海拉尔地区初一英语歌曲为主的趣味教学法的研究
|
摘要
随着新一轮英语课程改革在全国的全面推开,教育部颁布的《全日制义务教育英语课程标准(实验稿)》要求我们:基础教育阶段英语课程的任务是:激发和培养学生学习英语的兴趣,使学生树立自信心,养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作精神;使学生掌握一定的英语基础知识和听、说、读、写技能,形成一定的综合语言运用能力;培养学生的观察、记忆、思维、想象能力和创新精神;帮助学生了解世界和中西方文化的差异,拓展视野,培养爱国主义精神,形成健康的人生观,为他们的终身学习和发展打下良好的基础。
根据语言习得研究理论,在外语学习过程中,动机是直接推动外语学习的一种内部动因,是外语学习者在外语学习活动中的一种自觉能动性和积极性的心理状态,是影响第二语言学习的关键因素(Rod Ellis1994)。
因此可以说,学习动机是推动学生学习的内部动力,是培养和激发学生学习的奠基石,只要能把学生的求知欲和好奇心激发出来,即激发了学生学习的兴趣,学生就会自觉认真地去发现并解决问题。对初一的学生来说更是如此。初一的学生大都精力充沛,好玩好动,爱说爱唱,兴趣广泛,记忆力好,可塑性强。他们的活动往往带有游戏的性质,喜欢在活动中模仿别人的行为。因此,如果教师能够根据学生好动、善模仿、爱说、爱唱、爱表演的特点,有效利用各种生动、有趣、形式多样、灵活简便的方法,将所教内容通过实物、直观教具和电化教学手段设计有趣的活动,将会极大地调动学生的兴趣,满足他们求知的欲望,为英语学习打下良好的基础。
另外,根据美国著名心理学家霍华德.加德纳(Haward Gardner)的多元智能理论(multiple intelligences, MI),音乐智能(Musical/Rhythmic)是人类的八大智能之一。所以将音乐与英语教学相结合,并将音乐自如、适当地运用于英语课堂,将会达到英语教学效果的最优化,能够帮助学生自然投入到轻松的英语学习天地中。
笔者在多年的教学实践中发现:初一学生的英语学习基础和习惯将直接影响学生后面的英语学习,甚至影响学生的终身学习,所以为了实现新课标的要求,激发学生的学习动机,培养学生对英语的兴趣,树立学生学习英语的信心,提高学生英语学习的成绩,为今后学生的英语学习乃至终身学习奠定坚实的基础,本文作者在海拉尔地区初一英语教学中进行了以歌曲为主的趣味教学法的研究。在国内目前的英语教学法研究中,以歌曲来辅助英语教学方面的研究并不多见,所以笔者希望自己的研究能在这方面为初中英语教学提供借鉴。
Ministry of Education has published“Full-time Compulsory Education English Curriculum Standard (Experimental Draft) for junior middle School”recently. Its publication signifies the beginning of new English course reformation in China. According to it , the task of English course in basic education phase includes inspiring and cultivating students' interest, building their confidence, having good study habit and effective study strategy, developing independent learning ability and team spirit; acquiring basic knowledge about English and having basic ability of English listening, speaking, writing and reading, having certain ability to use English; cultivating students’observation, memory, thinking, imagination and innovation spirit; helping students understand the world and difference between Chinese and western culture, widenig students’horizon, cultivating patriotic spirit, forming healthy outlook on life and laying a good foundation for their life-long learning and development.
According to the language acquisition theory, during the course of foreign language study, motivation involves the attitudes and affective states that influence the degree of effort that learners make to learn the foreign language. Inner motivation pushes the learner to study foreign language, to discipline themselves in learning and to achieve active psychological state. Iit is the key factor during the course of foreign language learning. (Rod Ellis 1994)
Therefore, motivation is the inner force to push students to study. Students’learning interest can be motivated by it. If students’intellectual hunger and curiosity is stirred up, which is, if students’inspiration is aroused, they will find and solve problems seriously and actively. So it is for the junior one student. Most of students in junior one are full of energy. They are interested in playing and moving, singing and saying. They are children with wide interests and have strong curiosity to new things. They have good memory and flexibility. They usually treat studying as games. They are good at imitating others in activities. Based on students’nature of moving, imitating, saying, singing and showing, teachers could use all kinds of vivid, interesting, various, flexible and easy methods and show teaching subjects with the help of the actual objects, visual aids and interesting activities. All of these could appeal students’interests, satisfy their thirst for knowledge and ground a fine foundation for their English learning.
Moreover, in terms of distinguished American psychologist Haward Gardner’s theory of multiple intelligences, musical/rhythmic intelligence is one of the eight important. Merging music with English teaching, that is, performing music smoothly and appropriately in English classroom, teachers will get the best effect of teaching, because it can guide students to be in the cheerful English learning atmosphere.
In many years teaching practice the writer found, English basis and learning habit of junior one students will influence their subsequent study, even influence their life-long study. For achieving new English Curriculum Standard, stirring up students’motivation, cultivating students’learning interests, building confidence to study English, making progress in English study and grounding a fine foundation for their subsequent English learning, the writer of this thesis made an application of interest-oriented English Language Teaching by Singing English songs in junior one in Hailar. In the present methods of English teaching in China, very few researches have been done about songs-aided English teaching, so I hope my study can give the reference for junior middle school teaching.
根据语言习得研究理论,在外语学习过程中,动机是直接推动外语学习的一种内部动因,是外语学习者在外语学习活动中的一种自觉能动性和积极性的心理状态,是影响第二语言学习的关键因素(Rod Ellis1994)。
因此可以说,学习动机是推动学生学习的内部动力,是培养和激发学生学习的奠基石,只要能把学生的求知欲和好奇心激发出来,即激发了学生学习的兴趣,学生就会自觉认真地去发现并解决问题。对初一的学生来说更是如此。初一的学生大都精力充沛,好玩好动,爱说爱唱,兴趣广泛,记忆力好,可塑性强。他们的活动往往带有游戏的性质,喜欢在活动中模仿别人的行为。因此,如果教师能够根据学生好动、善模仿、爱说、爱唱、爱表演的特点,有效利用各种生动、有趣、形式多样、灵活简便的方法,将所教内容通过实物、直观教具和电化教学手段设计有趣的活动,将会极大地调动学生的兴趣,满足他们求知的欲望,为英语学习打下良好的基础。
另外,根据美国著名心理学家霍华德.加德纳(Haward Gardner)的多元智能理论(multiple intelligences, MI),音乐智能(Musical/Rhythmic)是人类的八大智能之一。所以将音乐与英语教学相结合,并将音乐自如、适当地运用于英语课堂,将会达到英语教学效果的最优化,能够帮助学生自然投入到轻松的英语学习天地中。
笔者在多年的教学实践中发现:初一学生的英语学习基础和习惯将直接影响学生后面的英语学习,甚至影响学生的终身学习,所以为了实现新课标的要求,激发学生的学习动机,培养学生对英语的兴趣,树立学生学习英语的信心,提高学生英语学习的成绩,为今后学生的英语学习乃至终身学习奠定坚实的基础,本文作者在海拉尔地区初一英语教学中进行了以歌曲为主的趣味教学法的研究。在国内目前的英语教学法研究中,以歌曲来辅助英语教学方面的研究并不多见,所以笔者希望自己的研究能在这方面为初中英语教学提供借鉴。
Ministry of Education has published“Full-time Compulsory Education English Curriculum Standard (Experimental Draft) for junior middle School”recently. Its publication signifies the beginning of new English course reformation in China. According to it , the task of English course in basic education phase includes inspiring and cultivating students' interest, building their confidence, having good study habit and effective study strategy, developing independent learning ability and team spirit; acquiring basic knowledge about English and having basic ability of English listening, speaking, writing and reading, having certain ability to use English; cultivating students’observation, memory, thinking, imagination and innovation spirit; helping students understand the world and difference between Chinese and western culture, widenig students’horizon, cultivating patriotic spirit, forming healthy outlook on life and laying a good foundation for their life-long learning and development.
According to the language acquisition theory, during the course of foreign language study, motivation involves the attitudes and affective states that influence the degree of effort that learners make to learn the foreign language. Inner motivation pushes the learner to study foreign language, to discipline themselves in learning and to achieve active psychological state. Iit is the key factor during the course of foreign language learning. (Rod Ellis 1994)
Therefore, motivation is the inner force to push students to study. Students’learning interest can be motivated by it. If students’intellectual hunger and curiosity is stirred up, which is, if students’inspiration is aroused, they will find and solve problems seriously and actively. So it is for the junior one student. Most of students in junior one are full of energy. They are interested in playing and moving, singing and saying. They are children with wide interests and have strong curiosity to new things. They have good memory and flexibility. They usually treat studying as games. They are good at imitating others in activities. Based on students’nature of moving, imitating, saying, singing and showing, teachers could use all kinds of vivid, interesting, various, flexible and easy methods and show teaching subjects with the help of the actual objects, visual aids and interesting activities. All of these could appeal students’interests, satisfy their thirst for knowledge and ground a fine foundation for their English learning.
Moreover, in terms of distinguished American psychologist Haward Gardner’s theory of multiple intelligences, musical/rhythmic intelligence is one of the eight important. Merging music with English teaching, that is, performing music smoothly and appropriately in English classroom, teachers will get the best effect of teaching, because it can guide students to be in the cheerful English learning atmosphere.
In many years teaching practice the writer found, English basis and learning habit of junior one students will influence their subsequent study, even influence their life-long study. For achieving new English Curriculum Standard, stirring up students’motivation, cultivating students’learning interests, building confidence to study English, making progress in English study and grounding a fine foundation for their subsequent English learning, the writer of this thesis made an application of interest-oriented English Language Teaching by Singing English songs in junior one in Hailar. In the present methods of English teaching in China, very few researches have been done about songs-aided English teaching, so I hope my study can give the reference for junior middle school teaching.
引文
[1] Arif Saricoban & Esen Metin.‘Songs, Verse and Games for Teaching Grammar’, The Internet TESLJournal, Vol. VI, No.10, 2000.
[2] Bacha, Joel. Play and Affect in Language Learning. Saricoban, Arif and Esen Metin. "Songs, Verse and Games for Teaching Grammar." iteslj.org/Techniques/Saricoban-Songs.html.
[3] Bickerton, D. (1981). Roots of language. MI: Karoma Publishers British Council. 2006. The child as a learner. RetrievedMay5,2009,from www.teachingenglish.org.uk/think/articles/the-child-a-learner
[4] Brewster, J. and Ellis, G. The primary English teacher’s guide.Essex: Pearson Education Limited, 2004.
[5] Brumfit,C., J. Moon, and R. Tongue. Teaching English to children. London: Longman,1994.
[6] Cakir, A. (1999). Musical activities for young learners of EFL. The Internet TESL Journal, 5. Retrieved on February 20, 2007, from http://www.iteslj.org/Lessons/Cakir- MusicalActivities.html
[7] Clandinin, D.J. Classroom practice: Teacher images in action. London: Falmer, 1986.
[8] Clark, C. M., & Peterson, P. L. Teachers’thought processes. In M. C. Wittrock (Eds.), Handbook of research on teaching (pp. 255-296). New York: Macmillan, 1986.
[9] Clark, C. M., & Yinger, R. J. Teacher thinking. In P. L. Peterson, & H. J. Walberg (Eds.), Research on teaching (pp. 231-263). New York: Macmillan, 1979.
[10] Clift, R. English teacher or English major: Epistemological differences in the teaching of English. English Education, 1987, (19), 229-236.
[11] Creswell, J. W. Qualitative inquiry and research design: Choosing among five traditions. London: Sage Publications, Inc, 1998.
[12] Curriculum Development Council (HK). Learning To Learn: Key Learning Area/ English Language Education, 2000.
[13] Curriculum Development Council (HK). Syllabuses For Primary Schools: English Language Primary 1-6, 1997.
[14] Curtain, H. and Dahlberg, C. A. Languages and children: Making the match: New languages for young learners, Grades K-8. Third Edition. New York: Longman, 2004.
[15] Domoney, L. Justified and ancient: pop music in EFL classroom[J]. ELT Journal, 1993,47/3: 234-41.
[14] Dr. Medina. ESL Through Music Website: Workshops, 2001.
[15] Duffy, G., & Anderson, L. Teachers’theoretical orientations and the real classroom. Reading Psychology, 1986,( 5), 97-104.
[16] Ellis, G. Understanding second language acquisition. Shanghai: Shanghai Foreign Language Education Press,1985.
[17] Ellis, G. How culturally appropriate is the communicative approach? ELT Journal, 1996,( 50), 213-218.
[18] Fang, Z. A review of research on teacher beliefs and practices. Educational Research, 1996,( 38), 47-65.
[19] Fonseca Mora, C. Foreign Language Acquisition and Melody Singing[ J] . LTJournal, 2000,(54/2).
[20] Hinkel, E. Culture in second language teaching and learning. Cambridge: Cambridge University Press,1999.
[21] Hong, Lin. Using Games in Teaching English to Young Learners. iteslj.org/Lessons/Lin UsingGames.html, 2002 .
[22] Murphey, P.T. Music and Song[M]. Oxford: Oxford University Press,1992.
[23] Widdowson, H. Teaching Language as Communication[J]. London: Longman,1978.
[24]蔡晓莉.英文歌曲在教学中的作用[J] .教育艺术,2005,3
[25]常永才.试论音乐手段在英语教学中的运用[J] .民族教育研究, 2006,5
[26]陈江宁.巧借英文歌曲上好英语课[J].希望月报(上半月)2007,9
[27]陈金莲.英文歌曲教学效用的探析[J] .中山大学学报论丛,2005,3
[28]陈小花.寓英语教学于优美的旋律中——漫谈听歌学英语[J] .教育实践与研究, 2004,1
[29]邓昌勇.英语歌曲与大学外语教学[J].贵州民族学院学报(哲学社会科学版) ,2005,4
[30]方芳,歌曲在英语教学中的作用和应用,山东师范大学外国语学院学报(基础英语教育), 2005,3。
[31]冯东方.论英文歌曲在外语教学中的独特功用[J].新职教,1999,9
[32]甘丽华.浅谈英语歌曲在高职高专学生英语听说课中的运用[J] .科教文汇(下半月) ,2006,2
[33]龚文胜.电大英语趣味教学[J].湖南农业大学学报(社会科学版素质教育研究),2007,2
[34]贺岚.浅谈英语歌曲与英语教学[J].长春师范学院学报, 2004,3
[35]侯艳萍.英文歌曲在大学英语教学中的应用[J].宁波工程学院学报,2005,3
[36]胡春洞,王才仁主编,朱亚夫著.《外语教育语言学》[M].广西教育出版社,1996
[37]胡维明.小学英语中的韵律儿歌教学[J].全球教育展望2005,5
[38]黄国君.初中英语趣味教学谈[J].网络科技时代,2007,8
[39]黄国营主编.《英语教育学》[M].江西教育出版社1997,10
[40]黄敏.歌曲在小学英语教学中的作用[J].湖南教育, 2005,24
[41]黄伟.浅谈如何开展小学英语课堂的趣味教学法[J].科学大众,2007,4
[42]姜芳.小学英语趣味教学模式的构建[J].希望日报,2006,18
[43]兰艳萍.论英语歌曲资源在英语口语教学中的作用[J].鞍山师范学院学报,2007,3
[44]李春华.谈如何在英语教学中激发学生学习兴趣[J].延边教育学院学报,2008,2
[45]李德新.英语教学中音乐的选择与应用[J].教育实践与研究,2004,7
[46]李湖江.用英语歌曲辅助英语教学[J].教学与管理,2005, 3
[47]李解人.浅谈英语歌曲在英语教学中的运用[J].山东教育,2006,Z5 .
[48]李琳.英文歌曲在高中教学中的妙用[J].中等职业教育,2006,6
[49]李斯洁.英文歌曲在英语教学中的作用[J].中国轻工教育,2005,3
[50]李秀娟.浅谈趣味教学在职业高中英语教学法中的运用[J].科学咨询(教育科研)2008,S,2,
[51]李竹然.浅谈初中英语趣味教学法[J].职业圈,2007,14
[52]梁昆.英文歌曲与高职英语听力教学探索[J].卫生职业教育, 2006,8
[53]廖英.英语歌曲与大学英语听力教学[J].宜宾学院学报,2006,5
[54]刘计萍.英语歌曲在英语教学中的作用[J].徐州工程学院学报, 2006,4
[55]刘丽.浅谈小学英语歌曲辅助教学手段的应用[J].新乡教育学院报2006,1,2008S1
[56]卢宁.英文歌曲教学语言文化分析[J].湖南科技学院学报,2006,9
[57]卢志君,张鹏飞.大学英语听力与中英文歌曲的辅助教学[J].辽宁工学学院学报(社会科学版),2007,3
[58]马俊波.英文歌曲在多媒体大班英语教学中的应用[J].沙洋师范高等专科学校学报,2005,4。
[59]马兰芳.挖掘潜力激发活力提升功效——英文歌曲在大学英语教学中的运用[J].科技资讯, 2006,29。
[60]马英莲.论英语歌曲及其教育功能[J].天水师范学院学报,2004,3
[61]欧贵州.谈小学英语的趣味教学法,小学教学参考,2007,6
[62]全日制义务教育普通高级中学英语课程标准(实验稿)[M].北京师范大学出版社,2001
[63]单秀兰.兴趣→初中英语教学的金钥匙[J].成才之路,2007,23
[64]邵玲.英语教学中实施教唱英文歌曲的实验研究[J].湖北教育学院学报, 2005,4。
[65]孙博.高校英文歌曲教学探讨[J].内江科技, 2005,2
[66]陶起.英文歌曲欣赏作为大学英语教学辅助手段的可行性分析[J].内江科技,2008,5
[67]王爱莲.用英文歌曲促进英语教学[J].天津市经理学院学报2006,3
[68]王电建.基础英语教学中童谣、歌曲、选择及具体教法[J].疯狂英语(教师版)2007,11
[69]王灵祖.试为农村中学英语教学开妙方——初探英语歌曲在教学中的有效应用[J].贵州教育, 2005,18
[70]王书英.初中英语教学之体会——趣味教学[J].科学大众2006
[71]王晓燕.寓教于乐———英语教学趣味化研究[J].长春大学学报,1999,5
[72]王莹.谈英文歌曲辅助听说教学[J].唐山学院学报,2008,4。
[73]吴幼琦.唱着歌儿学英语[J].教育文汇, 2005,6
[74]夏蕾.小学英语“课堂游戏教学”模式初探[J].江苏教育, 2002,6
[75]邢晓梅.初中英语趣味教学初探[J].科教文汇(上旬刊),2007,11
[76]薛海娌.英语歌曲熏陶与中学生英语学习兴趣[J].基础英语教育,2008,10
[77]叶桦.英语歌曲在大学英语听说教学中的作用[J].浙江科技学院学报,2004,2
[78]袁京.英文歌曲在大学英语听说课中的应用[J].唐山师范学院学报,2004
[79]章兼中,俞红珍.英语教育心理学[M].警官教育出版社出版, 1998,8
[80]张洁,利用英文歌曲促进英语教学[J].职业技术, 2006,20
[81]张小英,让歌声伴随小学生学习英语[J].教育实践与研究(小学版), 2005/Z1
[82]郑爱仙,利用英文歌曲加强听力教学[J].中国科技信息,2006,3
[83]祝剑.浅谈小学英语词汇趣味教学[J].吉林省教育学院学报(学科版)2008,1
[84]朱梅芳.让我们一起拍起手来“唱”——浅谈小学英语歌曲辅助教学[J].希望日报(上半月)2007,6
[85]朱伟芳.英语歌曲与高职英语教学[J].文教资料, 2006,5。
[86]朱艳玲.英语教学中英文歌曲的应用[J].吉林省教育学院学报,(学科版)2008,12
[2] Bacha, Joel. Play and Affect in Language Learning. Saricoban, Arif and Esen Metin. "Songs, Verse and Games for Teaching Grammar." iteslj.org/Techniques/Saricoban-Songs.html.
[3] Bickerton, D. (1981). Roots of language. MI: Karoma Publishers British Council. 2006. The child as a learner. RetrievedMay5,2009,from www.teachingenglish.org.uk/think/articles/the-child-a-learner
[4] Brewster, J. and Ellis, G. The primary English teacher’s guide.Essex: Pearson Education Limited, 2004.
[5] Brumfit,C., J. Moon, and R. Tongue. Teaching English to children. London: Longman,1994.
[6] Cakir, A. (1999). Musical activities for young learners of EFL. The Internet TESL Journal, 5. Retrieved on February 20, 2007, from http://www.iteslj.org/Lessons/Cakir- MusicalActivities.html
[7] Clandinin, D.J. Classroom practice: Teacher images in action. London: Falmer, 1986.
[8] Clark, C. M., & Peterson, P. L. Teachers’thought processes. In M. C. Wittrock (Eds.), Handbook of research on teaching (pp. 255-296). New York: Macmillan, 1986.
[9] Clark, C. M., & Yinger, R. J. Teacher thinking. In P. L. Peterson, & H. J. Walberg (Eds.), Research on teaching (pp. 231-263). New York: Macmillan, 1979.
[10] Clift, R. English teacher or English major: Epistemological differences in the teaching of English. English Education, 1987, (19), 229-236.
[11] Creswell, J. W. Qualitative inquiry and research design: Choosing among five traditions. London: Sage Publications, Inc, 1998.
[12] Curriculum Development Council (HK). Learning To Learn: Key Learning Area/ English Language Education, 2000.
[13] Curriculum Development Council (HK). Syllabuses For Primary Schools: English Language Primary 1-6, 1997.
[14] Curtain, H. and Dahlberg, C. A. Languages and children: Making the match: New languages for young learners, Grades K-8. Third Edition. New York: Longman, 2004.
[15] Domoney, L. Justified and ancient: pop music in EFL classroom[J]. ELT Journal, 1993,47/3: 234-41.
[14] Dr. Medina. ESL Through Music Website: Workshops, 2001.
[15] Duffy, G., & Anderson, L. Teachers’theoretical orientations and the real classroom. Reading Psychology, 1986,( 5), 97-104.
[16] Ellis, G. Understanding second language acquisition. Shanghai: Shanghai Foreign Language Education Press,1985.
[17] Ellis, G. How culturally appropriate is the communicative approach? ELT Journal, 1996,( 50), 213-218.
[18] Fang, Z. A review of research on teacher beliefs and practices. Educational Research, 1996,( 38), 47-65.
[19] Fonseca Mora, C. Foreign Language Acquisition and Melody Singing[ J] . LTJournal, 2000,(54/2).
[20] Hinkel, E. Culture in second language teaching and learning. Cambridge: Cambridge University Press,1999.
[21] Hong, Lin. Using Games in Teaching English to Young Learners. iteslj.org/Lessons/Lin UsingGames.html, 2002 .
[22] Murphey, P.T. Music and Song[M]. Oxford: Oxford University Press,1992.
[23] Widdowson, H. Teaching Language as Communication[J]. London: Longman,1978.
[24]蔡晓莉.英文歌曲在教学中的作用[J] .教育艺术,2005,3
[25]常永才.试论音乐手段在英语教学中的运用[J] .民族教育研究, 2006,5
[26]陈江宁.巧借英文歌曲上好英语课[J].希望月报(上半月)2007,9
[27]陈金莲.英文歌曲教学效用的探析[J] .中山大学学报论丛,2005,3
[28]陈小花.寓英语教学于优美的旋律中——漫谈听歌学英语[J] .教育实践与研究, 2004,1
[29]邓昌勇.英语歌曲与大学外语教学[J].贵州民族学院学报(哲学社会科学版) ,2005,4
[30]方芳,歌曲在英语教学中的作用和应用,山东师范大学外国语学院学报(基础英语教育), 2005,3。
[31]冯东方.论英文歌曲在外语教学中的独特功用[J].新职教,1999,9
[32]甘丽华.浅谈英语歌曲在高职高专学生英语听说课中的运用[J] .科教文汇(下半月) ,2006,2
[33]龚文胜.电大英语趣味教学[J].湖南农业大学学报(社会科学版素质教育研究),2007,2
[34]贺岚.浅谈英语歌曲与英语教学[J].长春师范学院学报, 2004,3
[35]侯艳萍.英文歌曲在大学英语教学中的应用[J].宁波工程学院学报,2005,3
[36]胡春洞,王才仁主编,朱亚夫著.《外语教育语言学》[M].广西教育出版社,1996
[37]胡维明.小学英语中的韵律儿歌教学[J].全球教育展望2005,5
[38]黄国君.初中英语趣味教学谈[J].网络科技时代,2007,8
[39]黄国营主编.《英语教育学》[M].江西教育出版社1997,10
[40]黄敏.歌曲在小学英语教学中的作用[J].湖南教育, 2005,24
[41]黄伟.浅谈如何开展小学英语课堂的趣味教学法[J].科学大众,2007,4
[42]姜芳.小学英语趣味教学模式的构建[J].希望日报,2006,18
[43]兰艳萍.论英语歌曲资源在英语口语教学中的作用[J].鞍山师范学院学报,2007,3
[44]李春华.谈如何在英语教学中激发学生学习兴趣[J].延边教育学院学报,2008,2
[45]李德新.英语教学中音乐的选择与应用[J].教育实践与研究,2004,7
[46]李湖江.用英语歌曲辅助英语教学[J].教学与管理,2005, 3
[47]李解人.浅谈英语歌曲在英语教学中的运用[J].山东教育,2006,Z5 .
[48]李琳.英文歌曲在高中教学中的妙用[J].中等职业教育,2006,6
[49]李斯洁.英文歌曲在英语教学中的作用[J].中国轻工教育,2005,3
[50]李秀娟.浅谈趣味教学在职业高中英语教学法中的运用[J].科学咨询(教育科研)2008,S,2,
[51]李竹然.浅谈初中英语趣味教学法[J].职业圈,2007,14
[52]梁昆.英文歌曲与高职英语听力教学探索[J].卫生职业教育, 2006,8
[53]廖英.英语歌曲与大学英语听力教学[J].宜宾学院学报,2006,5
[54]刘计萍.英语歌曲在英语教学中的作用[J].徐州工程学院学报, 2006,4
[55]刘丽.浅谈小学英语歌曲辅助教学手段的应用[J].新乡教育学院报2006,1,2008S1
[56]卢宁.英文歌曲教学语言文化分析[J].湖南科技学院学报,2006,9
[57]卢志君,张鹏飞.大学英语听力与中英文歌曲的辅助教学[J].辽宁工学学院学报(社会科学版),2007,3
[58]马俊波.英文歌曲在多媒体大班英语教学中的应用[J].沙洋师范高等专科学校学报,2005,4。
[59]马兰芳.挖掘潜力激发活力提升功效——英文歌曲在大学英语教学中的运用[J].科技资讯, 2006,29。
[60]马英莲.论英语歌曲及其教育功能[J].天水师范学院学报,2004,3
[61]欧贵州.谈小学英语的趣味教学法,小学教学参考,2007,6
[62]全日制义务教育普通高级中学英语课程标准(实验稿)[M].北京师范大学出版社,2001
[63]单秀兰.兴趣→初中英语教学的金钥匙[J].成才之路,2007,23
[64]邵玲.英语教学中实施教唱英文歌曲的实验研究[J].湖北教育学院学报, 2005,4。
[65]孙博.高校英文歌曲教学探讨[J].内江科技, 2005,2
[66]陶起.英文歌曲欣赏作为大学英语教学辅助手段的可行性分析[J].内江科技,2008,5
[67]王爱莲.用英文歌曲促进英语教学[J].天津市经理学院学报2006,3
[68]王电建.基础英语教学中童谣、歌曲、选择及具体教法[J].疯狂英语(教师版)2007,11
[69]王灵祖.试为农村中学英语教学开妙方——初探英语歌曲在教学中的有效应用[J].贵州教育, 2005,18
[70]王书英.初中英语教学之体会——趣味教学[J].科学大众2006
[71]王晓燕.寓教于乐———英语教学趣味化研究[J].长春大学学报,1999,5
[72]王莹.谈英文歌曲辅助听说教学[J].唐山学院学报,2008,4。
[73]吴幼琦.唱着歌儿学英语[J].教育文汇, 2005,6
[74]夏蕾.小学英语“课堂游戏教学”模式初探[J].江苏教育, 2002,6
[75]邢晓梅.初中英语趣味教学初探[J].科教文汇(上旬刊),2007,11
[76]薛海娌.英语歌曲熏陶与中学生英语学习兴趣[J].基础英语教育,2008,10
[77]叶桦.英语歌曲在大学英语听说教学中的作用[J].浙江科技学院学报,2004,2
[78]袁京.英文歌曲在大学英语听说课中的应用[J].唐山师范学院学报,2004
[79]章兼中,俞红珍.英语教育心理学[M].警官教育出版社出版, 1998,8
[80]张洁,利用英文歌曲促进英语教学[J].职业技术, 2006,20
[81]张小英,让歌声伴随小学生学习英语[J].教育实践与研究(小学版), 2005/Z1
[82]郑爱仙,利用英文歌曲加强听力教学[J].中国科技信息,2006,3
[83]祝剑.浅谈小学英语词汇趣味教学[J].吉林省教育学院学报(学科版)2008,1
[84]朱梅芳.让我们一起拍起手来“唱”——浅谈小学英语歌曲辅助教学[J].希望日报(上半月)2007,6
[85]朱伟芳.英语歌曲与高职英语教学[J].文教资料, 2006,5。
[86]朱艳玲.英语教学中英文歌曲的应用[J].吉林省教育学院学报,(学科版)2008,12