活动教学法在高中英语教学中的应用
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摘要
近年来,随着社会的快速发展和学生英语学习需求的不断提高,人们对高中英语课堂教学提出了更高的要求。活动教学法对改变传统的英语教学模式,激发学生英语学习兴趣,发挥学生的主体作用,以及提高学生英语知识应用能力方面展示了其独有的魅力。本研究阐述了活动教学法的内涵,活动教学法与英语教学紧密相连的关系。在一年的具体教学的实践研究中,笔者采用访谈教师、学生问卷调查、测试等研究手段,通过对访谈结果的整理、对课堂活动的各种形式和实效进行分析、对课堂活动中出现的问题进行反思、对考试结果的对比讨论以及对各种数据的整合分析发现,活动教学法不仅锻炼了学生的思维,增加了学生体验英语的机会,促进了学生英语交流能力,提高了学生的学习成绩,更重要的是它还可以激发学生学习英语的积极性,使学生在快乐的情绪中学习英语。研究结果显示,活动教学法不仅适用于高中英语课堂,它还有利于优化英语课堂教学效果。
Recent years, with the rapid development of society and the increasing demand of English learning, more and more attention is paid to English teaching in senior high schools. Activity approach plays a charming role in reforming the traditional English teaching pattern,stimulating students to be interested in English learning, displaying students’major position in the learning process, and improving students’comprehensive application ability of English knowledge.
The study elaborates the connotation of activity approach, and the close relation between it and the English teaching in senior high schools. During the one -year research, the writer interviews many colleagues, conducts some questionnaire investigation in view of students and arranges tests in order to achieve the purpose of the study. By collating the interviews, analyzing various forms of classroom activities and their actual effect, reflecting on the problems of the teaching, discussing the test results and collecting the data integration, the research shows that activity approach not only trains the students’thinking, but also increases the chances of their using English, promoting their English communication ability and improving their academic performance. What’s more, it intrigues students’desire in learning English, enabling them to learn English with pleasure。
Based on the findings of the research, we find that activity approach can not only be adopted to English teaching, but also enhance the efficiency of classroom teaching in senior high schools.
Recent years, with the rapid development of society and the increasing demand of English learning, more and more attention is paid to English teaching in senior high schools. Activity approach plays a charming role in reforming the traditional English teaching pattern,stimulating students to be interested in English learning, displaying students’major position in the learning process, and improving students’comprehensive application ability of English knowledge.
The study elaborates the connotation of activity approach, and the close relation between it and the English teaching in senior high schools. During the one -year research, the writer interviews many colleagues, conducts some questionnaire investigation in view of students and arranges tests in order to achieve the purpose of the study. By collating the interviews, analyzing various forms of classroom activities and their actual effect, reflecting on the problems of the teaching, discussing the test results and collecting the data integration, the research shows that activity approach not only trains the students’thinking, but also increases the chances of their using English, promoting their English communication ability and improving their academic performance. What’s more, it intrigues students’desire in learning English, enabling them to learn English with pleasure。
Based on the findings of the research, we find that activity approach can not only be adopted to English teaching, but also enhance the efficiency of classroom teaching in senior high schools.
引文
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[2]Harmer, J.1983. The Practice of English Language Teaching[M]. London: Longman Group Limited.
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[4]Nunan, David, 2000. Designing Tasks for the Communicative Classroom[M]. Beijing: People’s Education Press.
[5]Prabhu, N.S.1987. Second Language Pedagogy[M]: A Perspective. Oxford: Oxford University Press.
[6]Richards, Jack C & Lockhart, C.2000. Reflective Teaching in Second Language Classrooms[M].北京:外语教学与研究出版社。
[7]Widdowson, H. G. 2005. Teaching Language as Communication[M].上海:上海外语教育出版社。
[8]高国勤.关于英语阅读教学的探索[J].职业技术周刊,2005,5:64-65.
[9]郭蕾.把自由辩论引进英语课文教学[J].宿州教育学院学报,2009,6:73-74.
[10]何艺.课文复述教法与实施[J].广西警官高等专科学校学报,2010.
[11]胡加会.新课标下的高中英语教学的反思[D].四川:四川什都中学,2010.
[12]黄顺妹.论活动教学法在英语教学中的应用[D]福州:福建师范大学,2005.
[13]教育部.普通高中英语新课程标准[M].北京:人民教育出版社, 2003.
[14]教育部.全日制义务教育英语课程标准[M].北京:北京师范大学出版社,1999.
[15]雷春红.浅析初中英语教学中的两极分化问题及对策[J].海外英语,2010,8:431-432
[16]李珊.活动教学法在中专英语教学中的应用[D]武汉:华中师范大学,2007.
[17]梁爱萍.外语“双重活动教学法”模式及作用[J].南宁师范高等专科学校学报,1999,1:73-77.
[18]林白桦.活动教学法在高中英语口语教学中的运用[D].福州:福建师范大学,2007.
[19]刘小娟.少儿英语活动教学法探究[D].上海:华东师范大学,2006.
[20]刘新来.英语双重交互活动教学法实验研究[D].桂林:广西师范大学,2001
[21]罗建华.活动教学法与外语课堂教学[J].柳州师专学报,1996,62:66.
[22]彭小明.活动教学法初探[J].当代教育论坛,2006.7:51-54.
[23]阮音.浅谈反思性教学对中专英语教学的积极影响[J].读与写杂志,2010,9:171-172.
[24]沈婷.活动教学法在高中英语听力教学中的应用[D].上海:华东师范大学,2009.
[25]史琴绿.初中英语“活动教学法”的实践研究[D].苏州:苏州大学,2008.
[26]宋顺生.高中英语阅读教学的问题及对策[J].基础英语教育,2010,4:54-58.
[27]王才仁.英语教学交际论[M]桂林:广西教育出版社, 1996
[28]张凤娟.平衡活动教学法和大学英语课堂教学效度.四川外语学院学报[J],2002, 4:149-151.
[29]王佩雄.皮亚杰对活动教学法的界说[J].60-62.
[30]王仁波.论皮亚杰的活动教学法[J].天津市教科院学报,2001,3:30-32.
[31]吴小霞.谈英语课堂教学中的“低效”问题[D].安徽:安徽庐江中学,2010.
[32]吴雪.浅谈高中英语阅读教学[J].科技文汇,2010,8:141-142.
[33]徐惠仁.浅谈引领学生及时总结反思的价值与策略[J].江苏教育研究,2009,71:24-26.
[34]张林华.活动教学法在英语教学中的应用与探索[J].南昌高专学报,2002,9:34-39.
[35]张永芳.高中英语阅读后活动与阅读课教学的有效性研究[D].上海:华东师范大学,2009.
[36]周继青.活动教学法在英语阅读教学中的实践[J ].教学与管理,2004,1: 80-81.
[2]Harmer, J.1983. The Practice of English Language Teaching[M]. London: Longman Group Limited.
[3]Harmer, J. 2004. The Practice of English Language Teaching[M]. London: Longman.
[4]Nunan, David, 2000. Designing Tasks for the Communicative Classroom[M]. Beijing: People’s Education Press.
[5]Prabhu, N.S.1987. Second Language Pedagogy[M]: A Perspective. Oxford: Oxford University Press.
[6]Richards, Jack C & Lockhart, C.2000. Reflective Teaching in Second Language Classrooms[M].北京:外语教学与研究出版社。
[7]Widdowson, H. G. 2005. Teaching Language as Communication[M].上海:上海外语教育出版社。
[8]高国勤.关于英语阅读教学的探索[J].职业技术周刊,2005,5:64-65.
[9]郭蕾.把自由辩论引进英语课文教学[J].宿州教育学院学报,2009,6:73-74.
[10]何艺.课文复述教法与实施[J].广西警官高等专科学校学报,2010.
[11]胡加会.新课标下的高中英语教学的反思[D].四川:四川什都中学,2010.
[12]黄顺妹.论活动教学法在英语教学中的应用[D]福州:福建师范大学,2005.
[13]教育部.普通高中英语新课程标准[M].北京:人民教育出版社, 2003.
[14]教育部.全日制义务教育英语课程标准[M].北京:北京师范大学出版社,1999.
[15]雷春红.浅析初中英语教学中的两极分化问题及对策[J].海外英语,2010,8:431-432
[16]李珊.活动教学法在中专英语教学中的应用[D]武汉:华中师范大学,2007.
[17]梁爱萍.外语“双重活动教学法”模式及作用[J].南宁师范高等专科学校学报,1999,1:73-77.
[18]林白桦.活动教学法在高中英语口语教学中的运用[D].福州:福建师范大学,2007.
[19]刘小娟.少儿英语活动教学法探究[D].上海:华东师范大学,2006.
[20]刘新来.英语双重交互活动教学法实验研究[D].桂林:广西师范大学,2001
[21]罗建华.活动教学法与外语课堂教学[J].柳州师专学报,1996,62:66.
[22]彭小明.活动教学法初探[J].当代教育论坛,2006.7:51-54.
[23]阮音.浅谈反思性教学对中专英语教学的积极影响[J].读与写杂志,2010,9:171-172.
[24]沈婷.活动教学法在高中英语听力教学中的应用[D].上海:华东师范大学,2009.
[25]史琴绿.初中英语“活动教学法”的实践研究[D].苏州:苏州大学,2008.
[26]宋顺生.高中英语阅读教学的问题及对策[J].基础英语教育,2010,4:54-58.
[27]王才仁.英语教学交际论[M]桂林:广西教育出版社, 1996
[28]张凤娟.平衡活动教学法和大学英语课堂教学效度.四川外语学院学报[J],2002, 4:149-151.
[29]王佩雄.皮亚杰对活动教学法的界说[J].60-62.
[30]王仁波.论皮亚杰的活动教学法[J].天津市教科院学报,2001,3:30-32.
[31]吴小霞.谈英语课堂教学中的“低效”问题[D].安徽:安徽庐江中学,2010.
[32]吴雪.浅谈高中英语阅读教学[J].科技文汇,2010,8:141-142.
[33]徐惠仁.浅谈引领学生及时总结反思的价值与策略[J].江苏教育研究,2009,71:24-26.
[34]张林华.活动教学法在英语教学中的应用与探索[J].南昌高专学报,2002,9:34-39.
[35]张永芳.高中英语阅读后活动与阅读课教学的有效性研究[D].上海:华东师范大学,2009.
[36]周继青.活动教学法在英语阅读教学中的实践[J ].教学与管理,2004,1: 80-81.