农村初中健美操教学的现状分析与策略

第一篇：农村初中健美操教学的现状分析与策略

健美操与农村中学体育教学

河山镇中心学校 柯海滨

【摘要】： 健美操运动，作为一项具有极高健身价值和终身体育首选项目，自20世纪80年代传入我国以来，就以其独特的魅力吸引着越来越多的人们去参加这项运动。并且以其优良的运动特点和锻炼价值及其对新课标的良好适应性，很快被收入中学体育教材。这一运动在城市中学校园中早已普及开来，但在农村中学中却一直遭受着冷漠。本文通过对农村中学现状进行分析，总结了几点教学措施。

【关键词】：健美操；农村中学；新课标；终身体育

健美操是一项融体操、舞蹈及音乐为一体，以健、力、美为特征，达到增进健康，培养正确的身体形态，塑造没的体形，陶冶情操的大众健身方式。它分为健身健美操（又称大众健美操）和竞技健美操。自20世纪80年代传入我国以来，一直深受广大健身爱好者所钟爱。尤其是大众健身操。几十年来发展迅速。如：街舞健身操、踏板健身操、搏击操、哑铃操等等。无论男女老少，都可以根据自己的身体情况和意愿选择适合自己锻炼的健美操。

健美操与其他体育项目相比较，其主要特点在于健身美体的实效性、健心娱乐的群众性和节奏鲜明的时代性。所谓健身美体的实效性，指的是健美操在全面锻炼人体的基础上，还可以对身体的某一部位进行有针对性的锻炼，如：腰腹健美操，胸部健美操，形体健美操等，是人们锻炼身体的同时又进行了身体形态的修正，这种健身美体的实效性正是当代人从事体育锻炼的选择与追求。而健身娱乐的群众性主要体现在锻炼过程中接受美、享受美、与表现美的愉悦之中，体现在健美操带给人们热情奔放的情感体验之中。那么节奏鲜明的时代性则指健美操必须在音乐伴奏下练习。它的音乐一般取材于节奏感鲜明且强烈的现代音乐和具有特点的民族乐曲，这使健美操体现出一种鲜明的现代韵律感，人们在练习中容易激发情绪，振奋精神。快速鲜明的节奏，热情奔放的情绪，充满活力的动作，这些与时代相吻合的特色，也是健美操得以迅速发展的原因之一。

健美操作为一项运动项目，之所以如此受大众的热爱有其独特的锻炼价值：

1，促进身体的正常发育，增强韧带和内脏器官的功能，发展身体的柔韧、协调等基本素质，增进健康，增强体质。

2，培养正确的身体形态，矫正不良的身体姿势。

3，协调发展人体各部位的肌肉群，是人体均匀和谐的发展，塑造美的形体。4，培养正确的审美观、良好的风度、性格和品德，陶冶美的情操。

尽管健美操有如此多的优点和魅力，并且早就出现在中学教材里。但在农村中学中基本没有学生会跳健美操。学生们大多听过这个词，然后就再也没有跟多的了解了。那么健美操为何在农村中学会遭此冷遇呢？

一、教师因素

1，体育教师的非专业性

目前，在大部分农村中学中，仍有体育教师是非体育专业毕业的，有些是从部队出来的退伍军人，有些是学校富余的其它专业教师。他们从未经过任何培训，仅凭对体育的某个项目有些爱好就可以担任体育教师了。他们认为体育课就是带学生玩玩、跑跑步、打打球。这种观念是及其错误的，根本没有意识到体育课不光是让学生强身健体，还要注意学生在学习过程中发挥自身的主动性和创造性，培养学生的体育兴趣与爱好，为终身体育打下基础。有调查表明健美操就是最适合终身体育选择的项目之一。2，体育教师的老龄化

在农村中学，大部分教师都是在20世纪90年代以前任教的，并且绝大部分教师都是专科学校毕业的。那时的健美操还没有在全国各地高校中普及，教师自身没有这个基础，那么在教学时也就很难有很好的收效。自身的动作不够协调，姿势不够优美是很难引起学生学习兴趣的。再加上大多数学校对体育的态度都很冷漠，这也挫伤了教师们再学习的热情。3，教师技能的单一性

大多数教师只有一两个较擅长的运动项目，在教学时都是以自己的专长为主，面对自己较熟练的项目，教学时可以就轻架就熟，课堂效果也还过得去。而面对自己不是很擅长的项目时，就不尽如人意了。在农村中学里都是以男教师居多，而男教师一般都是爱好球类的。这也是农村中学健美操课难以开展的原因之一。

二、学校因素

1，班主任

提倡素质教育已有些年头了。但在农村中学仍摆脱不了应试教育的魔力。在农村中学体育仍是一门边远学科。在体育教学中班主任起到了举足轻重的作用，他们仍然是一切以中考和高考为最终奋斗目标，不顾学生的心理感受和要求。甚至有些班主任认为体育课可有可无，而且谁都可以教。我就曾听一位班主任说过：“体育课还不好教吗？我也可以教，不就是让学生玩玩嘛！”。也有些班主任认为，如果学生对某个体育项目产生了兴趣会让他们无心对学，这样会严重音响他们今后的学习和班级的学习风气。更有甚者根本不让学生在体育课上多活动，他认为这样学生就难以静下来听接下来的课了，更不用说开展时代性较强的健美操课了，那还不会毁掉学校的学风吗！2，管理者

农村中学的部分管理者的对素质教育的认识并不比有些班主任高。他们心目中的体育课就是为了应付中考及上一级领导的检查，他们对学校体育是学校教育的重要组成部分认识的也不是很到位，他们只知道体育活动能增强学生体质，提高运动技能，对于体育是发展智力，陶冶情操，锻炼意志，培养集体主义精神，增强组织纪律性的重要途径就不太关注了。更不用说通过健美操等其它运动项目来满足学生的不同爱好了。

三、学生因素

1，对健美操运动的认识及意识不够

虽然健美操传入我国已有几十年的历史了，而且发展的也很迅猛。但在农村中学仍然有学生没听说这一运动。尽管有些学生听说过，当我打算给他们上健美操课时，有学生却和我说：“老师，我已经挺瘦了不需要减肥的。”我当时真实觉得又好笑又好气。孩子们不知道健美操不光可以减肥还可以健身；同时还可以锻炼我们的形体、陶冶我们的情操；培养我们的审美能力。当然就更不会通过健美操来展现自我、提高自信、丰富自己的课余生活了。2，男女生性别差异所导致的爱好差异

男生好动女生爱静，这是中学生的一个特点。大部分男生喜欢一些带有冲撞性和格斗性的项目，如篮球、足球等，尤其是高中生。而女生则喜欢一些活动幅度小及展现肢体的动作。如游戏，广播操之类的项目。农村中学师资力量相对较差，一直没有进行男女生分班教学。当我给他们上健美操课时，大部分男身都会叫嚷嚷：“这是女生做的东西”。教球类时女生又嚷嚷。这足以说明男女生的爱好有极大的差异。

综上几点原因，本人想谈谈自己对实施健美操教学的几点措施。1，提高农村中学体育教师的素养

加强非专业体育教师的业务水平及能力，提高他们对体育教育的认识及新课程改革的理解，同时也要强化专业教师的业务水平及能力，树立终身学习的意识，、与时俱进。适应知识结构的变化，走在课程改革的前沿。

2，加强班主任及学校管理者对学校体育的认识

如今，随着社会多元化的发展，对人才的需求也是多元化的。为了适应社会的需求出现了很多职业类学校，这些学校的出现缓解了学生的升学压力，因为有些学校根本不看学生的文化成绩。这为很多不爱学习的学生找到了退路。同时也给学校的学习风气带来了负面影响。许多没有学习压力的学生迷恋上了网吧，还有些不爱学习的学生成了群结了队，无所事事的学生一旦聚在一起就不会干出什么好事来。我们的班主任和学校管理者应该认识到这一点，通过一些具有时代性的运动项目来吸引他们的兴趣爱好，充实他们的课余生活，这不但增强了学生的体质，还可以陶冶学生情操，锻炼意志，培养集体主义精神，增强组织纪律性。这可是学校体育教育的重要组成部分。3，提高学生对健美操运动的认识

中学生对新事物的接受能力是非常强的，利用这一特点，我们可以加强对农村中学学生认识教育。首先教师可以通过理论介绍让学生认识健美操的特点及锻炼价值。并通过一些影视资料来激发学生的学习兴趣。教师要经常一些富有激情的套路动作来刺激学生的直观感受，从而引起学生的学习热情。

4，提高学生对健美操中“美”的认识和追求

俗话说“爱美之心，人皆有之”。但每个人对美的认识是大相径庭的。我们有些男生认为留个奇怪的长发就很美，有些学生穿些奇装异服觉的很酷，有些女生一只耳朵上带了四五个耳环，甚至认为谁带的多谁就最美。对于中学生来说，这种审美观念是极不健康的。这一切都是他们对美没有一个很好的认识。我们知道健美操的特征是健、力、美。我们要将其中的美展现给他们。让学生体验健美操运动中的节奏美、肢体美、自信美、表情美、奔放的性格美，最重要的是体验健康美。让学生从内心感觉到美的存在，从而培养学生正确的审美观念和良好的品德。

总之，健美操作为一项教学内容早已在教材中出现。在很多城市校园，健美操有了很多花样，也跳出了校园的青春气息。若想让它在农村中学同样散发出美丽的光芒，需要我们学校的支持；学生的配合及教师的不断努力。尤其是我们体育教师的宣传和引导作用。

参考文献

[1] 郑其飞.浅析健美操在农村中学开展的必要性[M].新课程学习(综合).2010年11期 [2] 吴亚明.农村中学忽视体育问题值得注意[M].湖南教育.2008年Z1期 [3] 李慧娟.浅析健身健美操对学生身心的影响[J].体·音·美.2006.11.[4] 于云龙.何琳.<<中小学学生体质健康现状分析[J].专题与学科.2004.8:113

第二篇：浅谈农村初中作文教学的现状与策略

浅谈农村初中作文教学的现状与几点策略盐城市盐都区鞍湖实验学校张松元

[内容摘要] 写作对于学生来说是用所学的语言将自我的体验表达出来的一种方式，同时也是对学生语文综合素质的检阅。但农村初中作文教学现状不容乐观，存在写作态度、写作方法等诸多问题，原因也很复杂，针对以上现状，笔者提出几点应对策略。

[关键词]农村初中作文教学现状与策略

作文，是学生语文综合能力的体现，是检查语文教学效果的重要手段，同时又是一个人的人文素养的表现。多年来，各种陈规戒律禁锢着农村初中作文教学，受思想局限，受素材贫乏，一个阅历并不深广的农村初中生很难写出质量好的文章。如何打破写作的瓶颈之约？笔者进行了一些有效的探索与尝试。

一、农村初中作文低效教学的现状：

首先、农村初中学生的作文基本功较为薄弱、起点不是很高、阅读量较少，词汇积累普遍贫乏，每当写作时常常觉得无从下手，不知写什么好，不知怎么写。而农村家长呢，一来外出打工或做农活而无暇顾及孩子的学习，二来农村家长自身文化水平低而无力为孩子进行作文指导。

其次、农村初中的学生写作态度较差，有大部分学生视写作文为一种精神负担和苦差事，主动性和积极性不高，对于每周的两次练笔缴纳态度随便，要么东拼西凑，要么随便应付了事。练笔内容不是“流水账”，就是内容空洞、虎头蛇尾，总体上是农村学生对作文的重视程度不够。

最后、农村初中的学生抄袭作文的现象比较严重，对写作不认真构思，充分准备资料，挖掘素材，而是着急的东翻作文书西找参考类文，从来都没有动动脑子从生活经验和心灵体会中寻找创造灵感的动机。

二、农村初中作文低效现状的产生原因：

其一、缺少浓厚的写作兴趣农村初中有的学生就没有写作欲望，或完全不想作文，老师一说写作文就唉声叹气，焦眉愁脸。老师要他们交作文，他们就敷衍，搪塞一篇，连自己也不知道写了些什么，缺少浓厚的写作兴趣。著名教育家夸美纽斯曾说过：“兴趣是创造一个欢乐和光明教学环境的主要途径之一。”就中学生的写作而言，兴趣是非常重要的一个因素。有兴趣才会引起注意，有兴趣才能激起情感，激发兴趣作为一种写作的动机，从而提高作文教学的效率。其

二、缺少足够的课外阅读阅读是“源”，作文是“流”。没有“源”哪有“流”呢？阅读不但使学生产生写作的欲望，而且大量的阅读积累还会在内容、构思、语言方面，对写作产生潜移默化的影响。有句名言“熟读唐诗三百首，不会写诗歌也会吟”说的就是这个道理。特别是农村初中的学生更谈不上有多少阅读时间和数量（多数学生的父母在外打工，留守的孩子们靠爷爷奶奶、或外公外婆、或其他亲人照看。这些留守儿童，一来那些代理家长不懂得该给他们买什么样的课外书，二来有的还根本买不起，即使买了也没有时间看）。学生从小学到中学的十几年时间里，很少阅读，或者是读了，却没有读精品，语言词汇就贫乏，思想、情感更贫乏。一个各方面都贫乏的人，对写作自然没有兴趣，自然“没有写的”。所以要写好作文，首先要有大量的阅读，而且要读精品，有丰厚的积累。试想一下语文课本只有30多篇课文，又能满足学生多大的阅读需求呢？其

三、缺少丰富的课余文化生活农村初中的孩子们一上初中，由于家长“望子成龙”、“跳农门”的心情，孩子们似乎自觉不自觉的被家长隔离于电视、电脑、报纸之外了，课堂上所发现学生视野的狭窄、知识的贫乏让我忧虑！孩子 1

们被埋在上课——作业——在上课，重复循环的枯燥生活中，日久失去了生活的视听感——情感的触动，他们是情感苍白的一代，基本没有太多的喜悦体验，而多的基本是抱怨！如此，怎么能他们有一个丰富的精神世界和精彩的心灵世界呢？笔下怎可有灵动的文字流淌呢？

其四、缺少对生活的感受与体验按理说，农村初中学生，有十几年的学校生活、家庭生活和社会生活，自然有许多见闻、体验和感受，应当有一定的“胸中积蓄”，不应该没有写的呀。可是，生活过，见闻过，并不等于有所感受，有所体验。学生对周围的事情无兴趣。那么他们对生活过，见闻过的事、物就不会用心去思考，没有用情去感受，更不想去亲自体验，他们那些写作材料就不能转化，就不能成为“积蓄”。一旦老师要他们写作文，他们就瞠目结舌，就记流水帐，感情空白，认识肤浅。

三、农村初中作文低效现状的应对策略：

第一．激发学生作文的兴趣

㈠创设情境以激趣教师应努力创设各种有效写作情境，以激发学生对写作的兴趣，充分发挥学生的主体作用，引导学生在写作活动中能动自主、创造性地感悟人生和社会，充分获得生活经验的顿悟与积淀。如在“写自己熟悉的人”写作前，先让学生听歌曲《父亲》，并反思在日常生活中父亲的多种关爱，使学生一开始就快速入境，沉浸在“父爱”的特定情境中，正所谓“未成曲调先有请”；接着在音乐的伴奏声中播放课文录音，让学生再一次直观地感受到有声语音带来的情感触动；然后进行写作，让学生用心去挖掘、体验、反思那份浓浓的亲情。

㈡巧设活动以激趣利用课外活动时间组织“赛诗会”、“故事会”、“我是小小导游员”、“新闻播音员”、“辩论赛”等活动。使学生在活动中既锻炼了口语表达能力，也训练了思维。“跳绳、踢毽子比赛”、“丢沙包”等活动，既锻炼了身体，又为写作提供了素材。“观察校园的变化”、“看农村的变化”、“春游”、“秋游”、“野炊”、“外出参观”等活动，拉近了学生与自然的距离，提高了审美情趣，从而激发了表达美的欲望，写作成了他们的需要。让他们做生活的有心人，去留心生活、观察生活、思考生活、记录生活。让学生多记日记、周记，养成在有所见、有所闻、有所思、有所感时随时记录下来的良好习惯。勤于积累素材，在作文时才可信手拈来。喜欢上写作也就不是什么问题了。

㈢佳作评优以激趣学生作文完成后，教师应及时给予评改，抓住学生作文中的亮点给予激励。有句话说的好：“欣赏出天才。”也就是说，每个人都需要善意的赞美，作为老师更为重要。老师赞美学生是一种感情投入，是驱使学生奋发向上、锐意进取的动力源泉。所以，我首先对学生在作文中的每一点进步，或者一篇劣作中的某一“闪光点”经常给予夸奖，加以鼓励。不用一把尺子衡量学生，而是针对不同层次的学生采用不同的衡量标准。其次，我每隔一段时间选取几篇优秀作文放入板报中，贴在“作文园地”里，或在学校广播台上播出，或向报社推荐发表，大多学生好胜心很强，这些活动能让他们写作兴趣倍增，从而克服惧怕作文的心理，都认为自己有能力写好，也愿意拿出自己的习作请老师修改。对较成功的作文，还可以作为范文宣读，或办班报、校报，让学生的作文变成印刷品等形式，进一步培养学生的写后兴趣。对每一个学生都要给予成名成家意识的引导，培养学生作文的长期兴趣。

第二．留足学生的阅读时间

㈠利用早读、活动课，进行广泛阅读利用早读、活动课，教师可以让学生广泛阅读语文自读课本，古诗文诵读以及各类文学名著；可以印发中考满分作文，时文选萃的早读材料；可以读我们的《盐阜大众报》、《半月谈》、《中学生阅读》等报刊杂志，吸取更多的营养，增加与生活联系。同时教师应给学生的阅读

以正确的引导，教会学生正确的阅读方法，培养学生良好的阅读习惯；引导学生积累词汇，训练语感，积累素材，训练思维，学习写作方法；引导学生多记读书笔记，写读后感。

㈡利用课前五分钟，进行美文共赏。“文章不是无情物，字字句句吐衷肠”。好的文章不但能引起读者的共鸣，而且能触发读者的情感，让它一泻千里。因此，让学生多读、多看、多听好文章，对提高学生的写作水平是有极大帮助的。但我们的教学进度那么紧，从哪里去挤时间呢？我个人认为最好是课前5分钟左右。因为一般课前几分钟，课室都是吵隆隆，乱作一团，直到老师来了，课室才能安静下来。但如果我们能充分利用好这课前5分钟的话，那将是一笔相当可观的财富。试想一下，如果每节课都能抽取5分钟左右，让学生进行美文共赏，欣赏一篇好文章。

第三．教给学生写作的技巧

㈠．开设写作指导课我认为，作文课堂教学应当是教学生如何写作文，教学生习作的技巧。教师应当，也必须跟同学们一起探究，共同发现这些关于如何写作的技巧。比如写人的文章，写作的对象各不同，但写人的手段却就是那几样：以事写人，正面描写，侧面衬托，外貌描写，语言描写、心理描写、行动描写，又如老师在和学生一起课文《口技》后，获得了关于“运用侧面描写表现人物特点”的写作技能：写作方法——运用侧面描写表现人物的特点：①以人衬人；②以物衬人；③以景衬人。初中阶段，我们可以根据学生写作，教给学生拟题、开头、结尾、选材、立意等技巧，并经过扎实的训练，就会逐步形成学生综合的写作能力。

㈡．写作中先扶后放先帮扶学生一下，如布置作文题目后，提供相关素材，学生视野不够开阔，作文时无话可说，老师若能在布置作文题目的同时给他们提供一些写作素材，也许情形就不同了。一方面，学生有话可说，另一方面，还可使学生思考如何取舍和组织材料，会在无形中提高学生的构思能力，同时也会让学生自觉养成了解社会、关注人生和独立思考的习惯。有些老师喜欢在台上大谈自己对题目的理解，这无疑会制约学生的个性思考。不思考，也就不会有提高。要让学生做好“思维体操”，首先可让几名学生分别说出他们对作文题目的理解以及具体的构思，从而引发全体师生的争鸣，越讨论，主题越明朗。这样一来，作文审题便水到渠成地结束了。在进行习作指导时应根据当次作文实际，抓住关键，直切要害。等学生习惯养成了，学生便有了自己的视野与思考，老师也就不必再提供素材与审题了，作文便成功了一半。

第四．创新作文训练的模式

㈠．以读促写，创新思维大胆采用创新讲法，挖掘课文创新写作的基点，搭建阅读与写作之间的桥梁，激发学生写作的冲动和激情。如在学完安徒生的《皇帝的新装》后，我们在教学中可以及时地启发学生思考：“当皇帝的游行大典举行完毕后，会有什么事情发生？两位骗子未来的命运如何？”然后布置学生写一个《皇帝的新装续篇》，这样，学生定会情绪高涨；又如教学鲁迅的《从百草园到三味书屋》，可以让学生用“不必说„„也不必说„„单是„„”的句式仿写一段话等。

㈡．以记促写，片段训练从作文训练的角度看，片段写作是训练的重要环节和有效办法。一是片段意思相对完整，二是片段在文章中相对独立，三是片段比较简短，四是训练完了可以马上反馈，具有很好的时效性。其中写日记、周记是很有效的方法。

写日记、周记，培养他们观察生活，抒写情感的能力和习惯，训练他们坚持写作文的毅力。要求联系自然生活，四季更替和天气阴晴雨雪的现象，一草一木、一禽一兽等都可以成为语文作业资源。适时地抓住它们、让学生感受它们，获取第一手写作素材，并与书籍中的相关描写相比照，从而提高学生的认知及写作水平；联系农村家庭生活，农村家庭中发生的重大事件，举办的重大活动，乃至社区文化风俗等也可以成为语文作业资源；联系社会热点，如在每年的“感动中国”颁奖晚会前，我都会要求学生观看晚会，写一篇观后感。

㈢．以说促写、写评结合作文应包括口头作文和书面作文。培养学生作文的能力，具体地说，即教学生学会用口头语言和书面语言通顺地表达自己的思想。其实，从整个写作过程来看，“听”和“读”是信息输入写作个体的过程，而“说”和“写”是写作个体信息输出的过程。写作个体不论是“说”还是“写”，都要求个体经历一个思考的过程，即构思的过程。在这个过程当中，个体要对信息进行加工处理、确定表达中心、选择适当方式以及表达的顺序等。实际上，“说”比“写”对于写作个体而言，往往提出了更高的要求。“说”要求个体思维必须敏捷，反应必须迅速，要求个体根据环境的要求随机应变、见机行事，迅速作出反应。因此，进行说话训练，提高说话能力，是写好文章的基础。所以，在写作教学中，应该把“说”和“写”紧密结合起来，相辅相成，共同提高。

先给学生作文要求或写作情景，再请几位同学上台进行三分钟口头作文(说)，接下来就一气呵成，形成文字(写)，如我先拿出一支粉笔，把它折断，然后抛向空中，掉在地上，踩成粉末。接着就叫大家根据这一情景发挥想象，口头作一篇作文。同学们都争先恐后的上台陈述自己的看法，有的想到了生命，有的想到了镇压，有的想到了奉献，有的甚至想到了地球的引力——一个连我自己都始料不及的内容。最后让他们把自己的观点、想象，也可以揉合进其他人的联想写出一篇完整的文章。

做完后全班交换评改（评），我在平时的教学中尝试着让学生互评，将主动权交还给学生，当然，让学生评改不是简单的将教师的工作推给学生，而是让学生参与到作文的修改与评判的活动中来，在这个过程中要注重引导和指点，并教会学生互评的方法和原则。如让他们对文章的错别字、病句、优美语句、篇章结构及主题思想等诸方面作总体评价。然后交回来，教师总览，再由几个同学对本次作文进行综合分析。同学们的批改各有特色，不少同学的评语几乎比作文原文的篇幅还要长，可称得上精美的赏析文章。通过互评互改，同学们对文章的分析评价能力得到了锻炼，相互学习，相互启发，特别能够取长补短，提高自己的写作水平。

以上是我对学生写作能力培养的几点心得体会。作为我们农村初中来说，其实语文的作文教学是一个长期潜移默化的过程，教师在教学过程中需引导学生融入生活，体会生活，用心感悟，珍惜学生的每一次的心灵触动，鼓励学生的每一次的灵感捕捉，相信学生的写作水平自然会逐渐地提高。

参考文献：

1．《 中学生作文消极心理分析及对策》重庆市石柱县南宾中学文志萍

2．《以片段训练为抓手构筑有效的作文课堂教学》马鞍山市第一中学胡良华

第三篇：农村初中英语听力教学现状分析

CONTENT

Abstract……………………………………………………………………………………………..i 摘 要…………………………………………………………………………………………….ii 1.Introduction ………………………………………………………………………………………1 2.Current situation of English listening teaching in rural areas………………………………… 2 3.Listening problem of junior middle school students in rural areas…………………………….2 3.1 The pronunciation problem....................................................................................2 3.2 Vocabulary problem...............................................................................................4 3.3 The lack of grammar knowledge.............................................................................4 3.4.Inadequate background knowledge.........................................................................4 3.5 Psychological problem...........................................................................................5 3.6 Inappropriate listening habits..................................................................................6 4.Strategies for helping students solve listening problem 6 4.1 To explore efficient method of listening teaching.......................................................6 4.1.1 Choosing the appropriate materials.................................................................7 4.1.2 Creating a harmonious atmosphere of teaching................................................7 4.1.3 Paying attention to teaching art......................................................................7 4.1.4 Making a variety of classroom activities.........................................................8 4.1.5 Organizing extra-curricular activities..............................................................8 4.1.6 Setting the scene..........................................................................................8 4.2 To strengthen students‟phonology...........................................................................8 4.3 To combine the four skills.......................................................................................9 4.3.1 Combination of intensive listening and extensive listening................................9 4.3.2 Combination of listening and speaking............................................................9 4.3.3 Combination of listening and reading.............................................................9 4.3.4 Combination of listening and writing............................................................10 4.4 To enhance cultural knowledge of English language.................................................10 4.5 To develop the independent awareness of studying about rural students......................10 4.6 To improve teaching facilities of English in rural area...............................................11 4.7 Other strategies....................................................................................................11 4.7.1 Expanding scope of reading..........................................................................11 4.7.2 Mastering skills..........................................................................................11 5.Conclusion 12 Bibliography 14

1.Introduction

The object of English teaching is to develop the ability of students‟ acquiring information and communicating with others.During the English teaching, it is true that listening, speaking, reading, and writing are four basic skills.However, listening is very important part of English teaching, and listening is basis for developing other skills and provides a basis for language learning.But it is also the most difficult of all the learning skills for learners to master.When listening, listeners follow the speaker, thinking about what the speaker is saying and what is going on in the mind of the speaker, guessing the speaker‟s opinions and attitudes and catching the true meaning of the speaker‟s words.Listening itself accounts for almost half of the commutative activities in one‟s daily life.In addition, learners should have the knowledge of phonetics, vocabulary and grammar.According to the status quo, on the other hand, the level of listening teaching is decreasing in the countryside.Many learners are afraid of listening, looking on it as more difficult than any other skills and pay much attention to training their ability to speak, read and write.The Result if this causing directly affects the activeness of students who study English listening after, and increase the difficulties of learning to listen.With the deepening if reform and open-up in our country, the distance between the poor and the rich is becoming more and more bigger.At the mostly rural countries, English listening class start with the junior middle school.It is believed that this is a key point that students are encouraged to exercise their ability to listen from this time.From now on, students must accumulate basic knowledge in case they cannot catch up with others after learning roads, for instance, in college.In view of this situation, it is necessary to emphasize the importance of English listening in rural country.In this article, we start with conditions of the middle school listening teaching, point out some problems and design some activities in the beginning of the class.Then we focus on some activities of teaching English listening and insist that the activities should be emphasized on the process of listening, rather than the result of listening.What‟s more, students should attach more great importance to the elementary knowledge, such as phonetics，assimilation, enough vocabulary, etc.In this paper, listening problem and strategies of junior middle school in rural area.We will discuss them in details in the follow parts: 2.Current situation of English listening teaching in rural areas China is a developing country.Its economic development is not balanced and production and living standard of rural are very low.Especially in rural country, lack of modern teaching facilities and making structure of teacher-resource unreasonable which affect directly or indirectly students‟ listening.And the pursuit of short-term examinations also influences English listening.Even most excellent teachers go to developed regions rather than staying at work in the countryside.3.Listening problem of junior middle school students in rural areas Listening is an important mean of language learning.It is one of the significant ways in English language communication.However,(RenXiaoping,2001：1-2)puts forward some statistics show that nearly fifty percent students regard listening comprehension as the most difficult part among all kinds of examinations.in the following parts ,listening problem of junior middle school students in rural areas will be explored.3.1 The pronunciation problem It is clear that “ Phonetics is defined as the study of the phonetic medium of language”, Dai Weidong proposed.(WangQiang，2002：35).If students want to listen and understand the general language materials, they must make every effort to listen and understand each word, which is very important.English, as a new language for Chinese students, usually appears some problems exactly on phonetics, such as the mistakes on pronunciation, intonation, and all kinds of skill like word stress, assimilation, etc.For instance, the phrase “tinned meat”, in the informal occasion, its pronunciation is described as /tin｀mi: t/.-Ed among tinned is omitted.The pronunciation of n assimilates /m/ just as following examples: That boy—thap boy

Ten people—tem people In English, Many short words have two or more than kinds of pronunciation: accented mode and one or more than one weak stress.The word in non-stress position of sentence usually appears with mode of weak stress.However, the word in stress position mainly appears with stress mode.But there are many exceptions, sometimes stress appears in position on non-stress Such as the following dialogue: A: You had better give him the key.B: I am going to do it.These two sentences in the pronunciation as follows: “Him” appears with weak stress.On the other hand, it is assimilated by give so that the pronunciation of these two words changes.But in the second sentence, “going to ”and “do” also appear with the form of weak stress.These changes of pronunciation caused the difficulties for the listener.Sentence stress is the relative strength or key point of words on pronouncing among sentence.When people speak, not every word is stressed.All in all, notional words are stressed, but functional words appear with weak stress unless the speaker intended for being emphasized.Good understanding function of sentences can help learners understand implied meaning of sentences in the process of listening comprehension.The following dialogue will serve to illustrate the point:(Man)Is anyone coming to class today?(woman)Relax.It is „barely „two.Question: What does the woman mean?

a.Only two people came to class so far.b.The man should take a nap.c.It is not very late.d.The teacher is too strict.The correct answer is c.The lady emphasizes “barely” and “two” in the dialogue.But some students think that he emphasize the reached number.In fact, the woman wants to express this meaning that it is too early to worry about the students‟ present situation.3.2 Vocabulary problem English has a wide vocabulary and it is a very flexible language.Size of English vocabulary, the proficiency of grasping and phenomenon of polysemy and homonym bring about a certain difficulties for students' listening comprehension.During the process of listening comprehension, listener should not only do the exercises of sound recognition, but also learn more vocabularies.As(Li Guanyi,2008:2-3)put forward that “Some English words have a common root but are used in very different senses.Consider human and humane, for example.Their origin is the same and their meanings are related, but their usage is distinct.A human action is not the same thing as a humane action.We cannot speak of a Declaration of Humane Rights —There is a weapon called a humane killer, but it is not a human killer.” For example, the following two sentences: a：She was fast asleep.b: She ran fast.“Fast” has different meanings in the different contexts.However, students usually make a wrong conclusion according to familiar words which they master.Sometimes using different words can express the different meaning.For example, “Dianti”, British use “lift”, but American use “elevator”;“Ren Xingdao”, British use “pavement”, But American use “sidewalk”.Besides, for instance, first floor, it represents the second floor in Britain, but in American it represents the first floor.3.3 The lack of grammar knowledge Some students have not solid grammar skills and idioms in listening so that they misunderstand the original meaning of sentence with fuzzy concept or misunderstanding grammatical structure of sentences.As the following examples: “It is unnecessary for you to go there.” In this sentence, if students do not know that unnecessary is antonyms of necessary, they will misunderstand this sentence, even the opposition to the meaning.So grammar can help students catch the implication of the vocal sounds, and understand them well, and it is also the essential condition of a whole passage comprehension.3.4.Inadequate background knowledge

Language is the medium of culture, and special culture produces different characteristics of the language background.In China, English is a foreign language(EFL), not a second language(ESL).Both students and teachers are doing their jobs under their condition which quit different from that such as in the US.Even most of articles on English listening textbooks were written by European or American.If students do know the social system, customs, way of thinking and values and so on about western countries, they will be difficult to understand the materials while listening.Consider an ignorant of foreigners for Chinese culture at all, for example.When he or she hears of moon cakes, dumplings, and couplets among Chinese traditional culture, we can hardly ask him or her to have a correct understanding for these.For example, the implication of Chunjie and Dizhu cannot be represented by the Spring Festival Landlord completely.Plum, orchid, bamboo and chrysanthemum is to Chinese what cowboy is to American.The core of culture is the spirit, including social system, customs, way of thinking and values and so on.China and the western countries including Britain and America, due to the difference of the geographical location, the existing social system, cultural formation and developing process, there are fundamental differences in this aspect.The different values construct different styles of communication and language behavior patterns between the East and West.3.5 Psychological problem

The process of listening comprehension is a very complicated psychological one.So it is very important of students to have a good state while listening.But linguists tell us that it is easy for one to produce frightens when he is at his nervousness.If students meet some words or sentences they do not understand by chance, they will have the fidgets, even some students are afraid of listening at the very beginning.It has designed a variety of obstacles about the important information, and lowered the degree of listening comprehension.On the other hand, the loudness and the articulating of the sounds, the noise made by inside or outside factors, etc, 6

may become barriers affecting the students‟ listening well.(ZhangQi,1996.10：1)put forward that “Psychological linguistics regards listening is involved with the perception of a language: Perception is to turn the voice into meanings, and it is an analysis of the language signal perception.The process of the language perception is an activity of the short-time memorization.”

How do the students overcome psychological factors? Firstly, teachers should attempt to organize their classes in English, what‟s the most important point, students can concentrate on their attention while listening.Secondly, using the first five minutes efficiently before the class, or the revision time, ask students to listen to the radios in English.Never be afraid of it.Psychological quality is quite important to do everything, so does listening comprehension.3.6 Inappropriate listening habits The main purpose of listening is to understand the general idea of the material.During the listening process, students should try their best to catch the main contents which the key point.For instance, some students cannot directly understand materials in English, but with the help Chinese, experienced the process of a heart translation.Besides, students usually do their utmost to get the meaning of each word, each sentences.Once they meet a new word or a difficult sentence, they will stop to think so that they cannot catch up with the speed any more.In fact, it is unnecessary to understand every word, every sentence, only should catch the main idea, that‟ enough.Therefore, it is necessary for teacher to point out the bad habits and then help the student from good habits.4.Strategies for helping students solve listening problem 4.1 To explore efficient method of listening teaching Teaching methods are an important part of improving the level of students‟ English listening.Students need to be instructed by teachers in the class.Then teachers should motivate students‟ activeness and stimulate students‟ enthusiasm for listening English.Meantime students should study pronouncing rules, listening skills and background of relative culture, etc.There are five ways in listening activities for teachers: choosing the appropriate materials, creating a harmonious atmosphere of teaching, paying attention to teaching art, variety of classroom activities, organizing extra-curricular activities, which will discuss in detail as follow: 4.1.1 Choosing the appropriate materials Before having the class, teachers must choose and analysis the materials.(Jeremy Harmer,2000:100)put forward that “Teachers need to listen the tape all the way through.That way, they will be prepared for any problems, noises, accents etc.That way they can judge whether students will be able to cope with the tape and the tasks that go with it.” By doing so, the teacher will know the length of the materials, the difficult points and the focus of the materials, so the teacher can decide in advance how to go with the teaching in class.4.1.2 Creating a harmonious atmosphere of teaching One kind of democratic, harmonious, loose classroom atmosphere let the students be at one kind of best study state.In the classroom a teacher's look or smile can bring certain influence to the student.Teacher is teaching with English.The teacher must use some body language according to the text content for letting students understand.Teachers should let students Participate in actively and initiatively to build up confidence.4.1.3 Paying attention to teaching art Another way is that the teacher can use some simple tools to stimulate students‟ interest for listening.First of all, it is crucial point that students‟ need must be met many tools which teachers use, including colored chalks on the blackboard, multimedia classroom and so on.These tools can create a vivid situation of English learning, and Stimulate and the cultivate students' interest for English learning.Taking advantage of multimedia technologies can make remote and strange environment convert colorful teaching situation so that students can get better comprehending and make students do their best to avoid the disturbances of mother tongue.Then the teacher should let the students speak English with beautiful pictures and melodious music.In a word, letting the student learn English in a state of happy is very

important.4.1.4 Making a variety of classroom activities Teenagers‟ hyperactivity and naughty is a normal psychological phenomenon.In English class, the teacher should grab the students‟ individuality to urge them to learn.In particular, it is very

important that the teacher organize class activities.(Wangqiang,2002：90)put forward that “This type of activity works very well as an information gap activity between pairs of students.” For example, one student draws a simple picture and then tells his or her partner how to draw it in English.Neither partner can look at each other‟s drawing during the task.After they have completed the task, they can compare their pictures to see how similar they are.4.1.5 Organizing extra-curricular activities Listening is not only trained in the class.The teacher should let students get out of classroom to contact outside environment instead of staying inside.So the extra-curricular activities are important mean of teaching, and it is good for increasing knowledge and opening horizons.Extracurricular activities organized purposeful can make students learn lively independently, and can also stimulate students‟ enthusiasm for learning.4.1.6 Setting the scene Another type of activity is to set the scene for the students.For example: picture, video, TV etc.Listening to passages in the classroom can be more difficult than listening in real life due to the lack of context.So the teacher can help provide the background information to activate learners‟ schema or illustrate the picture to help students to understand the main idea, so they will be better prepared to understand what they hear.4.2 To strengthen students’ phonology Teachers should strengthen students‟ basic training of phonology.On the other hand, students should study to distinguish vowels and consonants within words, to identify stress, weak stress and tone.And teachers should let students more contact with listening exercises of phonology and tone to eliminate the obstacles for phonology.All Ears made by Zhejiang Education Press is valuable training material

for listening.4.3 To combine the four skills 4.3.1 Combination of intensive listening and extensive listening Intensive listening and extensive listening are indispensible in the listening training.Intensive listening is to let students listen some materials again and again until students understand completely.For instance, the student takes measures to listen each sentence among the college entrance examination English listening in these years.Then they check and correct errors.Or the student can repeat material contents after listening, and answer relative questions in order to let teachers know the students‟ degree of mastering for materials.The purpose of extensive listening is to catch main idea, to listen different tones, to develop good sensitivity and clear and fluent speed of language and to enlarge knowledge.The teacher must cope with their relation between these.To sum up, extensive listening is the basis of intensive listening, and intensive listening is the deepening of extensive listening.What's more, using extensive listening drives intensive listening.4.3.2 Combination of listening and speaking.Listening and speaking are indispensible.The student must listen to understand in order to say.Only do students understand, they can say after that.Therefore, The teacher should organize actively students to use every chance to say English, and to use English to show themselves.However, the student should make full use of English Corner to exercise their oral English.Different tones in oral English can express different emotion, attitudes and meanings.Only do students more exercise, they can grasp that different tones show different feelings in the context.Furthermore, more exercises on oral English can make students better distinguish different tones which express different meanings.To conclude, speaking can improve listening, and listening can drive speaking.4.3.3 Combination of listening and reading Reading can develop the language sensitivity and the flow of speech while listening.The combination of listening and reading can make tong, structure and meaning get together, and reduce errors of judging.For teachers, they should let

student develop good habits of reading half hour each day while listening.All in all, whatever the materials of listening and reading are texts or passages, the student start with recording with words, then they can read with recording without words.At last, the student can be read synchronously with sensitivity and reading.4.3.4 Combination of listening and writing.The exercises of listening and writing are very important for improving the level of listening.Listening and writing are the process of brain labor that need needs the high attention of concentration with limited time and stimulates actively students‟ whole language knowledge.In the process of listening and writing, the student only understand directly and memorize, which can make the whole contents write down completely while listening.When a student can better take down contents which he or she listen, he or she will understand the content, hat‟s not a question.4.4 To enhance cultural knowledge of English language In communicative habits, a nation's cultural characteristics in language reflects mainly sentences with words and tone of Voice, therefore, must be considered the cultural factors in the language.Due to students' growth in rural area, so their knowledge of English culture is relatively scarce with information block.In view of this, the teacher must instruct consciously students know politics, geography, history, social system and so on.4.5 To develop the independent awareness of studying about rural students.The success of English teaching in college relies on students‟ independent awareness of studying.And the differences of student's individuality also require students to promote corresponding training in listening, speaking, reading, writing according to their specific conditions.Therefore, the independent training can help students' listening comprehension improve.Nevertheless, how should students do in junior middle school? Specifically speaking, teachers‟ duty is very important.As people, playing is children‟ nature, they are very active, especially junior middle school.They are hard to calm down if teachers do not stop them properly.So teachers should make reasonable plans in order to meet students‟ taste, and help them carry out plans.Gradually the student will form good habit after class.4.6 To improve teaching facilities of English in rural area It is true that listening teaching has taken place changes fundamentally for modern multimedia languages which make computer, VCR, recorder, projector, network and teaching software of listening, etc.put together and make images, audio, video, storage and transmission integrate.With the development of modern educational technologies, multimedia computer as the core of the foreign language teaching has become the developing direction of foreign language teaching reform.Therefore, national education sector and rural secondary school should change with the times, and attach importance to the English teaching of rural junior school.At the same time, they also increase investment in rural country, and improve teaching facilities, and recruit excellent teachers.4.7 Other strategies 4.7.1 Expanding scope of reading.Now listening is related to reading.The more students read, the higher rates of lexical reiteration become.Moreover, the student can avoid the process of a heart translation to digest directly material contents of listening.Generally speaking, if a student has few scope of reading, his or her speed of reading will be low.So their sped of listening is not fast, and their understanding is not deep.For teachers, they must make a point of reading training to improve speed of reading.Even they should guide students to avoid deliberating one by one word.It is proper that students can only catch main idea and grasp important details within limited time.The improvement of reading speed can promote acceleration of thinking tempo.In this circumstance, the student can keep up with speed of listening.4.7.2 Mastering skills Using listening exercises improves skills of listening and changeable abilities which is an effective way for English listening.At the beginning stage of listening training, the student can take notes.For instance, they should put down name, place, time, Age and so on in the materials.The objective of doing this is to regard these information gotten down as references.On the basis of this, students then use their

brain to memorize.Now students must pay attention to the training of micro-skills on listening, and catch the beginning and ending of articles to make their every effort to grasp theme and key sentence.At last, students should browse options on questions, and then predict the content and genre in the listening materials.For some implied problems, the student must make the most of their imagination and experience to understand, guess, promote, and notice the background knowledge and usage of English.If necessary, the student can use PaiChuFa to eliminate impossible answer.5.Conclusion In the final analysis, on one hand, we all know some problems which exist in the English listening are phonetics, stress , weak stress, etc.On the other hand, we also put forward some solutions to deal with these problems.Just as teachers change their practice activity they gain new insights about the learning potentials of their students.(Zhang Jianzhong,1999:290-297), “These success have encouraged teachers to preserve in their effort to design learning experiences that provide multiple entry and exit points for their students.” In fact, teachers did not teach the phonetics and phonology in the junior middle school.Main practice on listening is about the textbook which has a small part for training listening.But the listening teaching is limited, It must add some activities.In the listening activities, according to the certain purpose, it can choose different skills: scientific training on listening, harmonious atmosphere in the class, paying attention to teaching art, making a variety of classroom activities, organizing extra-curricular activities and so on.These types of activities can be designed into games, which are popular for student.Above all, we make a point of teachers‟ role.More importantly, we also cannot ignore students‟ importance.In most cases, students should even take the initiative to exercise listening.For instance, students should master skills, including cultural knowledge of English language, developing abilities of reading and writing, etc.Besides there‟s no exception that the government should make a point of education concerning rural country, for the government must provide substantial financial support and teaching equipment.In short, teachers play a important role of supervision, students play a

dominant role, and the government play a role of adjuvant in the junior middle school in the countryside for the improvement of listening level.If we excellently cope with the relationships between students‟ role, teachers‟ role and the government, we will not worry about improving the level of English listening.If they can perform their duties, the improvement of listening will not prove to be a problem in the junior middle school in the countryside.Bibliography

[1].Jeremy Harmer.How to teach English〔M〕.北京：外语教学与研究出版社，2000.6:100 [2].Ren Xiaoping.Listening Barriers Among Chinese Students and Training Tactics〔J〕.延安教育学院学报，2001：1-2 [3].Zhang Qi.Psychological analysis in listening teaching and radio programs teaching〔J〕.云南教育学院报，1996.10：1 [4].戴炜冻 A New Concise Course on Linguistics for Students of English〔Z〕.上海：上海外语教

[5].李观仪 新编英语教程〔Z〕.上海：上海外语教育出版社2008.8 [6].王蔷 A course in English language teaching〔Z〕上海：高等教育出版社，2002.5：90 [7].章兼中 外语教育学〔Z〕.浙江.浙江教育出版社，1999.15

第四篇：农村初中英语口语教学现状分析与对策探讨

农村初中英语口语教学现状分析与对策探讨

[摘要] 农村初中生英语口语学习还存在着不少问题。这其中既有学生自身的原因, 又有教师和环境的原因。本文提出了消除学生的心理障碍, 激发学生口语学习的动机, 提高教师素质, 改善教学条件, 改进教学方法, 开展课外活动创造学生说英语的环境等解决对策。[关键词] 农村初中英语口语学习

新一轮基础教育课程改革将英语口语教学放在了更加突出的地位。我国的初中英语口语教学在城乡之间存在着巨大的差距。《英语新课程标准》特别强调要培养学生综合运用语言的能力, 英语教师应该加强口语教学。对于很多农村初中生来说, 英语是一个相对薄弱的科目, 英语口语学习也存在诸多问题。本文主要是对农村初中生英语口语学习存在的问题及如何有效地改进农村英语口语教学作了一些探索。

一、农村初中英语口语教学存在的问题(一)学生方面

1.说英语的动机不强

英语口语学习既是一个认知过程, 也是一个情感过程。英语口语学习的成败除了学习环境、自身的语言能力以及教师的教学风格和教学水平之外, 还涉及学生本身的情感因素。而在学生的情感因素中, 学习动机是决定英语口语学习成败的关键。总体来看, 农村初中生英语口语学习动机偏弱。这其中有很多原因, 如: 农村初中生对英语口语学习价值认识不够;没有端正自己的学习态度;口语学习目的不明确;教师不重视口语教学;没有说口语的环境等。

2.对说英语有心理障碍

首先, 很多学生在英语口语课堂上表现出胆怯心理。这样的心理问题常常导致学生在口语表达上的障碍, 一张口就紧张, 一紧张就语无伦次。久而久之,形成条件反射, 进而更加惧怕发言。其次, 相当一部分学生由于英语基础差, 或者发音不标准, 存在着严重的自卑感。最后, 有的学生在口语课堂上不愿采取积极主动的态度。很多学生在课堂上趋向于随大流、缺乏表现欲。这样一来, 课堂上大部分学生基本不开口说英语。(二)教师方面 1.专业教师短缺

很多高等院校英语专业的毕业生不愿到农村去任教, 造成农村初中缺乏高素质、高水平的英语专业教师。在有些学校, 英语专业毕业的教师少之又少甚至没有, 很多英语教师是跨专业的, 甚至存在一个教师同时上英语和其他主科的现象。

2.英语教师口语水平不高

农村初中大部分英语教师口语较差, 又缺乏有效的口语能力培训, 课堂口语用量少, 严重影响了学生口语交际能力的培养。现行的考试制度和评价体系尚不完善, 许多教师为了让学生听得更“ 明白”, 学得更“ 彻底”, 索性用普通话甚至方言教学, 而且整个课堂全是词汇、句型和语法的讲解和练习。学生在英语语言交际上则成了“ 哑巴”。学生掌握的是抽象的语法规则, 记忆的是一大堆没有用过的词汇。最终学生做习题的能力得到了提高, 而听、说、读的能力并没有得到锻炼。3.教学理念落后

许多农村英语教师缺乏学习教学理论的热情, 他们一味凭自己的感性经验教学, 往往一种教学方法一用就是几十年, 不会随着现实情况作出相应的改变。有的教师想对自己的教学做出改变, 但由于任课偏多,工作量大, 没有时间去钻研教学理论, 连开展必要的集体备课、评课等教学研究活动的时间都很难得到保证, 教研氛围可想而知。

4.教师没有充分利用现有教学设备

许多教学方法的落实都必需借助一定的教学设备。如在口语课堂上, 磁带、录音机、光盘、VCD 等是最基本的口语教学设备。这些设备一般的学校都具备,可是有的英语老师不重视利用, 有的觉得放录音麻烦,领到了配套教学磁带和录音机也不放给学生听。在条件稍好的农村中学配有幻灯机或多媒体教室, 但由于大部分英语教师没有机会参加培训, 操作这些设备显得很困难。5.教学方法不当

英语口语教学有其特殊性。注重英语的交际性,需要教师和学生的共同参与。口语课的好坏与教师的教学方法紧密相关。如教师什么时候纠正学生的错误是一个很值得探讨的问题。有的教师认为在口语课上的一个重要特点是“ 挑错”、“ 纠正”, 并认为这是严格要求学生的表现, 其实口语教师最主要的任务是帮助、鼓励学生开展口语活动, 用各种方法达到学生口语练习的最大实践量。对于学生的错误要区别对待,不能“ 有错必纠”。在口语课上有的教师没有耐心聆听，基础差的学生说英语, 随意打断学生说英语, 这极易挫伤学生说英语的积极性, 会让更多的学生不敢开口说英语。(三)环境方面

农村初中英语教学条件差。目前, 部分学校有录音机、VCD 机、电视机等电化教学设备, 只有极少数学校建有语音室和电教平台, 与教材相关的配套材料缺乏。英语教师上课基本上是一本书、一支粉笔, 最多加一台录音机。教学条件简陋, 加上农村学生接触课外英语的机会甚少, 在这种环境下要说一口流利的英语是不大现实的。

二、农村初中生英语口语学习困难的解决对策(一)消除学生的心理障碍

师生间的情感关系是师生关系一个极为重要的方面, 它对教学过程、教学效果以及师生关系的全面发展都产生重要作用, 是教学过程中的重要变量之一。良好的师生关系可以消除学生的心理障碍。学生对他们喜爱的老师, 总会伴随着某种信赖感, 这种信赖感可以给予教师的教学以潜在的魅力, 即“ 亲其师, 信其道”, 它可以排除各种障碍, 产生积极的反应, 从而实现以情促知、以知增情、情知交融。在这样的课堂教学中, 学生想开口、敢开口, 能够营造一个良好的英语口语表达氛围。

(二)激发学生口语学习的动机

动机是激励人们去行动的内部动因和力量, 它包括个人的意图、愿望、心理冲动或企图达到的目的等。对学生来说, 学习动机在学习中发挥着重大作用。英语口语学习的好差与学生的学习动机有极大的关系。学生如果缺乏对说英语的兴趣、求知欲、好奇心等动机因素, 就难以形成经常说英语的习惯。因此教师要引导学生树立正确的目标, 采用灵活的教学方法, 通过新颖的内容, 消除差生焦虑情绪, 提高他们的成就动机水平, 培养他们说英语的兴趣, 使他们感觉到说英语是一种享受, 最终产生强烈地说英语的动机。(三)壮实教师队伍, 培养高素质口语教师

英语教师在农村相对短缺, 加上有些优秀英语教师因为工资待遇低, 生活和工作条件差, 流失到沿海发达地区。要想搞好农村英语口语教学, 壮大农村英语教师队伍是首要解决的问题, 这需要当地教育主管部门及学校管理部门出台相应的政策, 引进大量的英语教师, 并用合理的激励措施吸引和留住优秀的教师。除了要吸引教师、留住教师, 还要逐步去培养优秀的教师。培养高素质的英语教师, 应从两方面着手。一方面教师要注重自我提高。教师要有自我提高意识,在教学实践的基础上要不断的总结教学的得失, 理出一套既有特色又切合实际的口语教学方式。另一方面学校要组织教师参加培训。把对如何使用英语组织教学和如何恰当、有效、简洁明了地使用课堂英语进行上课作为培训重点。(四)添置教学设备, 改善教学条件

由于受经济条件的限制, 农村初中英语教学条件整体上还很落后。多数学校只给英语教师配备了一部录音机, 许多农村初中没有一个语音室, 与教材配套的教学资料、图片等也没有。要提高农村中学英语口语教学质量, 首先, 农村初中英语教学迫切需要国家及各级政府的投入, 加强英语教学的配套设施建设,努力改善英语教学条件。其次, 农村初中教师要合理利用现有的教学设备, 尽量让学生多听纯正的英语。(五)改进教学方法

1.努力创设说英语的氛围, 增加学生的听说量。

英语教师应该尽可能为学生创造英语学习环境。如在课堂教学中, 应尽可能使用英语教学, 最初运用比较简单的英语口语, 随着词汇量的增加, 口语的容量可以逐渐的增大。

2.面向全体学生, 尊重学生。教师要尽量让每一位学生都敢于“ 张开嘴巴”。英语教师应针对不同层次的学生安排难度不同的任务, 让每一位学生都能开口说;同时老师应密切关注学生的情感体验, 在适当的时候给予学生帮助, 在学生缺乏信心时给学生一个微笑, 向学生投去鼓励的目光。

(六)开展课外活动创造学生说英语的环境

课外活动是课堂教学的有益补充, 为了巩固和增强学生学习的效果, 教师应设计和组织内容丰富、形式多样的课外活动。如口语大赛、看英语电影等, 给他们更多的运用英语进行实践的机会, 为学生说英语提供一个更广阔的天地。

参考文献: [1] 罗运春.论情感因素在农村初级中学英语教学中的作用[J].农村教育研究, 2006 ,(3).[2] 任伟卿.农村英语学习与农村教育[ J].中国农村小康 科技, 2006 ,(7).[ 3] 闻群英.初中英语口语教学的开口秀攻略[ J].教学 月刊, 2006 ,(6).[4] 胡建成.农村英语教学面临的困难及思考[J].池州师专

第五篇：谈初中文言文教学现状与策略

教学论文

初中文言文教学的几点策略

科目：语文 单位： 姓名：

初中文言文教学的几点策略

摘 要：初中阶段，培养学生阅读浅易文言文的能力的重要意义，勿庸置疑。然而文言文教学却不尽如人意,.作为阅读教学改革的“瓶颈”，仍有“新鞋走老路”之嫌。新语文课程标准明确指出：语文课程“应致力于学生语文素养的形成与发展”。为改变初中文言文教学中存在的现状，提高文言文教学的实际效果，本文力图以主体参与思想，从理论和实践的角度，论述学生主体参与文言文教学的重要意义，提出文言文教学中需把握的四个策略,指点如何与文本对话的门径，帮助克服在对话中遇到的困难，以激发学生与文本对话的兴趣，从而使学生真正感受到古代优秀文化的美，并继承中华民族的传统道德，提高学生的人文素养。

关键词: 文言文教学 实施策略

据《南京晨报》报道，现在很多中学生读不懂古文、不愿看传统经典文学作品，缺乏读写技能、不懂中外传统文化和基本文史知识、缺乏人文素质的“传统文盲”并不少见。随着新一轮课改的全面推进，现代文阅读教学正逐步改变“少、慢、差、费”的低效局面，呈现出勃勃的生机。但是，文言文教学作为阅读教学改革的“瓶颈”，仍有“穿新鞋走老路”之嫌。许多教师虽然更新了教育理念，在不知不觉中却仍使学生没有朗读、自行领悟和思考的时间，使本应充满诗意与活力的文言文教学变成了一潭死水。文言文教学成了目前语文教师最不愿深究、也难以探究的领域，公开课、评优课，很少有教师愿意选择文

二、在教学方法上，实施“授渔”策略。

文言文与现代文不同，对于现代文，学生易于通过文字直寻主题。文言文则不然，不了解古代文化和特殊的词法、句法现象，就无法真正理解文意，更无法与作者的意趣共鸣。因此，文言文教学，教师“讲”些什么，怎么“讲”，很值得一提。

首先，教师的“讲”不能贪多求全。教师要“讲”的重点是常用词法（包括古今异义、一词多义和词类活用等）、特殊句式（包括判断句、省略句、倒装句、被动句等）和古代文化常识三个方面，而不是从头到尾，一讲到底。就某篇文章而言，教师要“讲”的三个方面，也应有所侧重、有所选择，做到因文施教。这样也许会有人担心教师没讲到的学生会不会理解。事实上，一些浅显的文言文，如果注释充分，再加上教师有重点的讲解和点拨，学生大致疏通文意的要求还是能够达到的。即使开始学生有些地方读不懂，但日积月累，学生读懂的地方就会越来越多。

其次，教师的“讲”要讲究方法。“授”学生学习文言文的“渔”。直述规律时，如古汉语中的词类活用现象和宾语前置句、状语后置句、判断句等句式特点必须教会教透；可比较差异，包括古今词义的不同，语法的差异、词性的变化以及古代文化的差异，让学生懂得“用现代汉语该怎么说”就行了；可归纳整理，帮助学生做好文言文知识的归纳整理工作，促使学生掌握的文言文知识条理化和系统化，并由此产生领悟和联想，提高自学能力。

第三，学会摘录。“不动笔墨不看书”，课标要求学生“用摘录或制作卡片等方法积累阅读材料”。学习文言文，摘录尤其重要，可以指导学生准备常用文言实词、虚词、通假字、古今词义差异、词类活用等卡片，摘抄一些成语、警句、诗词曲中的名句。在粗知大意基础上反复朗读，并逐步加深理解，这是学习文言文的基本方法，也是提高学生文言文阅读能力的重要途径。

三、在教学手段上，实施“诵读”策略。

“书读百遍，其义自见”，意思是说反复朗读能领会文章的旨意。大声朗读，口熟而成诵是文言文教学的特殊要求。因为文言文比现代文更讲究韵律，古人常采用“吟唱”的方式来诵读诗文，今天虽然我们并不提倡“吟唱”，但“书读百遍”仍是学习文言文的重要方法，要求学生读准字音，注意停顿，读出语气感情，诵读在学生理解文意、体味情感、感受作品的意境、提高语言感悟能力等方面的确大有裨益。尤其是有些难句、长句一时领会不透，学生在反复朗读中就会逐步弄清其义。对学生的诵读要进行科学的、有针对性的指导，需要避免毫无目的机械重复的读，根据作品的特定要求，给学生以朗读的节奏、语气、语调、语速等方面的指点；每次的读要有不同的明确的要求，是读准字音、读清句读，还是读出语气、读出语势；是在读中粗知大意、掌握思路，还是在读中体味情感、感悟意境；这些要求都要具体给学生以明确的导向。讲后的诵读会对课文产生一种全新的认识，进一步加深对课文的理解，才是真正的“理解的朗读”，才是朗读目的之所在。诵读需与会意密切结合，以求借助诵读，在更深层次上理解文意，如

代汉语的成语中可作大量的迁移。比如“肉食者谋之”的“谋”和“不谋而合”的“谋”；“前人之述备矣”的“备”和“关怀备至”的“备”、“素悍勇而轻齐”中的“素”和“素不相识”的“素”等等。当然，也可以将文言词语和现代汉语中不同义的词进行迁移，进行多义词和古今异义词的训练。

五、在知识积累上，应重视“课外阅读”策略

“教是为了不教”，课堂教学是文言文教学的核心部分，它与整个语文教学的要求是一致的，所以文言文教学的最终目的是要教会学生学习文言文的方法。“立足课内，向外延伸”是培养学生自主学习能力的一种良好的文言文教学形式。故教师应以培养学生的主体意识，调动学生的主体能力为宗旨，设计多变的教学形式来调动学生的学习积极性，使学生不仅能真正主动学懂大纲要求的文言知识，还能迁移所学知识，阅读课外文言文文段。学生要获得阅读课外文言文的能力，光靠课内教材上为数不多的文言文来练习是不够的。所以教师一方面应鼓励学生自己阅读课外文言文，另一方面教师还必需选择一些与课文有关的、难易适度的课外文言文来进行有针对性的练习，从而达到真正意义上的学以致用的目的。

语文课程标准要求七—九年级学生背诵古今优秀诗文80篇（段），附录中推荐了50篇（段）优秀诗文，其余部分有待教材编者和教师补充推荐。因此，仅靠教材中的几十篇文言文是远远达不到目标的。教师要有计划地找一些符合学生阅读心理的、与课文深浅程度相当的、有注释的文言作品作为课外阅读材料让学生阅读，使学生