7个教学方法的起源、特征、优缺点

第一篇：7个教学方法的起源、特征、优缺点

Grammar-Translation Approach, the Direct Approach, the Audio-lingual Approach, the Situational Approach, Total Physical Response, the Communicative Approach and Task-Based Language Teaching.1.The Grammar-Translation Approach

The Grammar-Translation Approach, once called the Classical Approach, was first used to teach the classical languages of Latin and Greek in Europe during the Renaissance.Between the 17th and the early 19th centuries, it was extended to the teaching of modern languages such as English, French and German.Later it became an approach to foreign language teaching all over the world.Features:(1)The aim is to teach students to read and appreciate foreign language literature and translate the written language.(2)It is assumed that, through the study of the grammar of the target language, students will become more familiar with their native language and will speak and write their native language better.(3)It is thought that foreign language learning will help students grow intellectually.(4)Instruction is given in the native language of the students.(5)There is little use of the target language.(6)Vocabulary and grammar are emphasized.(7)Grammar is taught deductively, that is, students are given the grammar rules and examples, are told to memorize them, and are asked to apply the rules to other examples.(8)Model sentences and vocabulary lists are given.(9)A typical exercise is to translate sentences and texts from the target language into students' native language.Advantages and disadvantages:(1)It provides students with a clear understanding of the grammatical rules as well as an ability to comprehend written texts, especially when dealing with long difficult sentences.It contributes to the development of students' abilities of writing and translating.(2)This approach usually results in an inability on the part of the students to use the target language for communication.In addition, the monotonous teaching style tends to make students lose interest in foreign language learning.The Grammar-Translation Approach dominates the English classroom for many years.In recent years, the typical grammar-translation teaching procedure has been phased out.But its techniques such as explaining grammatical rules, translating sentences and doing grammar-focused exercises still have a firm position in English classrooms.2.The Direct Approach

By the end of the 19th century the Direct Approach had been established.This approach receives its name from the fact that meaning is to be connected directly with the target language, without going through the process of translating into the students' native language.Features :(1)Focus is on spoken language.(2)Only the target language should be used in class.No translation is permitted.(3)Lessons begin with dialogues and anecdotes in modern conversational style.(4)Actions, realia and pictures are used to convey meanings.(5)Grammar is learned in an inductive way.(6)Literary texts are read for pleasure and are not analyzed grammatically.(7)The target culture is also taught inductively.(8)The teacher must be a native speaker or have nativelike proficiency in the target language.Advantages and disadvantages:(1)The direct connection between the target language and the real world contributes to the learner's ability to think in the target language.Students' interest is aroused in participating learning activities.The emphasis on pronunciation, intonation and spoken language can effectively develop students' ability to understand and speak the target language.(2)The disadvantage of the Direct Approach lies in impracticality.Its rejection of the students' mother tongue leads to the failure in understanding abstract and complicated concepts.Students are apt to make grammatical errors in speaking due to the lack of explicit explanation in the teaching process.Nowadays no teacher uses the Direct Approach in a rigid way.But successful teachers always follow some of its principles and techniques with adaptation.They try to make meanings of vocabulary items clear by using gestures, realia and pictures whenever possible, with the intention of helping students learn to think in English.They teach in English but use Chinese as an aid when necessary.They direct the class activities to make students active and to provide them with opportunities to communicate in English.3.The Audio-lingual Approach

The Audio-lingual Approach was developed in the United States during World War II.It was obvious that oral skills were necessary.Some of its principles are similar to those of the Direct Approach, but many are different, having been based upon conceptions of language and learning from structural linguistics and behavioral psychology.Features:(1)The spoken language is the fundamental form of language.(2)Lessons begin with dialogues.(3)Only the target language should be used in class.(4)Mimicry and memorization are used, based on the assumption that language learning is a process of habit formation.(5)Grammatical structures are sequenced and rules are taught inductively.(6)Pronunciation is emphasized from the beginning.(7)Errors are not tolerated.It is more important to produce correct language structures than being able to produce meaningful sentences.(8)It is believed that each language has a finite number of patterns.The major objective of language teaching is for the students to acquire the structural patterns.Pattern practice helps students form habits which enable them to use the patterns.(9)The teacher must be proficient only in the structures, vocabulary, etc.that he is teaching since learning activities are carefully controlled.Advantages and disadvantages:(1)It encourages students to use the target language to communicate, which enables them to develop the speaking ability.The pattern drills of this approach give beginning learners great help in learning and memorizing structures.As a result, students can speak accurately and fluently.(2)The biggest drawback is that it is unfavorable to the development of creative thinking.The mechanical mimicry and repetition make students lose the initiative in learning.4.The Situational Approach

The Situational Approach was developed in Europe and was popular during the 1950s and 1960s.It takes much from the Direct Approach but adds features from the emerging professional field of language pedagogy.It emphasizes the spoken language and stresses structural accuracy.It presents language in natural situational contexts.Features:(1)The spoken language is the primary goal of language teaching.(2)All language materials are practiced orally before being presented in the written form.(3)The task of language teaching is primarily to have students practice language and only secondarily to convey language knowledge.(4)Only the target language is allowed in class.(5)Language and situation are closely connected.New lexical and grammatical items are presented and practiced in situations.(6)Situational dialogues are central materials and learning activities.(7)Grammatical structures are graded from simple to complex.(8)Vocabulary is controlled, based on frequency and usefulness.Advantages and disadvantages:(1)The greatest contribution of the Situational Approach is its introduction of modern technology into language teaching.The direct connection between language and images helps students develop the ability of thinking in the target language.The use of situations provides students with a need as well as a Possibility to communicate in the target language.(2)It overemphasizes spoken language and separates it from written language.As a result, it slows down the pace of language learning.In addition, since their native language is rejected, students have difficulty in understanding some abstract lexical items and grammatical structures.The greatest influence of the Situational Approach on China's English teaching is the use of situations.Many teachers present new words and structures in situations-real situations and imagined ones.This is more often done in teaching lower level students.Practicing language in situations is used for all level students in the teaching of spoken English.Usually the teacher gives a situation and the students work in pairs or small groups to practice the newly-learned language.5.Total Physical Response

It was developed in the 1960s in the United States.This is the outgrowth of research in first language acquisition.It is observed that babies spend many months listening to the people around them long before they ever say a word.And they apparently learn to understand a great deal before they try to say much.No one tells them that they must speak.They choose to speak when they are ready.This fact leads some language methodologists to assume that second or foreign language learning is very similar to first language acquisition.In the Total Physical Response method, the students listen and respond to the target language commands of their teacher.Features:(1)Listening comprehension is very important and is viewed as the basic skill that will allow speaking, reading and writing to develop spontaneously over time given the right conditions.(2)Meaning in the target language can often be conveyed through actions.Memory is activated through learner response.(3)Students should begin by listening to meaningful speech and by responding nonverbally in meaningful ways before they speak.(4)The imperative is a powerful linguistic device through which the teacher can direct student behavior.(5)Spoken language is emphasized over written language.(6)It is unnecessary or even counter-productive to correct the students' errors.Work on the fine details of the language should be postponed until students have become somewhat proficient.(7)Teachers who are non-native speakers should make full use of the appropriate materials such as audiotapes and videotapes to provide the appropriate input for the learners.Advantages and disadvantages:(1)TPR offers a less demanding way to develop the comprehension skills of young beginning learners and also helps to develop their spoken language.Second/foreign language learning is made fun, therefore students are easily engaged in learning.It is most effective for teaching children during early foreign language instruction.(2)A criticism is voiced against TPR to the effect that it deals with language in too general a way and fails to train students to perform functions, such as expressing gratitude and apologizing.Responding to commands can only lead to the learning of some language items.Deemphasizing grammar teaching results in an incomplete understanding of language structures on the part of the students.This method is not appropriate when students have progressed to a higher level of language learning.TPR is widely used in English teaching at kindergartens and primary schools.This method has stimulated the development of textbooks.Many current textbooks for children involve the TPR activities.In addition, it often characterizes the classroom procedure.6.The Communicative Approach

It emerged in the 1970s.The advocates of the approach acknowledge that language is not just bits of grammar, it also involves functions such as greeting, apologizing,agreeing persuading, etc.Vocabulary and structures are important, but preparation for communication will not be adequate if only these are taught.Students also need to learn how to use functions in a social context.Effective communication is based not only on a speaker's intent and his level of emotion, but on whom he is speaking to and what his relationship with that person is.This approach has spread widely around the world.Features:(1)The goal of language teaching is to develop learner ability to communicate in the target language.(2)The content of the language course should include linguistic structures, semantic notions and social functions.(3)Classroom materials are often authentic.(4)Classroom activities are also authentic.(5)Skills are integrated in classroom activities.(6)Students often engage in games, role-plays,story telling and dramatization to adjust their use of the target language to different social contexts.(7)Errors are tolerated and seen as a natural outcome of development of communicative skills.(8)The target language is used in all classroom activities.(9)The teacher should be able to use the target language fluently and appropriately.Advantages and disadvantages:(1)It contributes largely to the development of students’ communicative ability.Students gain confidence and fluency in speaking the target language.This approach enables the learners to communicate fluently and appropriately in different social contexts.(2)The negative side is that its tolerance towards the students' errors tends to result in the lack of accuracy in their spoken language.Another problem with it is the lack of criteria for determining functional items.Moreover, it is difficult to make functional items compatible with structures in developing materials and organizing teaching activities.It has influenced textbook writing and classroom teaching in China.Function is one of the aspects in the syllabus.In some textbooks, functions are made clear for each unit or lesson.In the teaching process, the teacher explains the functions and designs activities for the students to practice those functions in order to use English appropriately.7.Task-Based Language Teaching

The early development of Task-Based Language Teaching dates back to the 1970s.Here the focus is on the task rather than the language.A task is an activity or action which is carried out as the result of processing or understanding language.Tasks are designed according to real life communicative needs.The aim is to develop students’ ability to use the target language in real communication.Features:(1)The primary focus is on the task.(2)There is language preparation before the task.Language study is done after the task with an aim to solve the students’ specific language problems.(3)It emphasizes the learning process, during which the students complete real life tasks in order to develop the communicative ability in the target language.(4)The central principle is learning by doing.(5)Students, success is judged in terms of whether or not the tasks are performed.(6)Students are the active participants in learning activities rather than passive recipients of knowledge.(7)The teacher is seen as an organizer, facilitator, monitor, and sometimes partner.Advantages and disadvantages:(1)It provides students with a real need to use the target language and therefore is beneficial to the development of their communicative ability.Appropriate tasks can arouse students’ interest in learning and create a lively class atmosphere.This method helps students to develop a life-long learning capacity.(2)Task-Based Language Teaching is undoubtedly a demanding method.The teacher must be proficient in the target language.He should be creative enough to design real life tasks, knowledgeable enough to give his students the necessary help, and flexible enough to deal with the unexpected situations in the classroom.One important issue is how to keep language use activities and language study activities in the right proportion.On the part of the students, good discipline and essential language storage are the prerequisites to carry out the task.Task-Based Language Teaching was introduced into China a few years ago.Ever since the English Curriculum Standards for Compulsory Education and Senior High Schools was first issued in 2001, this method has been advocated throughout China and has become increasingly popular.Some teachers have applied it to their teaching and have achieved success.Their students have made great progress in using English.However, there are teachers who find it difficult to use the TBLT in their teaching, partly due to their inability to use the method, and partly due to their students' poor English foundation.Between the two types of teachers are those who do not want to take the risk to try something new for fear that their students fail in the exams.

第二篇：川菜起源特征英语讲稿

Szechwan cuisine is one of eight famous regional cuisines in China.It has a reputation of“a dish of a style, 100 dishes SUBWAY ®”（一菜一格，百菜百味）.The history of Sichuan Dish is quite long.According to historical record, the dish originated in Nation of Ba and Nation of Shu.During the period between Qin Dynasty and the Three Kingdoms, Chengdu has gradually become the political, economic and cultural center in Sichuan Region,stimulating great development of Sichuan Dish.Sichuan food is famous for its many flavors, and almost every dish has its own unique taste.Only inSichuan Province, you can taste the most traditional Sichuan Cuisine because many flavorings and seasonings are produced here.These include soy sauce from Zhongba, cooking vinegar from Baoning, chili sauce from Chongqing, well salt from Zigong and so on.The main feature is that the type of taste is diverse and spicy.Sichuan has high humidity and many rainy or overcast days.Hot pepper helps reduce internal dampness, so hot pepper was used frequently in dishes, and hot dishes became the norm in Sichuan cuisine.Red chili, Pepper, Garlic, ginger, scallions, bean sauce are the main condiments.Different proportions of the condiments result in all kinds of special tastes：spicy,hot,curried,oily,sweet sour and fish smell.According to the above tastes, Sichuan cuisine are mainly divided into six styles(派系).

第三篇：班级授课制的特征及优缺点

班级授课制的特征及优缺点

简述班级授课制的特征

（1）班级授课制是一种集体教学形式。它把一定数量的学生按年龄或掌握知识与能力发展的程度编成固定的班级，根据周课表和作息时间表，安排教师有计划地向全班学生集体上课。（2）班级授课制的主要特征

①按学生按照年龄和知识水平分别编成固定的班级。即同一个教学班学生的年龄和程度大致相同，并且人数固定。教师同时对整个班集体进行同样内容的教学。

②按“课”教学。即把教学内容以及实现这种内容的教学手段、教学方法展开的教学活动，按学科和学年分成许多小的部分，叫做一“课”，一课接着一课地进行教学。

③按时授“课”。把每一“课”规定在驻而固定的单位时间内进行，这单位时间称为“课时”，课与课之间有一定的间歇和休息。全校有固定的作息时间，并制订统一的作息时间表，有节奏地开展教学活动。④统一授“课”。教师根据指定的教学大纲和教材，向全班学生传播统一的教学内容，并排定课表，多科并进，交错授课。在同一班级，授课的进度和要求应该是统一的。

⑤全班统一开学，统一上课，统一考试，统一升级、结业和毕业。班级授课制的优缺点

（1）班级授课制是一种集体教学形式。它把一定数量的学生按年龄或掌握知识与能力发展的程度编成固定的班级，根据周课表和作息时间表，安排教师有计划地向全班学生集体上课。（2）班级授课制的优点

第一，有严格的制度保证教学的正常开展，达到一定质量。第二，有利于大面积培养人才。第三，以课为单位进行教学比较科学。第四，便于系统地传授各科知识。第五，能够充分发挥教师的主导作用。第六，有利于发挥集体教育的作用。（3）班级授课制的不足 第一，难以因材施教。

第二，难以形成学生的探索精神、创造能力和实践能力。第三，缺乏灵活性。

第四篇：浅谈英语谚语的起源、特征及修辞

浅谈英语谚语的起源、特征及修辞

摘要

谚语丰富多彩，生动隽永，反映了每个民族追崇的重要而独特的文化价值观。谚语简单通俗，精辟凝练，尤其以朗朗的口语形态承传沿用，渐渐成为民族主流文化不可缺少的一部分。本文通过浅析英语谚语的起源、特征及修辞，力求使读者能够了解谚语在生活当中的基本应用以及重要作用，并使人们 达到熟练使用的效果。关键字

英语谚语、起源、特征、修辞 综述

英语谚语（English proverbs）以生动形象、通俗简洁的语言总结和概括了广大英语国家人民的经验和智慧而有广泛流传于群众中间，是英语语言的精辟。正如英国伟大的哲学家、作家培根所言：一个民族的天才、智慧和精神寓于它的谚语之中。

谚语的内容是十分广泛的。它是我们了解英语民族国家社会、地理、风俗、历史、文化的一把不可多得的钥匙。下面这则简短的对话中包含了七、八个谚语（如：My dogs are barking.[我的脚走的都痛了]；point the town red[狂欢]；out of blue[出其不意]；a piece of cake[小菜一碟]；face the music[负责任] 等），对于一个英语不大熟悉的人来说，恐怕就很难理解了。

A：Hi，B.There you.My dogs are barking.I want to tell you a good news.B: Is it that we will point the town red? A: Yes, I would have told you of blue.We know you have green fingers, so we want you to look after some flowers.B: It’s a piece of cake.I will face the music.一、英语谚语的来源

英语谚语大多起源于民间口语，也有一部分源于文化典籍或宗教文献。他们源远流长，在历史长河里兼收并蓄，得到不断的丰富和发展。经过千锤百炼，最终成为简洁生动、意味深长、富有哲理的英语的精华。

（一）民间口语

言语是在群众中流传的固定语句，用简单通俗的话反映出深刻的道理。英语谚语绝大多数来自民间，是人民群众生活经验的总结，凝结着人民大众的智慧。

英语谚语中有大量关于农业生产、气象、渔牧、狩猎的谚语，如：气象谚语、节令谚语、农事要诀等，通常称为 “农谚”。如：Evening red and morning grey are the signs of a fineday.(晚霞红、晨雾蒙、天会晴)。还有反映气象常识的，如冷热的交替，都是从事农业生产的先民长期经验的积累形成的对天气的认识。如：Better at home than a mile away from it.(在家万般好，出门事事难)。早期的人类势单力薄，无论是农耕或狩猎，都以群体出动、集体协作为主，有些英语谚语正是反映集思广益、共同协作这方面的。如：So mand heads so many wits.(三个臭皮匠赛过诸葛亮)。由于英语属于印欧语系，印欧语系的原创性文化传承于古希腊文化。而古希腊所处的地理位置正居于尼罗河、两河、小亚细亚和南欧之 “要冲”，生活在希腊半岛和爱琴海主导的先民从海中取食、靠海吃海，久而久之形成了海洋性文化的特点。如：In a calm sea, every man is a pilot.(在平静的海上，人人都是领航员)。

源自民间口语的谚语，以世态人情为材料，以经验知识为依据，市人民大众生活和生产的缩影，也是他们经验的积累和总结，解释了他们都对客观世界的认识和感悟，也表露了他们的心理诉求和祈望。

（二）文化典籍

流传于民间口语的谚语，伴随着文字的产生，开始出现在各种文学作品和文化典籍中。英语谚语有一部分来自书面文献，主要出自希腊罗马神话、寓言故事、莎士比亚戏剧以及一些名家作品中。这些源自文化典籍的言语，有些是在民间口语说法的基础上提炼打磨而成，而有些则属独创，有着鲜明的文化色彩、语言特色和教育作用。如：There were brave men before Agemenmnon.(阿伽门农之前也有勇士)；Don’t kill the goose that laid the golden eggs.(不要杀死下金蛋的鹅)；All cats love fish but fear to wet their paws.(所有的猫都爱鱼，但又怕湿了猫爪)。

源自文化典籍的谚语，很好的反应了西方社会普遍的社会心理和价值取向，如崇尚独立与个性，崇尚理性，退从平等观念以及私有财产神圣不可侵犯等。

（三）宗教文献

基督教在其悠久的发展过程中已经超出了狭隘的宗教意义，形成了一种对西方人的生活方式、价值观念和伦理原则产生巨大影响的文化现象。基督教教典《圣经》，是西方文化的另一个源头，对英语的影响堪比莎士比亚的著作，对英语谚语的丰富和发展起了很大作用。如：The love of money is the root of all evil.(贪财是万恶之源)。

二、英语谚语的语言特征

英语谚语是英语在长期发展过程中约定俗成、相沿成习，在英国人民当中广泛流传的固定语句。英语谚语语言表现形式丰富多彩，具有在语音上韵律优美、在结构上简练紧凑、在意义上表现深刻等特征。

1）韵形式：

⑴头韵（alliteration）如：Waste not, want not.(不浪费就不匮乏)⑵元韵（assonance）如：Little strokes fell great oaks.(水滴石穿)⑶尾韵（end rhyme）如：Birds of a feather flock together.(物以类聚人以群分)⑷头韵兼尾韵（alliteration and end rhyme）如：Well fed, well bred.(吃得饱，懂礼貌)2）语法结构。英语谚语是一种口头语言形式，它的句式结构较一般文语音。许多英语谚语读起来音调和谐，节奏感强，主要采用下列押字来说，具备自己独特的特征，具有结构紧凑、间断、多使用完全陈述句、省略句、多使用平行对照举行的特点。如：

⑴It做形式主语。如：It is easier to fall than rise.(学坏容易学好难)⑵比较级。如：What greater crime than loss of time?(有什么更大的罪恶能比上浪费时间呢？)⑶其实局表示劝告、祈求、命令或禁止。如：Give him an inch, and he will take an ell.(得寸进尺)⑷定语从句后置。如：They must hunger in frost that will not work in heat.(少壮不努力老大徒伤悲)⑸省略句式。如：One man(is meant)no man.(个人是渺小的)⑹平行对照句式。如：A lazy youth, a lousy age.(少来懒惰老来苦)⑺古英语句式。如：Who shows mercy to an enemy denies it to himself.(对敌人的仁慈就是对自己的残忍)

三、英语谚语的辞格特征

修辞学是有效使用语言的艺术。修辞手法在英语谚语中起了很重要的作用。是修辞美化和人化了英语谚语。正因为人们在英语谚语中使用了很多修辞手法，才使得英语谚语民人而令人难忘，才使得谚语精确表达事物的本质的深奥的真理。英语谚语通过运用多种修辞手段来表达思想，一般可以分为以下两大类：

1）语义修辞

⑴明喻（simile）：英语谚语中明喻用的很广泛，指把一种事物用另一种性质不同的事物来比拟，常见的比喻词有“as”, “like”.如：Time flies like an arrow.(光阴似箭)⑵隐喻（metaphor）:隐喻不用比喻词，而通常用动词to be 把文体直接说成是喻体。如：Union is strength.(团结就是力量)⑶借喻（analogy）:借喻根本说不出本体，或不在本句说出来，而是把喻体直接用在本体应该出现的地方。如：Speak of the devil, and he appears.(说魔鬼，魔鬼到)⑷换喻（metonymy）:换喻是借与某事物密切相关的东西来表示该事物，因此亦称之为“借代”。如：Even Homer nods.(智者千虑必有一失)⑸拟人（personification）:拟人实际也是一种比喻，是把无生命的食物或者抽象概念等当做人来描写，给语言增添生动感。如：Lies have short legs.(谎言总是站不住脚的)⑹夸张（hyperbole）:为了表达上的需要，故意言过其实，对客观的人，事物尽力做扩大或缩小的描述，这种辞格叫做夸张。如：One single slip brings eternal regret.(一失足成千古恨)2）结构修辞

⑴排比（parallels）:英语谚语也用结构相同或相近的句子成分排列在一起的修辞手段来加强语义。如：Work while work;play while play.⑵倒装（inversion）:倒装是利用语序的颠倒来颠倒来去的修辞效果。如：A colt you may break, but a horse you never can.(小驹可驯，老马难教)结束语

综上可述，可以看出英语谚语在英语国家文化发展中起着重要的作用，是文化发展的符号与象征。英语谚语来源非常广泛，是各阶层人民辛勤劳动与智慧的结晶。它通过生动简洁的语言形式概括表现事物的发展规律与现象，通过浅显的话蕴含博大精深的道理，是英语语言的精髓所在。参考文献

赵荣辉，普通语言学[M]，上海：上海外语教育出版社，2005年 王德春，汉英谚语与文化[M]，上海：上海外语教育出版社，2003年

平洪、张国扬，英语习语与英美文化，北京：外语教学与研究出版社，2000年 张复星，英语典故成语用法译法举隅，西安：陕西人民出版社，1986年 汪榕培、卢晓娟, 英语词汇学教程[M], 上海：上海外语教育出版社，1997年 陆国强，现代英语词汇学[M]，上海：上海外语教育出版社，1999年

第五篇：新时期语文教学方法的特征探析论文

【摘 要】教学方法是语文教学改革中最活跃的因素之一。分析探讨语文教学方法的新特征，进而指出其未来发展趋向，是语文教育工作者的紧迫任务。文章对新时期语文教学方法的特征进行了分析。

【关键词】新时期 语文 教学方法 特征

一、新时期语文教学方法的特征

传统的语文教学方法多以传授现成知识为主要目的，视学生为单纯接受知识和记忆储存的容器，因而主要是注入式教学法。它的特征被概括为“三中心”，即以教师为中心，教材为中心，课堂教学为中心。其致命弱点是：强调教师如何去教，束缚了学生主动性和积极性的发挥；忽视了学生在教学这一特殊认识过程中的主体作用。新时期广大语文教师正是以纠正这种错误偏向为突破口，进行不断实践，创造出许许多多富有时代色彩的教学方法。对此进行综合考察发现，新时期语文教学方法具有以下一些共同特征。

1.强调教与学并重

新的教学观念认为，学生也是教学方法的主体，教师的教法归根到底是通过学生主体活动来获得效能。学生这种主体地位的确立，引起人们对学法和学法指导的重视。许多语文教师都重视学生在教学活动中的重要地位和作用，强调教师引导下学生积极主动地学习，从而使学生学会学习。像钱梦龙教师的“‘三主’‘四式’语文导读法”、魏书生老师的“课堂六步教法”等，既重视发挥教师的主导作用，又注重调动学生主动学习和探索的精神。教师的教法和学生的学法是紧密联系在一起的，学生的学法，也是教师教法的体现。在教学过程中，教师不是给学生现成结论，而是给学生激励、点拨、启发、引导，教会学生如何学。教和学不是割裂的，而是统一的，是教学并重。强调教与学的辩证统一，既重视教师教的方法，也重视学生学的方法，这是新时期语文教学方法的首要特征。

2.注重智力与创造力的培养

新时期语文教学方法是以发展学生智能为出发点，它的核心是发展学生的创造力。为创造力而教，为创造力而学，是现代与未来社会对人才质量的规定。广大语文教师顺应这一社会发展的要求，把开发学生智力、培养创造力放在教学方法改革的重要位置。如陈钟梁老师的“问题教学法”、洪镇涛老师的“语文教学八字法”等等，都是通过创设一定的情境和活动，激发和引导学生积极思维，主动探索、发现，尽量地发展学生认识的可能性，提高学生的智慧潜力，培养他们在掌握知识的过程中进行研究、探讨和创造的能力。发展学生的智力和创造力是新时期语文教学方法的基本特征。

3.突出教学方法的情趣性

教学方法本身具有“刺激”功能。它的用途不仅在于传授知识，还在于激发学生的求知欲，引起他们对解决各种问题的兴趣，刺激学生思维的积极性。新时期语文教学方法注重激发学生学习兴趣，培养学生积极的参与意识，变苦学为乐学。同时，还十分重视学生的学习情绪、体验在学习中的作用。在教学中教师创设一定的情境，或利用一定教材内容和艺术形式，使学生通地体验客观事物的真、善、美来陶冶性情。比如李吉林老师的“情境教学法”就是借助各种手段，让学生在一种愉快的环境中充分调动有意识和无意识的和谐作用，造成一种最佳的心理状态，发挥学生潜力，高效率地学习，从而“带来儿童知识、能力及心理品质的协同发展和令人愉快的效果”。重视学生学习兴趣和情趣生活是新时期语文教学方法的一个显著特征。

4.重视教学方法的综合优化

传统的讲授法、谈话法等都只是一种单一的具体方法，教师在教学过程的某一阶段单独使用。从整体观点看，传统教学方法的单一性，难以适应当代语文教学任务的多方面性和综合性。因此，教学方法必须由多因素构成，使具体的不同的教学方法按教学的需要和一定规律排列组合，使之互相取长补短，以发挥整体综合效应。如黎世法老师的“六课型单元教法”、上海育才中学的“八字四步教法”等等，都是把多种教学方法综合运用，构成一个完整的整体方法。新时期语文教学方法的这种“整体化”特征，使其与传统教学方法的单一性、具体性区别开来，成为自身的又一重要特征。

二、语文教学方法的发展趋势

随着教学改革的不断深化，人们会从不同角度、不同方面对教学方法进行新的探索，但就宏观而言，以下几方面值得注意，它们将是未来语文教学方法发展的大趋势。

1.追求教学方法运用过程中的教学民主性

教学方法是一种教学主体相互作用的活动方式。教学方法主体（学生和教师）间相互作用表现为两者之间对教学方法使用和控制的互动性。师生都有主观能动性，他们互为认识的主体，他们互相认识、互相合作对教学方法的实践和运用起决定作用。教学方法主体间的互动性使人们认识到只有当师生配合默契、合作和谐时，教学方法才能最有效地实现“教学相长”。而教学主体间相互合作和谐则表现为教学方法运用过程中的教学民主性，即师生在教学方法的运用上相互尊重、相互信任、相互配合、相互协调和相互促进。民主合作精神的发扬，能促进教学方法更适用于学生创新和探求能力的培养。魏书生老师民主化教学的探索表明，师生之间相互作用的和谐性，直接影响教学方法运用的效益，乃至影响整个教学效果。因此，探索如何建立和谐的师生关系，创设融洽的民主气氛，追求教学主体相互作用的和谐性，将是今后语文教学方法研究的主题之一。

2.重视智力因素与非智力因素的协调发展

教学方法研究十分关注智力因素在学生智能发展中的作用，而对教学过程中的情意侧面重视不够。近年来，心理学家、教育学家对非智力因素进行了深入地研究和探讨，认为人的意志力、兴趣、情感、性格等非智力因素，对学生能力和智力的发展具有重要作用。新时期语文教学方法开始重视非智力因素对学生智力活动所起的动力、定向、维持和强化等一系列相互联系的作用。特别是随着教育观由“智能教育”向“人格教育”的转变和人们对语文学科人文特性认识的加深，人们会更多地关注语文教学方法的情意性。这一点我们会从于漪老师的情感教学中得到启示。可以说，如何使智力因素与非智力因素协调发展，实现理智和情感的统一，是今后语文教学方法研究的又一重要课题。

3.提倡采用现代化教学手段

随着科学技术的发展，一些现代化的教学手段，如幻灯、投影、录音、录像、电影、电视、语言实验室、电子计算机等被广泛用于课堂教学，使传统的语文教学手段得以更新，推动了语文教学方法的革命。而现代化教学手段的视听设备的日趋自动化、微型化、智能化、综合化和教学手段软件趋向灵活、专门化，更使现代化教学手段的应用范围日趋广泛。这不仅可以扩大和改进人们的感受器官的功能，大大丰富感性认识的内容，还可以在保证教学质量的前提下，节约教学时间，提高教学效率。现代化教学手段的运用，为教学方法的改革开辟了广阔的天地。人们会用现代化教学手段来克服传统教学方法难以逾越的障碍，使语文教学方法更为丰富和完善。因此，广泛应用现代化教学手段是社会发展的必然要求，也是未来语文教学方法研究的重要途径和必然趋势。

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