, and cannot understand the text well if he comes across with an unknown culture background.In order to make students know more about the western culture, teachers should encourage students to do more reading after class.The literary works are influenced by different backgrounds, and different backgrounds can cause very different phenomenon.The learners are supposed to read a large number of literary works and get more foreign information when they learn foreign culture, such as, A Million Pound Note, The Gift by O Henry, Robison Crusoe and A Tale of Two Cities.All

these works are based on the legend of the western history.These novels help students to acquire the background knowledge successfully.Historical allusion and literary works are the essence of traditional culture.They are mirrors of national culture, embodying splendid culture and fine art.The combination of literary work and Celebrity Biography enable students to understand Western social system, history, national habits and values.As to Christian culture, especially the Bible, almost all types of literature absorb its subject matter and language to describe the Christian consciousness and emotion.Besides, Disneyland, A Freedom Fighter, Charlie Chaplin, Abraham Lincoln and other biographies reflect the mainstream culture of American autonomy, independence and respect for personal struggle.A Tale of Two Cities，The Necklace and The Merchant of Venice also reflect the values of western countries.4.2 Giving lectures about cultural background knowledge

In practice, teachers tend easily to focus on a particular aspect of the culture and ignore the others.Therefore, teachers need to use the third method to give lectures to students, which is a good way to give systematic culture knowledge.There are two ways to give culture lectures: Firstly, teachers can give a lecture in the English reading teaching class after a certain time of learning culture so that students can review the culture knowledge and also learn some new knowledge.Secondly, teachers can invite some professors in the study of this field to give lectures to students.A teacher may not have the total culture knowledge, and in this way students can also learn the knowledge from other people to enlarge their scope of knowledge.V.Conclusion English reading is a very complicated human behavior.There exist many factors affecting comprehension.Some are inherent in the reading text;others reside in the readers‟ linguistic competence and nonlinguistic competence, including reading strategies, etc.Background knowledge is another important factor that greatly affects English reading, so background knowledge is very essential for English learners to improve their English reading comprehension ability, and at the same time it can improve the learner‟s cultural awareness.Students know that many foreigners can speak Chinese well;it is because they love Peking Opera, martial arts and comic dialogue, which can‟t be separated from traditional Chinese culture.Therefore, students should gain insight into foreign cultures when they learn English, and students are supposed to read more classic works and absorb excellent foreign culture, have a fundamental understanding of cross-cultural essence and improve our language learning through culture learning.English learning is a complicated process and background knowledge is an essential part in foreign language learning.Only by knowing more about the relevant politics, economy, history, geography, literature and arts and other western background knowledge, can the English learners master the language.Bibliography [1]Brown, H.D.Principles of Language Learning and Teaching[M].New York: Prentice Hall, 1994.[2]Brown, H.D.Teaching by Principles, an Interactive Approach to Language Pedagogy[M].New York: Prentice Hall, 1994.[3]Carrel, P.L.“Three Components of Background Knowledge in Reading Comprehension”

[J].Language Learning 1993(2):183-207.[4]Cook, Vivian.Second Language Learning and Language Teaching[M].北京:外语教学与研究出版社, 2000.[5]Harmer, J.The Practice of English Language Teaching [M].Longman, 1999.[6]Harmer, J.How to Teach English[M].北京:外语教学与研究出版社, 2000.[7]Marion Williams & Robert L.Burden, Psychology for Language Teachers[M] Foreign Language Teaching and Research Press, 2005.[8]Stevens, K.C.The Effect of Background Knowledge on the Reading Comprehension of Ninth Graders.Journal of Reading Behavior.1980, 12(2): 151-154.[9]邓炎昌,刘润清.语言与文化[M].北京:外语教学与研究出版社，1989.[10]关世杰.跨文化交流学[M].北京:北京大学出版社，1995.[11]科莱尔·充莱姆克.语言与文化[M].上海:上海外语教育出版社,2000.[12]马卡巴利塔夫.活学活用-香港高中英语阅读教程2[M].邵晓文(译)上海:上海科技教育出版社2007.[13]徐正华.英语教学与文化教学[J].天津天津外国语学院报1999.[14]于建福等《教育观念的转变与更新》[M].北京:中国和平出版社2004.[15]张云清.背景知识对外语阅读理解的作用 福建农林大学学报（哲学社会科学版），2004:74-77.[16]朱丈俊.现代英语语言与文化研究[M].北京:北京语言学院出版社1994.Acknowledgements This paper would not been completed without much generous assistance, although the responsibility for its shortcomings rests with me alone.My thanks go to many people who have assisted me in the period of the preparation of this paper.In particular, I owe much gratitude to my supervisor Lecturer Chang Ming for her suggestions, comments and patience she showed during the long process of revision of my paper.Also I would thank all the teachers in the Foreign Languages College of Bei Hua University, who have greatly benefited my intellectual growth through their inspiring lectures.

第二篇：论社会主义核心价值观在高中英语教学中的应用

论社会主义核心价值观在高中英语中的应用

姓名：

摘要：党的十八大报告指出:要加强建设社会主义核心价值体系建设，建设社会

主义核心价值体系，是一项艰巨复杂的系统工程，需要全社会各个方面群策群力、齐抓共建，学校教育无疑承载着这一重任，高中英语教学更责无旁贷。高中生的 价值观正处于形成、发展和定格阶段，他们的价值取向需要科学的价值体系来引 领。而课堂教学是社会主义核心价值体系教育的主要渠道。将社会主义核心价值 观应用于高中英语，不仅教授了学生基本的英语知识，而且加深了高中生对于正 确的思想行为的认知。

关键词：高中英语；青少年；社会主义核心价值观；课堂教学

社会主义核心价值体系是社会主义意识形态的本质体现，其包括马克思主义指导思想、中国特色社会主义共同理想、以爱国主义为核心的民族精神和以改革创新为核心的时代精神、社会主义荣辱观。社会主义核心价值观是兴国之魂，是社会主义先进文化的精髓，决定着中国的未来和发展方向。

社会的发展对英语教学提出了更高的要求，除了传统的教学目的外，英语教学应尽可能满足社会需求。英语教学中推进德育以及素质教育是构建和谐社会，弘扬民族文化的必然要求。把社会主义核心价值体系融入高中教育全过程，这是全面贯彻党的教育方针的必然要求，也是培养中国特色社会主义事业合格建设者和可靠接班人的重要任务。为此英语教师应采取有效措施，提高英语教师德育素养，推动英语素质教育，同时要把社会主义核心价值观充分融入到英语课堂教学。

一、社会主义核心价值观在高中英语教学中的重要性

英语作为一门基础学科，涉及跨文化交际，理解不同背景下人们的思维和表达方式，具有很强的思想性。我国基础教育课堂教学的价值观逐渐从单一地传授教科书上呈现的现成知识，转为培养能在当代社会中实现主动、健康发展的一代新人。语言是人类文明的载体，传承着人类历史积淀的精髓。在学习英语的过程中，学生不仅可以学到语言知识，还可以培养了解他人，尊重他人的包容性格，认识自己和认识他人的能力。因此，在英语课堂中融入社会主义核心价值观教育显得尤为重要。

1.高中英语的学科特点需要社会主义核心价值观的渗透

新课标大纲前言就指出，“外国语教学有助于对学生进行思想情感教育，有助于学生发展智力、开阔视野和提高文化素养，有助于学生发展个性和特长。” 这句话突出强调了英语所具有的特点,而作为一门语言，英语还具有知识性、文学性和思想性,在素质教育被高扬的今天,把英语学科的思想性放在突出位置,注重学生的思想道德品质的培养,这与英语的工具性并不是互相孤立的两个方面,而是一个有机的统一整体。英语教学绝不仅仅是教会学生掌握英语技能的简单过程,更重要的是,它通过具有思想性和美感性的教学素材潜移默化的影响学生情感、志趣和个人品格的形成,使学生形成正确的世界观、价值观,以便于他们能正确的认识世界,最终沉积为学生精深层面最有价值的财富,那就是关于人生和价值的深思。

2.青少年的思想行为需要社会主义核心价值观的引导

学生是祖国的未来和希望，肩负着民族富强和祖国繁荣的重任。青少年

时期也是人生观、价值观形成的重要时期。社会主义核心价值观教育要从青少年抓起，要根据青少年健康成长的特点和需要，用马克思主义教育青少年树立中国特色社会主义共同理想，逐步培养青少年具有爱国主义为核心的民族精神和改革创新为核心的时代精神，牢固树立社会主义荣辱观。要把社会主义核心价值体系四个方面的内容融入到对青少年思想道德教育的全过程，坚持不懈地用马克思主义中国化最新成果武装青少年，用中国特色社会主义共同理想凝聚力量，用以爱国主义为核心的民族精神和以改革创新为核心的时代精神鼓舞斗志，用社会主义荣辱观引领社会风尚，打牢共同团结奋斗的思想基础。

二、将社会主义核心价值观应用于高中英语教学的方法

传统的英语教学目的注重教师向学生传授语言知识和技能，即提高学生的英 语水平。但到了高中阶段，随着学生知识面的扩展，英语的教育内容也应做出相应的变化，增加新的教学目的与要求，发挥英语教育在素质教育中的作用。现行高中教材的课文所涉及的题材比较广泛，有的与我们的生活密切相关，有的是人类所共同关心的问题。具有时代性、思想性、知识性和真实性。内容包括历史名人传记、自然灾害、环境保护、生态平衡、能源与交通、行为规范、人际关系、音乐体育、妇女权利等。这些教学内容都渗透了德育因素，我们英语教师应努力挖掘这些德育因素，以知识为载体，适时适度地在教学中渗透思想品质、爱国主义和社会主义等方面的教育。

1.充分利用课堂教学，传播民族文化。目前英语教材中专门介绍中国文化内容含量较少，没有足够的接触。因此我们可以利用一些同样的话题，比如在介绍国外传统节日时，我们可以传授一些我们本民族相同话题的词汇。英语教师在教学过程中可进行中西文化的对比。有条件还可安排一些中国古典诗词英译版赏析。总之教师要以高度的责任感来激发学生对中国文化的兴趣，激发他们的爱国主义情感。要充分调动课堂气氛，深入把握各课程的知识体系，深刻认识课程的内在规律和育人价值，使教学过程具有启发性和感染力。

在英语教学中，思想教育往往是隐形的，这就需要教师在课堂上引导学生进行刻苦钻研，充分发掘教材中蕴含的社会主义核心价值体系教育资源，把英语课堂中社会主义核心价值体系的育人功能充分发挥出来。课堂教学中对学生的教育引导应融会贯通、深入浅出，自然地进行。在传授知识和培养能力的过程中，始终注意情感、态度、价值观的引导，始终注意培养学生的学习兴趣和良好学习方法与习惯，始终注意调动学生学习的积极性和主动性。特别要了解和尊重世界文化的多样性，培养国际视野，增进国际理解。在学习外国文化的同时，也要尽力传承中华民族的优秀传统文化。

2.以教材为基础，完美地将社会主义核心价值观与英语结合

教师要认真地分析本学科对于学生而言独特的发展价值，深刻领会课文素材 背后的德育内涵，而不仅仅只关注这节课堂教学的知识重点与难点。要做到以英文知识为载体,以传授英语基本知识为途径,确立明确的德育目标。在教学中，教师既要充分利用教材，挖掘教材中的育人素材，采用科学的教学方法对学生时时刻刻渗透思想品德教育，培养学生崇高的思想情感、品德修养，又要充分挖掘更深的内涵，加强课内外横向的联系，真正寓德于教，教书育人，激发学生的责任感、使命感。

挖掘教材中的德育点，比如环保，志愿者，民族英雄等。如新课标必修1中Unit 5 Nelson Mandela中心话题是当代英雄纳尔逊·曼德拉(Nelson Mandela-a modern hero)，材料通过黑人工人Elias的叙述，主要介绍了纳尔逊·曼德拉的生平事迹, 称向我们讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争情况。通过对这一话题的探讨，旨在使学生了解纳尔逊·曼德拉的生平事迹，认识伟人所应具备的优秀道德品质，向他们学习，以提高自身的素质。爱护大自然，保护动物。必修2中unit 4 Wildlife Protection 中心话题是野生保护的重要性，野生动物是大自然的产物，自然界是由许多复杂的生态系统构成的。有一种植物消失了，以这种植物为食的昆虫就会消失。某种昆虫没有了，捕食这种昆虫的鸟类将会饿死；鸟类的死亡又会对其他动物产生影响。所以，大规模野生动物毁灭会引起一系列连锁反应，产生严重后果。濒危野生动物是指处于有灭绝危险的野生动物。如果不利于其生长和繁殖的因素继续存在或发生，便会很快灭绝。通过这一话题，让学生意识到保护野生动物保持生态平衡的重要性，培养环保道德意识。

3.教师应该以身作则，将品德教育与实际行动统一

高中生可塑性、模仿性强,教师是学生最直观的榜样,教师的言行举止对

学生有直接的影响。老师在英语教学中展现给学生的不只是知识，而且是老师的整体形象，老师的言行举止在一定程度上给学生的言行举止有着影响，因此老师在教学中要注重每一个德育细节，一次表扬、一次批评、一个微笑、一个眼神。教育家加里宁曾指出：“教师的世界观,他的言行，他的生活，他对每一现象的态度都这样或那样影响着全体学生。教师应该充分发挥自己为人师表的表帅作用，用正确的价值观去引导学生；用愉快的情绪去感染学生；用端庄的举止和谦逊的语气来形成民主平等、友善、活跃的课堂气氛。

英语教学中进行德育教育是一种情感教育，教师是学生最直观的榜样，是学生的教育者，生活的导师和道德的引路者。因此英语教师必须言传身教，以身作则，使学生真正体会到“亲其师，信其道”。与学生进行情感交流，以老师的人格魅力去感染学生使学生产生积极正面的生活和学习态度，诚实守信，尊师重教。用文明的课堂用语，比如“please”，“thanks”等来建立师生之间互相尊重、理解、融洽的感情交流渠道，进而拉近了与学生之间的距离。教师不应该把重点放在培养学生的应考能力，能够考出好成绩就是完成了教学任务，而应该充分地调动学生的想象思考能力，发现他们的特长。高中英语教师不但要深入钻研教材，挖掘蕴涵在课文中的思想教育内容，而且还要科学引导学生深入领会其深层内涵，避免德育渗透空洞化、说教式、单一化，而显得枯燥，没有效率。所以，在德育工作中不妨应用形式多样的方法提高教学效率。在中学英语课堂教学过程中渗透社会主义核心价值观教育可以引导学生树立起正确的世界观和人生观。教师应当努力挖掘英语教材中极为丰富的德育资源，恰当运用各种传统的、现代化的教学媒体，在课堂教学过程中，当好一个设计者、组织者、材料提供者、鼓励者、参与者、评价者。只有这样才能通过中学英语课程的教学，既实现培养学生综合语言能力的目标，又培养了学生积极的情感和健全的人格。价值观是人生观和世界观的核心与基础，在当今价值观多样化、文化多元化的社会转型期间，在高中生中旗帜鲜明地倡导社会主义核心价值观，能够更深层次地影响青少年学生的思想认识与行为方式，提高思想品德教育的实效。从而进一步地促进了民族繁荣、祖国富强。

第三篇：论文：论信息技术在英语教学中的应用

论信息技术在英语教学中的应用

王磊 席红换

（长治医学院 英语教学部）

摘 要：信息技术在英语教学中的应用，是提高英语教学效果的重要方面。应用中应注意科学地应用信息技术，教学中全面突出学生的主体地位，充分发挥教师的主导作用，尽量避免信息技术替代化。

关键词：信息技术、英语教学、应用

Abstract: Information technology plays an important role in English teaching.Trying to avoid replace teacher's position, the scientific application of information technology should pay attention to lay equal stress on learning and teaching focus on both the main position of students' learning and the leading role of teacher's instruction.Key words: information technology, English teaching, application

目前我国高等教育教学不断深入开展，通过逐步优化教学大纲、教材，以及成绩考核的不断改进，大学英语教学已步入了良性轨道。特别是现代化多媒体技术的应用，更使英语教学日趋完善，也极大地提高了英语课的教学效果。但是，由于受到条件、环境、教师自身素质以及如何科学地应用信息技术等诸多因素的影响，使目前教师对多媒体技术学习研究方面存在诸多问题。例如：使用方法简单、手段陈旧、亦或替代传统教学方法等问题多方面存在，忽视了学生们学习兴趣和学习动机的培养，忽视了学生们英语语言运用能力和实际交际能力的训练。这样的英语教学谈不上素质教育，更谈不上持续发展和终身学习。计算机和英语是两大基础学科，也是两大工具学科，二者科学的整合，可以相辅相成，开发英语教学资源，扩宽学生学习渠道，改进学生学习方式，从而达到提高教学效果。由此，笔者就信息技术在英语教学中的应用，谈几点浅见。

一、科学地运用信息技术，教学过程中全面突出学生的主体地位 在教学过程中，学生是学习的主体，只有在学生积极主动参与下，才能实现知识—能力—素质的有机转化。教学内容是教师对学生施加影响的主要信息，教师是教学内容和学生之间的纽带。教师要使学生很好地掌握教学内容，不仅要准确地分析教学内容中知识、能力、情感等教学目标，实施恰当的教学手段，进行教学策略整体设计，还要准确地把握学生的认知情况，从学生已有的知识结构入手，结合教学内容的具体目标要求，引导学生由浅入深、不断地突破难点和疑点，对教学内容融会贯通。教学中要十分注意学生学习的情感需求，挖掘学生学习的主体能动性，使学生始终保持思维的积极性，不断地利用

【1】旧知识向新知识进行迈进。这里，旺盛的求知欲、主动积极的学习状态，始终都是特别重要的。为了更好地发挥学生的主体作用，教师就要通过运用精心设计的课件，使学生都能进行独立的网络学习。由学生通过网络访问教师自制并放在服务器上的课件，带着主要问题独立地通过网络的必要帮助，随机地进入教师设置的学习环境中寻找答案。通过网络与学生之间进行协作学习（如作伙伴、角色扮演等），师生之间进行讨论与归纳，从而使学生收到圆满的学习效果。教师“授之以渔”，使学生在学习过程中体现自身的主体作用，懂得自己要学什么，如何去学习，有问题该怎么办。使学生在学习中养成自主学习的良好习惯，发挥好主体作用，做到会学习。

二、科学地运用信息技术，教学过程中要充分发挥教师的主导作用

考察我们周围的英语课堂实践，不难发现，受应试教育和传统教学法的影响，教师独揽课堂的教学现象仍旧相当普遍存在。以教师为中心的根深蒂固的教学模式使学生在学习过程中始终处于被动地位，成了知识灌注的对象，活像个录音机、录像机，个性、潜力被活活扼杀掉。这种现象严重阻碍着学生的个性化发展，它与素质教育是格格不入的。英语教学中运用信息技术，要特别注意摒弃以教师为中心的“独揽式”，也要防止不管学生的“放任式”，真正做到科学的“主导式”。教师的作用是创设适合于学生先前经验和教学内容的情景，激发学生的学习兴趣和探索欲望，让学生利用信息资源、同学资源、教

【2】师资源主动构建知识体系。教师从知识的传递者转化为学生学习活动的设计者、组织者和促进者，从以我为中心走向以我为主导。所以与传统的教学模式相反，现代教学模式改变了课堂上“教师讲、学生听、一本教材、一支粉笔、一张嘴、一人忙”的单一授课模式，强调教学过程是师生交往、共同发展的互动过程。教师将由居高临下的权威转向“平等中的首席”。传统意义上的教师教和学生学，将不断让位于师生互教互学，教学相长，彼此形成一个真正的“学习共同体”。教师从以我为中心角色的退出，并不意味着教师不再是教学的组织者而听任学生的随意自流，而是要求教师在课堂上进一步当好组织者、启发者、引导者和评论者的角色。也就是说，教师除了要有主题、有秩序的组织教学，还要启发学生自主学习的兴趣，引导他们积极思考问题，及时正确的总结、归纳、评论他们在学习中取得的成绩。正因为教师以及教学模式的转变，学生的定位也在作相应的变化，由课堂被支配对象转变成课堂上的主体。英语教学中现代化信息技术应用的关键就是充分调动学生学习的积极性。在教师的主导下，学生得以进行大容量的仿真交际，从而更有效地提高其运用英语进行交际的能力。

三、科学地运用信息技术，要尽量避免信息技术使用的替代化 英语有别于其它学科，作为一门语言，它有很强的交际性和使用性，因此在与信息技术进行整合中也存在一些问题。信息技术帮助教学及网络教学在英语课堂教学中所起的作用是传统教学媒体不可替代的，但这并不意味着计算机多媒体可替代其它一切教学媒体。实际上其它媒体和教学手段的许多特色功能是多媒体无法完全取代的，如录音机、教学挂图、教学模型、简笔画、实物等在课堂教学中的功能决不可忽视。还有一些教师认为，现代化信息技术用得越多，课堂氛围就越好，学生参与率就越高，所授的教学内容就越容易让学生掌握。比如，有些教师在presentation，reading，listening，practice，pair work，discussion等环节都用上现代化信息技术。从表面上看，学生的兴趣似乎很浓，但实际上是在看热闹。课堂上学生把注意力放在了让人眼花缭乱的图片、动画、声音上，教学信息在传递给学生过程中受到的干扰比传统课堂多得多，学生对教学内容的摄入就小得多，这样在有限的课堂时间内就很难有效地训练学生的语言能力。因此信息技术也是一把“双刃剑”，信息技术帮助教学应该把信息技术的功能定位在【3】“辅助”上，切不可贪婪用信息化技术替代粉笔和黑板。好钢用在刀刃上，教师应从发挥学生的主体作用出发，从培养学生的创新能力出发，从优化教学过程出发，从帮助学生更多更好地掌握英语知识出发，严格遵循实用性、恰当性、综合性、辅助性和启发性等原则，发挥现代化信息技术辅助教学的优越性，科学地实现现代化信息技术在英语教学中的合理应用。

参考文献：

［志明，论网络环境下的教学和教师角色的转换 [J]，江西广播电视大学学报；

【2】胡继岳、章国英、沈胜娟，《网上英语课堂与网络外语教学前瞻性研究》[M]，第二军医大学外语教研室；

【3】刘融，信息网络环境中高校“两课”教育创新初探[J]，电子科技大学学报(社会科学版)，2003，(1):98～101。

作者简介：

王 磊（1976-），女，山西运城人，讲师，主要从事英语文学研究。

席红换（1977-），女，山西运城人，讲师，主要从事英语语言学研究。

联系电话：*** *** 电子邮件：jianzhongshiwl@sohu.com josie_23@163.com

第四篇：多媒体技术在高中英语教学中的应用

多媒体技术在高中英语教学中的应用

河南省内乡县灌涨高级中学 刘德进

一、多媒体技术在英语课堂教学中的优势

多媒体辅助教学能集文字、图像、影像，声音以及动画等多种信息功能，发挥了传统教学手段无法替代的的重要作用，具有较大的教学优势。

(一)多媒体技术有利于创设情境，激发学生的学习兴趣

“兴趣是最好的老师”。俄国教育学家乌申斯基说过:“没有任何兴趣,被迫地进行学习,会扼杀学生掌握知识的志向。”布鲁纳说：“学习的最好刺激，乃是对学习材料的兴趣。” 可见兴趣对学习起着催化剂的作用。要让学生轻松、愉悦、主动、有效的学习,关键就是要激发学生学习的兴趣，培养起学生的学习兴趣。英语被许多中学生认为是一门枯燥乏味，知识遗忘率高的学科。多媒体集图、文、声、像为一体，实现了声情并茂。教师在教学中，利用多媒体技术的这些优点来刺激、感染和吸引学生，调动学生多种感觉参与学习活动，有效吸引学生注意力，可使一些抽象、难学的知识变得直观、生动、易于理解，调动学生学习英语的积极性和主动性，大大激发了学生学习英语的兴趣，取得了好的学习效果。

例如，在学习北师大版Unit5 Rhythm Lesson1 Performance时，我播放了PowerPoint剪辑的一段本课主人公 —— 加拿大著名歌唱家Alanis Morissette在一个演唱会上演唱的歌曲“Jagged Little Pill”，优美的旋律，悠扬的歌声，火爆的场面，学生犹如身临其境的感觉。在这种情景下，学生强烈浓厚的学习兴趣一下子被调动起来了，急切地想了解这位“名副其实的演唱家、真正的超级明星”是如何演唱的，从而全身心地投入到语篇的阅读之中。

利用多媒体创设逼真的英语学习语境，不仅活跃了课堂气氛，而且学生感到轻松愉快，饶有兴趣，增添了强烈的求知欲，大大提高了课堂效率。

(二)多媒体技术有利于培养学生的思维能力

课堂教学是学生获取知识的过程，也是培养学生思维能力重要途径。传统教学的做法是教师站在讲台上“我讲你听”，老师教什么，学生就学什么，只是一味的听，死记硬背，课堂气氛呆板、沉闷。而应用多媒体技术进行教学，能为学生提供一个良好的外语语言学习环境，拓展学生的想象空间，丰富形象思维，使学生主动记忆、联想、探讨，让思维机制得以发展。多媒体技术的使用有利于培养和提高学生的综合思维能力。

例如，我在教完SEFC Book II Lesson34 Saving the earth后，为进一步挖掘教材的内容，制作了一组动画，提出一些深层次的问题，努力培养学生的创造性思维能力，使他们处于一种积极主动的探索状态。

动画1：由于人口的急剧增加和对自然资源的过度开采，昔日茂密的森林变成了今天的沙漠，自然环境急剧恶化。

动画2：牛、羊的过度繁殖和牧民不适当的放牧使牧草的生长期缩短，牧草供应不够，许多山羊不得不啃草根，牧场的生态环境受到严重破坏。

动画3：郁郁葱葱的山林遭到砍伐，裸露着树根的山坡遭受着风雨的冲刷，泥土大量流失；在干燥、炎热的天气里，田野里肥沃的表层土壤被一阵阵劲风吹走。

播放了三组动画后，慢慢地推出What can be done to stop land from turning into desert?的大红滚动字幕。看到这一醒目的讨论题后，学生们兴趣盎然，积极思考，踊跃参与了Pair Work，很快就置身于英语交际的具体情境之中了。学生通过这种全方面的观察，多层次的思考，不但找到了知识的联系，而且在语言实践中培养了学生的创造性思维能力，明显提高了课堂效果。

(三)多媒体技术有利于增大课堂容量，优化课堂结构，提高课堂效率

应用多媒体技术进行教学，一改过去一支粉笔、一块黑板的传统教学方式，实现了课堂教学的大容量、多信息，加大了教学密度。在使用多媒体课件的课堂上，教师通过课件快速展示与本节有关的信息，如教学目标和任务、重点与难点、课堂讲演、练习、讨论等等，不仅加大了课堂语言信息的输入量，而且节省了很多课堂板书和擦黑板的时间，增加了师生、生生之间语言交流的机会。应用多媒体教学，能够创设各种语言情景，从而调动学生多种感官参与学习活动，有效吸引学生注意力，促进学生积极主动地参与到课堂学习中去，引导他们认真思考、探索和发现问题，优化了课堂教学结构，提高了课堂教学效率。

二、多媒体技术在高中英语教学实践中的应用(一)运用多媒体介绍语篇背景知识

任何一种语言都是文化的载体，它不能脱离文化而孤立存在(黄亮、邱采真，2009)。长期以来，相当大一部分教师很少甚至不传授语篇的背景知识，却重语言知识的讲解。而事实上，背景知识是理解特定语篇所必备的外部世界知识，是理解语篇的前提。背景知识对理解的影响大于语言知识；背景知识的缺乏会造成阅读理解障碍(亓鲁霞、王初明, 1998)。学生在阅读时可以运用已有的背景知识去消化、吸收语篇所传递的信息，从而正真读懂语篇的内涵。了解背景知识在英语阅读过程中起着如此举足轻重的作用，故在语篇教学前，教师就要事先给他们提供理解语篇所需要的背景知识，包括与语篇相关的历史、文化、政治、经济、宗教、风土人情、地理风貌等知识。为了实现这一目的，我们就可以利用多媒体这一先进的技术。

例如，在学习北师大版Unit16 Stories Lesson1 Stories from History时，一开始，我用多媒体画面给学生呈现了一段视频文件，配上英文解说词，向学生介绍有关Pompeii古城的背景知识，让学生直观具体地了解了Pompeii古城的地理位置、古时的繁荣昌盛，维苏威火山的概貌，火山爆发吞没古城时的可怕场面以及古城1600多年后被科学家们再发现变成“时间胶囊” 城市的景象。这对于理解文中对火山爆发场景的具体描述有很大的益处。

运用多媒体技术介绍语篇背景知识，可以突破以往阅读教学内容单一化的学习信息呈现方式，在教学中加入图文声像等信息，既扩大了学生的知识面，使学生不会感到呆板与乏味，又提高了教学内容的表现力和趣味性。

(二)运用多媒体设计多层次语篇理解练习

在语篇教学中，为了提高学生的英语阅读理解能力，教师可以充分发挥多媒体图文并茂的优势，设计出不同形式的练习，以投影仪的形式提供给学生，用以检查学生自主获取大意信息的效果，训练短时记忆信息的能力以及多角度训练思维的变通性等。如在训练skimming技巧时，我提出一、二个问题，要求学生采用快速阅读方式对文章整体进行大概的了解。练习的形式可采用：1.就涉及课文的主题或最主要的事实提问，回避具体事实；2.出示几句反映主题大意的句子，让学生判断正误；3.提供副标题和段落大意，让学生把它们与课文的相关部分对应起来。在训练scanning技巧时，我采用Wh-questions或Multiple choices等练习。而在练习巩固阶段，则对全篇的信息点进行综合、概括，给出填图表，Cloze Test, Note-making等练习，引导学生能动地进行联想、想象、推理判断，学会分析与综合、抽象与概括。

(三)运用多媒体进行课堂导入

科学证明，在注意力高度集中时，人们对事物的反映最清晰完整，思维活动也最积极有效(Styles, 2006)。“良好的开端是成功的一半”。一节成功的新课导入，能够把学生的注意力迅速集中到教师所讲的内容上，激发学生的好奇心和求知欲望，学生会把整个身心投入到学习中活动之中，为接下来的教学活动做好铺垫，这样，对整个课堂效果起到事半功倍的作用。多媒体是我们达成这一目标最好的助手。

例如，在学习北师大版Unit22 Environmental Protection Lesson3 Natural Disasters时，我用多媒体让学生观看有关自然灾害的视频片段导入课文。大屏幕上显示的是世界各地曾经发生的自然灾害，如，海啸、台风、飓风、火山喷发、洪水、干旱、泥石流、山体滑坡、森林大火、地震、沙尘暴等。这样，不仅给学生在视觉和听觉上带来强烈的震撼，而且也为学生整体性地理解文章，增强语篇意识埋下了伏笔。更重要的是，能够紧扣本单元“环境保护”的主题，让学生意识到人类活动对环境的影响，从而树立环保意识，积极承担公民责任，保护环境和自然资源。

(四)运用多媒体进行语法教学 语法学习是语言学习的一项重要内容，直接影响学生综合语言运用能力的形成。学习语法的作用在于提高语言的准确性、规范性和对语言的理解力，能够准确、地道地表达和交流思想感情。否则，学生写出来、说出来的句子只能是词汇的堆积。

传统的语法课上，教师花费大量的课堂时间向学生讲解和传授语法知识，学生死记硬背语法规则，例如，教师先讲解某个语法概念，列出语法规则，然后举例，再进行大量的练习来巩固。结果，把英语课上成了“老师唱独角戏”的语法课，实际上是脱离了语境，空谈语法。这样的语法课比较枯燥、单一，课堂死气沉沉，学生的注意力容易分散。学生很难学会，也很容易遗忘。因此，语法教学要结合实际，必须在一定的语境当中进行，要和语篇联系在一起。多媒体是达到这种教学方法与手段的工具。

例如，在讲授现在完成进行时这一时态时，我制作了一个Flash课件呈现在大屏幕上，以动画的形式向学生展示了两个男士见面时的一段对话，同时附有英文字幕：

Mr.A: Sorry, Peter.Have you been waiting long? Mr.B: Yes.I have been waiting for an hour.Mr.A: Haven’t seen you for ages!What have you been doing lately? Mr.B: I have been studying English.Mr.A: Really? How long have you been studying English? Mr.B: Five years.Mr.A: Great!When I visit America, you can act as my interpreter.Oh, I nearly forget.I have a gift for you.Here you are.Mr.B: So good a walkman.Thank you.I have been wanting it for a long time.Mr.A: Is Jenny out？

Mr.B: No.She has been sitting in her room since 8 o’clock this morning.Mr.A: What has she been doing? Mr.B: She has been thinking.Mr.A: What has she been thinking of? Mr.B: She has been thinking what clothes she should wear today.播完之后，我就问学生：What tense form do the two men use most in their dialogue？学生异口同声的回答：have/has been doing something.紧接着，大屏幕上显示的是一个时间轴，上面标有now, past和future。一张一位男教师在课堂上上课的图片在时间抽的上方从左到右移动。它开始于过去(past)的某个时间(如2002年)，持续到现在(now)时，稍微停顿了一下，然后继续向右移动直到将来(future)。完成之后我就要求学生用动词teach作谓语描述这位老师教书的过程。学生心领神会，马上回答：The teacher has been teaching since 2002.在这个教学过程中，我没有直接呈现或讲解语法规则，而是应用多媒体的优势设计语言情景，引导学生自己通过感知语言现象找出了现在完成进行时的形式、意义和功能。这种做法，不仅激发了学生的学习兴趣，发挥他们的自主学习能力，而且提高了学生观察、分析、对比、归纳、综合和概括语法规则的能力，加深对语法规则的理解和运用。

(五)运用多媒体进行词汇教学

词汇是语言学习的基础，是外语学习的关键，也是英语教学的重要内容。词汇教学是英语教学的重点和难点。一直以来，词汇教学形式比较单一，常用的做法是，教师按照教材上的生词表，先领读单词，然后板书例句，讲解一些词的用法，最后让学生背单词，再默写单词。这种教学模式，学生只是被动地听和记，靠死记硬背来记忆单词，缺乏运用词汇的环境，导致学生记得快，忘得也快，词汇教学效率低下，效果不理想。而在词汇教学中适当运用多媒体，不仅能够创设词汇教学的情景，激发学生学习英语词汇的兴趣，而且有助于提高英语词汇教学的效率。

例如，在学习北师大版Unit2 Heroes Lesson1 Modern Heroes时，我从网上下载了一些神舟5号宇宙飞船发射时的图片，配上英语单词，呈现在大屏幕上，让学生直观地明白一些容不易记忆的单词的意思，如astronaut, launch, lift off, capsule, rocket, soar, helicopter, parachute, manned spaceship, circle the earth, let out the parachute等。再如，在学习北师大版Unit2 Rhythm时，每让学生欣赏完一段音乐后让他们猜出该音乐是什么类型的音乐，学生不仅感兴趣，而且很快记住了像classic music, pop music, folk music, jazz, rock ‘n’ roll, orchestra等词汇。让学生观看几段舞蹈视频，了解了一些像disco, Chinese folk dance, sword dance, peacock dance, popular dance, ballet, Yangge, breakdance, waltz等舞蹈类型，并且记住了这些单词。

这样，应用多媒体技术能给人带来强烈的视觉和听觉冲击的功能，从而强化学生对词汇的理解和记忆，增强了他们学习英语的自信心和成就感，同时，也提高了课堂效果。

第五篇：翻转课堂在高中英语教学中的应用

翻转课堂在高中英语教学中的应用

一、翻转课堂的概念

翻转课堂，顾名思义，就是把传统的课堂翻转过来。传统教学方式基本都是教师在课堂上讲授新知识，学生课后完成知识内化，即复习和作业。而翻转课堂恰恰相反，教师会在课前把录制好的教学视频上传到网上供学生观看，课堂上他们不再喋喋不休地讲课，而是在学生需要时提供必要的指导和帮助。学生真正成为学习过程的中心。课外他们可以自主安排学习时间，主动探究问题；课上他们可以通过请教老师或与同学交流协作的方式解决课外学习或完成作业过程中遇到的难题。

二、英语翻转课堂教学模式 1.课前

（1）教师制作教学课件和教学视频采用翻转课堂教学模式后，学生可以在课后自主掌控学习时间，因此教师在制作教学视频时应多 重视设计听、说环节，为学生提供更多机会练习英语听、说能力。另外，为了保证教学效果，在每一个教学环节教师都要制定具体教学目标，设计有针对性的练习或测验，并督促学生按要求完成任务。（2）学生观看视频并进行针对性练习

观看教学视频过程中，学生可以自主掌控学习进度，随时暂停甚至回放。在学习或练习过程中如果有不懂的地方，学生应主动凭借自己能力去探究、解决问题。如果自己无法解决，可以把问题记录下来，留到课堂上向老师或同学请教。传统课堂上有些学生因为碍于颜面或胆怯不愿开口说英语，但是采用翻转课堂教学模式后，由于是在家里观看教学视频，因此学生可以放心大胆地练习英语口语，没有人会嘲笑或批评他们。

（3）教师和学生交流探讨解决疑难

教师和学生可以通过交流平台（如QQ 群）交流学习心得以及学习过程中遇到的难题。传统课堂上，学生和教师交流机会少，仅限于“教师提问、学生回答”。而在翻转课堂交流平台上，由于时间更充 裕，教师与学生会有更多沟通机会。而且由于不必和老师面对面，很多学生在与老师交流时不会过度焦虑紧张，更愿意把自己的想法表达出来。另外，在交流平台上，教师可以要求学生用英语交谈，以帮 助学生提升英语应用能力。2.课堂

（1）教师讲解疑难并布置学习任务

通过在交流平台上与学生交谈，教师在课前可以了解学生在学习过程中遇到了哪些难题。课堂上教师可以利用少量时间对一些普遍难题进行讲解，这样不仅针对性强，而且效率高，因为教师所讲解的正是学生需要的知识。讲解结束后教师会布置作业或学习任务，例如要求学生进行英语单词听写、英语对话练习、就某一话题用英语讨论等。（2）学生分组协作完成学习任务

分组协作是英语课堂上经常采用的活动组织形式。翻转课堂上，分组协作的优势将得到更好地发挥。只要学生愿意，任何一项学习任务都可以分组完成。例如听写单词时，可以一个同学读单词，其他同学默写，然后再换另一个同学读。这样每一个同学在较短时间内可以得到多次练习和检验学习成果的机会，学习效率极大提升。分组协作的另一个优点是组员之间可以互相帮助、互相监督、共同进步。成绩不好的学生一般不愿寻求老师帮助，更愿向同学请教。而成绩好的同学在帮助他人答疑解惑的过程中自身知识也会得到进一步巩固。（3）教师走下讲台与学生交流并指导

走下讲台与学生交流过程中，教师应尽量与学生建立起类似于朋友的关系。开始时，大部分学生对教师仍会有畏惧甚至戒备心理，但是当了解到教师对他们的尊重和支持后，他们就会敞开心门，真实表达自己的想法和学习过程中的困惑。在与学生交流过程中，教师应细心观察每一位学生的特点，了解他们的特长和不足，进行针对性指导，尽量发掘每一个学生的潜力和才能。另外，教师应鼓励学生用英语与自己进行交谈，培养其英语听说能力。（4）师生共同对学习过程进行总结

对学习过程进行总结是非常重要的，因为这不仅是对之前的学习进行评价，也会为今后的学习扫除障碍。为了节省时间，每一个学习小组可以一边完成学习任务一边进行组内总结，在下课前10 分钟把总结结果汇报给教师。教师根据汇报结果以及自己所观察和了解到的情况进行最后总结。3.课后

（1）学生对知识点进行复习和巩固经过课堂上的练习以及老师、同学的指导和帮助后，如果有些同学仍对某些知识点有疑问，他们 可以再次观看教学视频或通过交流平台与教师、同交流来解决问题。在参加测试或考试前，学生也可再次观看视频进行复习。

（2）教师总结教学过程并完善教学内容课后教师应根据学习目标完成情况，从学生作业和讨论中发现问题，对整个教学过程和教学内容 及时进行总结，反思教学过程中的不足，避免今后出现同样问题。另外教师也应抽时间与学生沟通，了解学生学习需求，并鼓励学生提出教学意见和建议。

三、英语翻转课堂教学的实施条件

第一，技术支持。由于这种新的教学模式需要教师提前将所要教授的课业录制成视频，然后学生们再按要求将其下载完成，再进行学习和思考。这就对老师提出了很大的挑战，如果是视频录制的不好，学生没有兴趣学习，就达不到教学目标。同时，学生也需要有一定的技术支持，学生需要人手一个学习终端设备，但是，对于目前我校学生的情况来说，实现这一点会有点困难。

第二，学生需要有充足的自习时间。由于翻转课堂的教学模式要求学生们事先将老师录制的视频下载并进行学习和思考，所以学生需要很多的空余时间来完成课前的学习思考，所以，我建议应该把晚自习的时间留给学生自由学习。

第三，学习者具备较强的自主学习能力。实施翻转课堂教学模式，学生需要在课后自己安排时间主动观看教学视频，看完视频后还要主动去提出问题、解决问题、与同学和教师交流。这些对学生的自主学习能力要求都很高。我校学生不太善于自主探索，大部分学生都习惯于被动接受知识，自主学习能力较差。很多学生一旦离开教师监督和指导，就不愿意学习或是不会学习了。这就需要老师指导和监督，学生还必须依赖教师来确定学习内容、获取学习策略、提供学习反馈，遇到自己不能解决的学习困难时，尤其需要教师的指导和帮助。