第一篇：論背景知識在高中英語閱讀教學中的應用

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

Knowledge in Senior English Reading Teaching

I Introduction

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

2.1 The definition of background knowledge

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

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

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

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

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

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

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

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

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

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

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

[J].Language Learning 1993(2):183-207.[4]Cook, Vivian.Second Language Learning and Language Teaching[M].北京:外語教學與研究出版社, 2000.[5]Harmer, J.The Practice of English Language Teaching [M].Longman, 1999.[6]Harmer, J.How to Teach English[M].北京:外語教學與研究出版社, 2000.[7]Marion Williams & Robert L.Burden, Psychology for Language Teachers[M] Foreign Language Teaching and Research Press, 2005.[8]Stevens, K.C.The Effect of Background Knowledge on the Reading Comprehension of Ninth Graders.Journal of Reading Behavior.1980, 12(2): 151-154.[9]鄧炎昌,劉潤清.語言與文化[M].北京:外語教學與研究出版社，1989.[10]關世杰.跨文化交流學[M].北京:北京大學出版社，1995.[11]科萊爾·充萊姆克.語言與文化[M].上海:上海外語教育出版社,2000.[12]馬卡巴利塔夫.活學活用-香港高中英語閱讀教程2[M].邵曉文(譯)上海:上海科技教育出版社2007.[13]徐正華.英語教學與文化教學[J].天津天津外國語學院報1999.[14]于建福等《教育觀念的轉變與更新》[M].北京:中國和平出版社2004.[15]張云清.背景知識對外語閱讀理解的作用 福建農林大學學報（哲學社會科學版），2004:74-77.[16]朱丈俊.現代英語語言與文化研究[M].北京:北京語言學院出版社1994.Acknowledgements This paper would not been completed without much generous assistance, although the responsibility for its shortcomings rests with me alone.My thanks go to many people who have assisted me in the period of the preparation of this paper.In particular, I owe much gratitude to my supervisor Lecturer Chang Ming for her suggestions, comments and patience she showed during the long process of revision of my paper.Also I would thank all the teachers in the Foreign Languages College of Bei Hua University, who have greatly benefited my intellectual growth through their inspiring lectures.

第二篇：論社會主義核心價值觀在高中英語教學中的應用

論社會主義核心價值觀在高中英語中的應用

姓名：

摘要：黨的十八大報告指出:要加強建設社會主義核心價值體系建設，建設社會

主義核心價值體系，是一項艱巨復雜的系統工程，需要全社會各個方面群策群力、齊抓共建，學校教育無疑承載著這一重任，高中英語教學更責無旁貸。高中生的 價值觀正處于形成、發展和定格階段，他們的價值取向需要科學的價值體系來引 領。而課堂教學是社會主義核心價值體系教育的主要渠道。將社會主義核心價值 觀應用于高中英語，不僅教授了學生基本的英語知識，而且加深了高中生對于正 確的思想行為的認知。

關鍵詞：高中英語；青少年；社會主義核心價值觀；課堂教學

社會主義核心價值體系是社會主義意識形態的本質體現，其包括馬克思主義指導思想、中國特色社會主義共同理想、以愛國主義為核心的民族精神和以改革創新為核心的時代精神、社會主義榮辱觀。社會主義核心價值觀是興國之魂，是社會主義先進文化的精髓，決定著中國的未來和發展方向。

社會的發展對英語教學提出了更高的要求，除了傳統的教學目的外，英語教學應盡可能滿足社會需求。英語教學中推進德育以及素質教育是構建和諧社會，弘揚民族文化的必然要求。把社會主義核心價值體系融入高中教育全過程，這是全面貫徹黨的教育方針的必然要求，也是培養中國特色社會主義事業合格建設者和可靠接班人的重要任務。為此英語教師應采取有效措施，提高英語教師德育素養，推動英語素質教育，同時要把社會主義核心價值觀充分融入到英語課堂教學。

一、社會主義核心價值觀在高中英語教學中的重要性

英語作為一門基礎學科，涉及跨文化交際，理解不同背景下人們的思維和表達方式，具有很強的思想性。我國基礎教育課堂教學的價值觀逐漸從單一地傳授教科書上呈現的現成知識，轉為培養能在當代社會中實現主動、健康發展的一代新人。語言是人類文明的載體，傳承著人類歷史積淀的精髓。在學習英語的過程中，學生不僅可以學到語言知識，還可以培養了解他人，尊重他人的包容性格，認識自己和認識他人的能力。因此，在英語課堂中融入社會主義核心價值觀教育顯得尤為重要。

1.高中英語的學科特點需要社會主義核心價值觀的滲透

新課標大綱前言就指出，“外國語教學有助于對學生進行思想情感教育，有助于學生發展智力、開闊視野和提高文化素養，有助于學生發展個性和特長。” 這句話突出強調了英語所具有的特點,而作為一門語言，英語還具有知識性、文學性和思想性,在素質教育被高揚的今天,把英語學科的思想性放在突出位置,注重學生的思想道德品質的培養,這與英語的工具性并不是互相孤立的兩個方面,而是一個有機的統一整體。英語教學絕不僅僅是教會學生掌握英語技能的簡單過程,更重要的是,它通過具有思想性和美感性的教學素材潛移默化的影響學生情感、志趣和個人品格的形成,使學生形成正確的世界觀、價值觀,以便于他們能正確的認識世界,最終沉積為學生精深層面最有價值的財富,那就是關于人生和價值的深思。

2.青少年的思想行為需要社會主義核心價值觀的引導

學生是祖國的未來和希望，肩負著民族富強和祖國繁榮的重任。青少年

時期也是人生觀、價值觀形成的重要時期。社會主義核心價值觀教育要從青少年抓起，要根據青少年健康成長的特點和需要，用馬克思主義教育青少年樹立中國特色社會主義共同理想，逐步培養青少年具有愛國主義為核心的民族精神和改革創新為核心的時代精神，牢固樹立社會主義榮辱觀。要把社會主義核心價值體系四個方面的內容融入到對青少年思想道德教育的全過程，堅持不懈地用馬克思主義中國化最新成果武裝青少年，用中國特色社會主義共同理想凝聚力量，用以愛國主義為核心的民族精神和以改革創新為核心的時代精神鼓舞斗志，用社會主義榮辱觀引領社會風尚，打牢共同團結奮斗的思想基礎。

二、將社會主義核心價值觀應用于高中英語教學的方法

傳統的英語教學目的注重教師向學生傳授語言知識和技能，即提高學生的英 語水平。但到了高中階段，隨著學生知識面的擴展，英語的教育內容也應做出相應的變化，增加新的教學目的與要求，發揮英語教育在素質教育中的作用。現行高中教材的課文所涉及的題材比較廣泛，有的與我們的生活密切相關，有的是人類所共同關心的問題。具有時代性、思想性、知識性和真實性。內容包括歷史名人傳記、自然災害、環境保護、生態平衡、能源與交通、行為規范、人際關系、音樂體育、婦女權利等。這些教學內容都滲透了德育因素，我們英語教師應努力挖掘這些德育因素，以知識為載體，適時適度地在教學中滲透思想品質、愛國主義和社會主義等方面的教育。

1.充分利用課堂教學，傳播民族文化。目前英語教材中專門介紹中國文化內容含量較少，沒有足夠的接觸。因此我們可以利用一些同樣的話題，比如在介紹國外傳統節日時，我們可以傳授一些我們本民族相同話題的詞匯。英語教師在教學過程中可進行中西文化的對比。有條件還可安排一些中國古典詩詞英譯版賞析。總之教師要以高度的責任感來激發學生對中國文化的興趣，激發他們的愛國主義情感。要充分調動課堂氣氛，深入把握各課程的知識體系，深刻認識課程的內在規律和育人價值，使教學過程具有啟發性和感染力。

在英語教學中，思想教育往往是隱形的，這就需要教師在課堂上引導學生進行刻苦鉆研，充分發掘教材中蘊含的社會主義核心價值體系教育資源，把英語課堂中社會主義核心價值體系的育人功能充分發揮出來。課堂教學中對學生的教育引導應融會貫通、深入淺出，自然地進行。在傳授知識和培養能力的過程中，始終注意情感、態度、價值觀的引導，始終注意培養學生的學習興趣和良好學習方法與習慣，始終注意調動學生學習的積極性和主動性。特別要了解和尊重世界文化的多樣性，培養國際視野，增進國際理解。在學習外國文化的同時，也要盡力傳承中華民族的優秀傳統文化。

2.以教材為基礎，完美地將社會主義核心價值觀與英語結合

教師要認真地分析本學科對于學生而言獨特的發展價值，深刻領會課文素材 背后的德育內涵，而不僅僅只關注這節課堂教學的知識重點與難點。要做到以英文知識為載體,以傳授英語基本知識為途徑,確立明確的德育目標。在教學中，教師既要充分利用教材，挖掘教材中的育人素材，采用科學的教學方法對學生時時刻刻滲透思想品德教育，培養學生崇高的思想情感、品德修養，又要充分挖掘更深的內涵，加強課內外橫向的聯系，真正寓德于教，教書育人，激發學生的責任感、使命感。

挖掘教材中的德育點，比如環保，志愿者，民族英雄等。如新課標必修1中Unit 5 Nelson Mandela中心話題是當代英雄納爾遜·曼德拉(Nelson Mandela-a modern hero)，材料通過黑人工人Elias的敘述，主要介紹了納爾遜·曼德拉的生平事跡, 稱向我們講述了南非黑人所受到的不公正待遇以及他們爭取種族平等的斗爭情況。通過對這一話題的探討，旨在使學生了解納爾遜·曼德拉的生平事跡，認識偉人所應具備的優秀道德品質，向他們學習，以提高自身的素質。愛護大自然，保護動物。必修2中unit 4 Wildlife Protection 中心話題是野生保護的重要性，野生動物是大自然的產物，自然界是由許多復雜的生態系統構成的。有一種植物消失了，以這種植物為食的昆蟲就會消失。某種昆蟲沒有了，捕食這種昆蟲的鳥類將會餓死；鳥類的死亡又會對其他動物產生影響。所以，大規模野生動物毀滅會引起一系列連鎖反應，產生嚴重后果。瀕危野生動物是指處于有滅絕危險的野生動物。如果不利于其生長和繁殖的因素繼續存在或發生，便會很快滅絕。通過這一話題，讓學生意識到保護野生動物保持生態平衡的重要性，培養環保道德意識。

3.教師應該以身作則，將品德教育與實際行動統一

高中生可塑性、模仿性強,教師是學生最直觀的榜樣,教師的言行舉止對

學生有直接的影響。老師在英語教學中展現給學生的不只是知識，而且是老師的整體形象，老師的言行舉止在一定程度上給學生的言行舉止有著影響，因此老師在教學中要注重每一個德育細節，一次表揚、一次批評、一個微笑、一個眼神。教育家加里寧曾指出：“教師的世界觀,他的言行，他的生活，他對每一現象的態度都這樣或那樣影響著全體學生。教師應該充分發揮自己為人師表的表帥作用，用正確的價值觀去引導學生；用愉快的情緒去感染學生；用端莊的舉止和謙遜的語氣來形成民主平等、友善、活躍的課堂氣氛。

英語教學中進行德育教育是一種情感教育，教師是學生最直觀的榜樣，是學生的教育者，生活的導師和道德的引路者。因此英語教師必須言傳身教，以身作則，使學生真正體會到“親其師，信其道”。與學生進行情感交流，以老師的人格魅力去感染學生使學生產生積極正面的生活和學習態度，誠實守信，尊師重教。用文明的課堂用語，比如“please”，“thanks”等來建立師生之間互相尊重、理解、融洽的感情交流渠道，進而拉近了與學生之間的距離。教師不應該把重點放在培養學生的應考能力，能夠考出好成績就是完成了教學任務，而應該充分地調動學生的想象思考能力，發現他們的特長。高中英語教師不但要深入鉆研教材，挖掘蘊涵在課文中的思想教育內容，而且還要科學引導學生深入領會其深層內涵，避免德育滲透空洞化、說教式、單一化，而顯得枯燥，沒有效率。所以，在德育工作中不妨應用形式多樣的方法提高教學效率。在中學英語課堂教學過程中滲透社會主義核心價值觀教育可以引導學生樹立起正確的世界觀和人生觀。教師應當努力挖掘英語教材中極為豐富的德育資源，恰當運用各種傳統的、現代化的教學媒體，在課堂教學過程中，當好一個設計者、組織者、材料提供者、鼓勵者、參與者、評價者。只有這樣才能通過中學英語課程的教學，既實現培養學生綜合語言能力的目標，又培養了學生積極的情感和健全的人格。價值觀是人生觀和世界觀的核心與基礎，在當今價值觀多樣化、文化多元化的社會轉型期間，在高中生中旗幟鮮明地倡導社會主義核心價值觀，能夠更深層次地影響青少年學生的思想認識與行為方式，提高思想品德教育的實效。從而進一步地促進了民族繁榮、祖國富強。

第三篇：論文：論信息技術在英語教學中的應用

論信息技術在英語教學中的應用

王磊 席紅換

（長治醫學院 英語教學部）

摘 要：信息技術在英語教學中的應用，是提高英語教學效果的重要方面。應用中應注意科學地應用信息技術，教學中全面突出學生的主體地位，充分發揮教師的主導作用，盡量避免信息技術替代化。

關鍵詞：信息技術、英語教學、應用

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

目前我國高等教育教學不斷深入開展，通過逐步優化教學大綱、教材，以及成績考核的不斷改進，大學英語教學已步入了良性軌道。特別是現代化多媒體技術的應用，更使英語教學日趨完善，也極大地提高了英語課的教學效果。但是，由于受到條件、環境、教師自身素質以及如何科學地應用信息技術等諸多因素的影響，使目前教師對多媒體技術學習研究方面存在諸多問題。例如：使用方法簡單、手段陳舊、亦或替代傳統教學方法等問題多方面存在，忽視了學生們學習興趣和學習動機的培養，忽視了學生們英語語言運用能力和實際交際能力的訓練。這樣的英語教學談不上素質教育，更談不上持續發展和終身學習。計算機和英語是兩大基礎學科，也是兩大工具學科，二者科學的整合，可以相輔相成，開發英語教學資源，擴寬學生學習渠道，改進學生學習方式，從而達到提高教學效果。由此，筆者就信息技術在英語教學中的應用，談幾點淺見。

一、科學地運用信息技術，教學過程中全面突出學生的主體地位 在教學過程中，學生是學習的主體，只有在學生積極主動參與下，才能實現知識—能力—素質的有機轉化。教學內容是教師對學生施加影響的主要信息，教師是教學內容和學生之間的紐帶。教師要使學生很好地掌握教學內容，不僅要準確地分析教學內容中知識、能力、情感等教學目標，實施恰當的教學手段，進行教學策略整體設計，還要準確地把握學生的認知情況，從學生已有的知識結構入手，結合教學內容的具體目標要求，引導學生由淺入深、不斷地突破難點和疑點，對教學內容融會貫通。教學中要十分注意學生學習的情感需求，挖掘學生學習的主體能動性，使學生始終保持思維的積極性，不斷地利用

【1】舊知識向新知識進行邁進。這里，旺盛的求知欲、主動積極的學習狀態，始終都是特別重要的。為了更好地發揮學生的主體作用，教師就要通過運用精心設計的課件，使學生都能進行獨立的網絡學習。由學生通過網絡訪問教師自制并放在服務器上的課件，帶著主要問題獨立地通過網絡的必要幫助，隨機地進入教師設置的學習環境中尋找答案。通過網絡與學生之間進行協作學習（如作伙伴、角色扮演等），師生之間進行討論與歸納，從而使學生收到圓滿的學習效果。教師“授之以漁”，使學生在學習過程中體現自身的主體作用，懂得自己要學什么，如何去學習，有問題該怎么辦。使學生在學習中養成自主學習的良好習慣，發揮好主體作用，做到會學習。

二、科學地運用信息技術，教學過程中要充分發揮教師的主導作用

考察我們周圍的英語課堂實踐，不難發現，受應試教育和傳統教學法的影響，教師獨攬課堂的教學現象仍舊相當普遍存在。以教師為中心的根深蒂固的教學模式使學生在學習過程中始終處于被動地位，成了知識灌注的對象，活像個錄音機、錄像機，個性、潛力被活活扼殺掉。這種現象嚴重阻礙著學生的個性化發展，它與素質教育是格格不入的。英語教學中運用信息技術，要特別注意摒棄以教師為中心的“獨攬式”，也要防止不管學生的“放任式”，真正做到科學的“主導式”。教師的作用是創設適合于學生先前經驗和教學內容的情景，激發學生的學習興趣和探索欲望，讓學生利用信息資源、同學資源、教

【2】師資源主動構建知識體系。教師從知識的傳遞者轉化為學生學習活動的設計者、組織者和促進者，從以我為中心走向以我為主導。所以與傳統的教學模式相反，現代教學模式改變了課堂上“教師講、學生聽、一本教材、一支粉筆、一張嘴、一人忙”的單一授課模式，強調教學過程是師生交往、共同發展的互動過程。教師將由居高臨下的權威轉向“平等中的首席”。傳統意義上的教師教和學生學，將不斷讓位于師生互教互學，教學相長，彼此形成一個真正的“學習共同體”。教師從以我為中心角色的退出，并不意味著教師不再是教學的組織者而聽任學生的隨意自流，而是要求教師在課堂上進一步當好組織者、啟發者、引導者和評論者的角色。也就是說，教師除了要有主題、有秩序的組織教學，還要啟發學生自主學習的興趣，引導他們積極思考問題，及時正確的總結、歸納、評論他們在學習中取得的成績。正因為教師以及教學模式的轉變，學生的定位也在作相應的變化，由課堂被支配對象轉變成課堂上的主體。英語教學中現代化信息技術應用的關鍵就是充分調動學生學習的積極性。在教師的主導下，學生得以進行大容量的仿真交際，從而更有效地提高其運用英語進行交際的能力。

三、科學地運用信息技術，要盡量避免信息技術使用的替代化 英語有別于其它學科，作為一門語言，它有很強的交際性和使用性，因此在與信息技術進行整合中也存在一些問題。信息技術幫助教學及網絡教學在英語課堂教學中所起的作用是傳統教學媒體不可替代的，但這并不意味著計算機多媒體可替代其它一切教學媒體。實際上其它媒體和教學手段的許多特色功能是多媒體無法完全取代的，如錄音機、教學掛圖、教學模型、簡筆畫、實物等在課堂教學中的功能決不可忽視。還有一些教師認為，現代化信息技術用得越多，課堂氛圍就越好，學生參與率就越高，所授的教學內容就越容易讓學生掌握。比如，有些教師在presentation，reading，listening，practice，pair work，discussion等環節都用上現代化信息技術。從表面上看，學生的興趣似乎很濃，但實際上是在看熱鬧。課堂上學生把注意力放在了讓人眼花繚亂的圖片、動畫、聲音上，教學信息在傳遞給學生過程中受到的干擾比傳統課堂多得多，學生對教學內容的攝入就小得多，這樣在有限的課堂時間內就很難有效地訓練學生的語言能力。因此信息技術也是一把“雙刃劍”，信息技術幫助教學應該把信息技術的功能定位在【3】“輔助”上，切不可貪婪用信息化技術替代粉筆和黑板。好鋼用在刀刃上，教師應從發揮學生的主體作用出發，從培養學生的創新能力出發，從優化教學過程出發，從幫助學生更多更好地掌握英語知識出發，嚴格遵循實用性、恰當性、綜合性、輔助性和啟發性等原則，發揮現代化信息技術輔助教學的優越性，科學地實現現代化信息技術在英語教學中的合理應用。

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【3】劉融，信息網絡環境中高校“兩課”教育創新初探[J]，電子科技大學學報(社會科學版)，2003，(1):98～101。

作者簡介：

王 磊（1976-），女，山西運城人，講師，主要從事英語文學研究。

席紅換（1977-），女，山西運城人，講師，主要從事英語語言學研究。

聯系電話：*** *** 電子郵件：jianzhongshiwl@sohu.com josie_23@163.com

第四篇：多媒體技術在高中英語教學中的應用

多媒體技術在高中英語教學中的應用

河南省內鄉縣灌漲高級中學 劉德進

一、多媒體技術在英語課堂教學中的優勢

多媒體輔助教學能集文字、圖像、影像，聲音以及動畫等多種信息功能，發揮了傳統教學手段無法替代的的重要作用，具有較大的教學優勢。

(一)多媒體技術有利于創設情境，激發學生的學習興趣

“興趣是最好的老師”。俄國教育學家烏申斯基說過:“沒有任何興趣,被迫地進行學習,會扼殺學生掌握知識的志向。”布魯納說：“學習的最好刺激，乃是對學習材料的興趣。” 可見興趣對學習起著催化劑的作用。要讓學生輕松、愉悅、主動、有效的學習,關鍵就是要激發學生學習的興趣，培養起學生的學習興趣。英語被許多中學生認為是一門枯燥乏味，知識遺忘率高的學科。多媒體集圖、文、聲、像為一體，實現了聲情并茂。教師在教學中，利用多媒體技術的這些優點來刺激、感染和吸引學生，調動學生多種感覺參與學習活動，有效吸引學生注意力，可使一些抽象、難學的知識變得直觀、生動、易于理解，調動學生學習英語的積極性和主動性，大大激發了學生學習英語的興趣，取得了好的學習效果。

例如，在學習北師大版Unit5 Rhythm Lesson1 Performance時，我播放了PowerPoint剪輯的一段本課主人公 —— 加拿大著名歌唱家Alanis Morissette在一個演唱會上演唱的歌曲“Jagged Little Pill”，優美的旋律，悠揚的歌聲，火爆的場面，學生猶如身臨其境的感覺。在這種情景下，學生強烈濃厚的學習興趣一下子被調動起來了，急切地想了解這位“名副其實的演唱家、真正的超級明星”是如何演唱的，從而全身心地投入到語篇的閱讀之中。

利用多媒體創設逼真的英語學習語境，不僅活躍了課堂氣氛，而且學生感到輕松愉快，饒有興趣，增添了強烈的求知欲，大大提高了課堂效率。

(二)多媒體技術有利于培養學生的思維能力

課堂教學是學生獲取知識的過程，也是培養學生思維能力重要途徑。傳統教學的做法是教師站在講臺上“我講你聽”，老師教什么，學生就學什么，只是一味的聽，死記硬背，課堂氣氛呆板、沉悶。而應用多媒體技術進行教學，能為學生提供一個良好的外語語言學習環境，拓展學生的想象空間，豐富形象思維，使學生主動記憶、聯想、探討，讓思維機制得以發展。多媒體技術的使用有利于培養和提高學生的綜合思維能力。

例如，我在教完SEFC Book II Lesson34 Saving the earth后，為進一步挖掘教材的內容，制作了一組動畫，提出一些深層次的問題，努力培養學生的創造性思維能力，使他們處于一種積極主動的探索狀態。

動畫1：由于人口的急劇增加和對自然資源的過度開采，昔日茂密的森林變成了今天的沙漠，自然環境急劇惡化。

動畫2：牛、羊的過度繁殖和牧民不適當的放牧使牧草的生長期縮短，牧草供應不夠，許多山羊不得不啃草根，牧場的生態環境受到嚴重破壞。

動畫3：郁郁蔥蔥的山林遭到砍伐，裸露著樹根的山坡遭受著風雨的沖刷，泥土大量流失；在干燥、炎熱的天氣里，田野里肥沃的表層土壤被一陣陣勁風吹走。

播放了三組動畫后，慢慢地推出What can be done to stop land from turning into desert?的大紅滾動字幕。看到這一醒目的討論題后，學生們興趣盎然，積極思考，踴躍參與了Pair Work，很快就置身于英語交際的具體情境之中了。學生通過這種全方面的觀察，多層次的思考，不但找到了知識的聯系，而且在語言實踐中培養了學生的創造性思維能力，明顯提高了課堂效果。

(三)多媒體技術有利于增大課堂容量，優化課堂結構，提高課堂效率

應用多媒體技術進行教學，一改過去一支粉筆、一塊黑板的傳統教學方式，實現了課堂教學的大容量、多信息，加大了教學密度。在使用多媒體課件的課堂上，教師通過課件快速展示與本節有關的信息，如教學目標和任務、重點與難點、課堂講演、練習、討論等等，不僅加大了課堂語言信息的輸入量，而且節省了很多課堂板書和擦黑板的時間，增加了師生、生生之間語言交流的機會。應用多媒體教學，能夠創設各種語言情景，從而調動學生多種感官參與學習活動，有效吸引學生注意力，促進學生積極主動地參與到課堂學習中去，引導他們認真思考、探索和發現問題，優化了課堂教學結構，提高了課堂教學效率。

二、多媒體技術在高中英語教學實踐中的應用(一)運用多媒體介紹語篇背景知識

任何一種語言都是文化的載體，它不能脫離文化而孤立存在(黃亮、邱采真，2009)。長期以來，相當大一部分教師很少甚至不傳授語篇的背景知識，卻重語言知識的講解。而事實上，背景知識是理解特定語篇所必備的外部世界知識，是理解語篇的前提。背景知識對理解的影響大于語言知識；背景知識的缺乏會造成閱讀理解障礙(亓魯霞、王初明, 1998)。學生在閱讀時可以運用已有的背景知識去消化、吸收語篇所傳遞的信息，從而正真讀懂語篇的內涵。了解背景知識在英語閱讀過程中起著如此舉足輕重的作用，故在語篇教學前，教師就要事先給他們提供理解語篇所需要的背景知識，包括與語篇相關的歷史、文化、政治、經濟、宗教、風土人情、地理風貌等知識。為了實現這一目的，我們就可以利用多媒體這一先進的技術。

例如，在學習北師大版Unit16 Stories Lesson1 Stories from History時，一開始，我用多媒體畫面給學生呈現了一段視頻文件，配上英文解說詞，向學生介紹有關Pompeii古城的背景知識，讓學生直觀具體地了解了Pompeii古城的地理位置、古時的繁榮昌盛，維蘇威火山的概貌，火山爆發吞沒古城時的可怕場面以及古城1600多年后被科學家們再發現變成“時間膠囊” 城市的景象。這對于理解文中對火山爆發場景的具體描述有很大的益處。

運用多媒體技術介紹語篇背景知識，可以突破以往閱讀教學內容單一化的學習信息呈現方式，在教學中加入圖文聲像等信息，既擴大了學生的知識面，使學生不會感到呆板與乏味，又提高了教學內容的表現力和趣味性。

(二)運用多媒體設計多層次語篇理解練習

在語篇教學中，為了提高學生的英語閱讀理解能力，教師可以充分發揮多媒體圖文并茂的優勢，設計出不同形式的練習，以投影儀的形式提供給學生，用以檢查學生自主獲取大意信息的效果，訓練短時記憶信息的能力以及多角度訓練思維的變通性等。如在訓練skimming技巧時，我提出一、二個問題，要求學生采用快速閱讀方式對文章整體進行大概的了解。練習的形式可采用：1.就涉及課文的主題或最主要的事實提問，回避具體事實；2.出示幾句反映主題大意的句子，讓學生判斷正誤；3.提供副標題和段落大意，讓學生把它們與課文的相關部分對應起來。在訓練scanning技巧時，我采用Wh-questions或Multiple choices等練習。而在練習鞏固階段，則對全篇的信息點進行綜合、概括，給出填圖表，Cloze Test, Note-making等練習，引導學生能動地進行聯想、想象、推理判斷，學會分析與綜合、抽象與概括。

(三)運用多媒體進行課堂導入

科學證明，在注意力高度集中時，人們對事物的反映最清晰完整，思維活動也最積極有效(Styles, 2006)。“良好的開端是成功的一半”。一節成功的新課導入，能夠把學生的注意力迅速集中到教師所講的內容上，激發學生的好奇心和求知欲望，學生會把整個身心投入到學習中活動之中，為接下來的教學活動做好鋪墊，這樣，對整個課堂效果起到事半功倍的作用。多媒體是我們達成這一目標最好的助手。

例如，在學習北師大版Unit22 Environmental Protection Lesson3 Natural Disasters時，我用多媒體讓學生觀看有關自然災害的視頻片段導入課文。大屏幕上顯示的是世界各地曾經發生的自然災害，如，海嘯、臺風、颶風、火山噴發、洪水、干旱、泥石流、山體滑坡、森林大火、地震、沙塵暴等。這樣，不僅給學生在視覺和聽覺上帶來強烈的震撼，而且也為學生整體性地理解文章，增強語篇意識埋下了伏筆。更重要的是，能夠緊扣本單元“環境保護”的主題，讓學生意識到人類活動對環境的影響，從而樹立環保意識，積極承擔公民責任，保護環境和自然資源。

(四)運用多媒體進行語法教學 語法學習是語言學習的一項重要內容，直接影響學生綜合語言運用能力的形成。學習語法的作用在于提高語言的準確性、規范性和對語言的理解力，能夠準確、地道地表達和交流思想感情。否則，學生寫出來、說出來的句子只能是詞匯的堆積。

傳統的語法課上，教師花費大量的課堂時間向學生講解和傳授語法知識，學生死記硬背語法規則，例如，教師先講解某個語法概念，列出語法規則，然后舉例，再進行大量的練習來鞏固。結果，把英語課上成了“老師唱獨角戲”的語法課，實際上是脫離了語境，空談語法。這樣的語法課比較枯燥、單一，課堂死氣沉沉，學生的注意力容易分散。學生很難學會，也很容易遺忘。因此，語法教學要結合實際，必須在一定的語境當中進行，要和語篇聯系在一起。多媒體是達到這種教學方法與手段的工具。

例如，在講授現在完成進行時這一時態時，我制作了一個Flash課件呈現在大屏幕上，以動畫的形式向學生展示了兩個男士見面時的一段對話，同時附有英文字幕：

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

Mr.B: No.She has been sitting in her room since 8 o’clock this morning.Mr.A: What has she been doing? Mr.B: She has been thinking.Mr.A: What has she been thinking of? Mr.B: She has been thinking what clothes she should wear today.播完之后，我就問學生：What tense form do the two men use most in their dialogue？學生異口同聲的回答：have/has been doing something.緊接著，大屏幕上顯示的是一個時間軸，上面標有now, past和future。一張一位男教師在課堂上上課的圖片在時間抽的上方從左到右移動。它開始于過去(past)的某個時間(如2002年)，持續到現在(now)時，稍微停頓了一下，然后繼續向右移動直到將來(future)。完成之后我就要求學生用動詞teach作謂語描述這位老師教書的過程。學生心領神會，馬上回答：The teacher has been teaching since 2002.在這個教學過程中，我沒有直接呈現或講解語法規則，而是應用多媒體的優勢設計語言情景，引導學生自己通過感知語言現象找出了現在完成進行時的形式、意義和功能。這種做法，不僅激發了學生的學習興趣，發揮他們的自主學習能力，而且提高了學生觀察、分析、對比、歸納、綜合和概括語法規則的能力，加深對語法規則的理解和運用。

(五)運用多媒體進行詞匯教學

詞匯是語言學習的基礎，是外語學習的關鍵，也是英語教學的重要內容。詞匯教學是英語教學的重點和難點。一直以來，詞匯教學形式比較單一，常用的做法是，教師按照教材上的生詞表，先領讀單詞，然后板書例句，講解一些詞的用法，最后讓學生背單詞，再默寫單詞。這種教學模式，學生只是被動地聽和記，靠死記硬背來記憶單詞，缺乏運用詞匯的環境，導致學生記得快，忘得也快，詞匯教學效率低下，效果不理想。而在詞匯教學中適當運用多媒體，不僅能夠創設詞匯教學的情景，激發學生學習英語詞匯的興趣，而且有助于提高英語詞匯教學的效率。

例如，在學習北師大版Unit2 Heroes Lesson1 Modern Heroes時，我從網上下載了一些神舟5號宇宙飛船發射時的圖片，配上英語單詞，呈現在大屏幕上，讓學生直觀地明白一些容不易記憶的單詞的意思，如astronaut, launch, lift off, capsule, rocket, soar, helicopter, parachute, manned spaceship, circle the earth, let out the parachute等。再如，在學習北師大版Unit2 Rhythm時，每讓學生欣賞完一段音樂后讓他們猜出該音樂是什么類型的音樂，學生不僅感興趣，而且很快記住了像classic music, pop music, folk music, jazz, rock ‘n’ roll, orchestra等詞匯。讓學生觀看幾段舞蹈視頻，了解了一些像disco, Chinese folk dance, sword dance, peacock dance, popular dance, ballet, Yangge, breakdance, waltz等舞蹈類型，并且記住了這些單詞。

這樣，應用多媒體技術能給人帶來強烈的視覺和聽覺沖擊的功能，從而強化學生對詞匯的理解和記憶，增強了他們學習英語的自信心和成就感，同時，也提高了課堂效果。

第五篇：翻轉課堂在高中英語教學中的應用

翻轉課堂在高中英語教學中的應用

一、翻轉課堂的概念

翻轉課堂，顧名思義，就是把傳統的課堂翻轉過來。傳統教學方式基本都是教師在課堂上講授新知識，學生課后完成知識內化，即復習和作業。而翻轉課堂恰恰相反，教師會在課前把錄制好的教學視頻上傳到網上供學生觀看，課堂上他們不再喋喋不休地講課，而是在學生需要時提供必要的指導和幫助。學生真正成為學習過程的中心。課外他們可以自主安排學習時間，主動探究問題；課上他們可以通過請教老師或與同學交流協作的方式解決課外學習或完成作業過程中遇到的難題。

二、英語翻轉課堂教學模式 1.課前

（1）教師制作教學課件和教學視頻采用翻轉課堂教學模式后，學生可以在課后自主掌控學習時間，因此教師在制作教學視頻時應多 重視設計聽、說環節，為學生提供更多機會練習英語聽、說能力。另外，為了保證教學效果，在每一個教學環節教師都要制定具體教學目標，設計有針對性的練習或測驗，并督促學生按要求完成任務。（2）學生觀看視頻并進行針對性練習

觀看教學視頻過程中，學生可以自主掌控學習進度，隨時暫停甚至回放。在學習或練習過程中如果有不懂的地方，學生應主動憑借自己能力去探究、解決問題。如果自己無法解決，可以把問題記錄下來，留到課堂上向老師或同學請教。傳統課堂上有些學生因為礙于顏面或膽怯不愿開口說英語，但是采用翻轉課堂教學模式后，由于是在家里觀看教學視頻，因此學生可以放心大膽地練習英語口語，沒有人會嘲笑或批評他們。

（3）教師和學生交流探討解決疑難

教師和學生可以通過交流平臺（如QQ 群）交流學習心得以及學習過程中遇到的難題。傳統課堂上，學生和教師交流機會少，僅限于“教師提問、學生回答”。而在翻轉課堂交流平臺上，由于時間更充 裕，教師與學生會有更多溝通機會。而且由于不必和老師面對面，很多學生在與老師交流時不會過度焦慮緊張，更愿意把自己的想法表達出來。另外，在交流平臺上，教師可以要求學生用英語交談，以幫 助學生提升英語應用能力。2.課堂

（1）教師講解疑難并布置學習任務

通過在交流平臺上與學生交談，教師在課前可以了解學生在學習過程中遇到了哪些難題。課堂上教師可以利用少量時間對一些普遍難題進行講解，這樣不僅針對性強，而且效率高，因為教師所講解的正是學生需要的知識。講解結束后教師會布置作業或學習任務，例如要求學生進行英語單詞聽寫、英語對話練習、就某一話題用英語討論等。（2）學生分組協作完成學習任務

分組協作是英語課堂上經常采用的活動組織形式。翻轉課堂上，分組協作的優勢將得到更好地發揮。只要學生愿意，任何一項學習任務都可以分組完成。例如聽寫單詞時，可以一個同學讀單詞，其他同學默寫，然后再換另一個同學讀。這樣每一個同學在較短時間內可以得到多次練習和檢驗學習成果的機會，學習效率極大提升。分組協作的另一個優點是組員之間可以互相幫助、互相監督、共同進步。成績不好的學生一般不愿尋求老師幫助，更愿向同學請教。而成績好的同學在幫助他人答疑解惑的過程中自身知識也會得到進一步鞏固。（3）教師走下講臺與學生交流并指導

走下講臺與學生交流過程中，教師應盡量與學生建立起類似于朋友的關系。開始時，大部分學生對教師仍會有畏懼甚至戒備心理，但是當了解到教師對他們的尊重和支持后，他們就會敞開心門，真實表達自己的想法和學習過程中的困惑。在與學生交流過程中，教師應細心觀察每一位學生的特點，了解他們的特長和不足，進行針對性指導，盡量發掘每一個學生的潛力和才能。另外，教師應鼓勵學生用英語與自己進行交談，培養其英語聽說能力。（4）師生共同對學習過程進行總結

對學習過程進行總結是非常重要的，因為這不僅是對之前的學習進行評價，也會為今后的學習掃除障礙。為了節省時間，每一個學習小組可以一邊完成學習任務一邊進行組內總結，在下課前10 分鐘把總結結果匯報給教師。教師根據匯報結果以及自己所觀察和了解到的情況進行最后總結。3.課后

（1）學生對知識點進行復習和鞏固經過課堂上的練習以及老師、同學的指導和幫助后，如果有些同學仍對某些知識點有疑問，他們 可以再次觀看教學視頻或通過交流平臺與教師、同交流來解決問題。在參加測試或考試前，學生也可再次觀看視頻進行復習。

（2）教師總結教學過程并完善教學內容課后教師應根據學習目標完成情況，從學生作業和討論中發現問題，對整個教學過程和教學內容 及時進行總結，反思教學過程中的不足，避免今后出現同樣問題。另外教師也應抽時間與學生溝通，了解學生學習需求，并鼓勵學生提出教學意見和建議。

三、英語翻轉課堂教學的實施條件

第一，技術支持。由于這種新的教學模式需要教師提前將所要教授的課業錄制成視頻，然后學生們再按要求將其下載完成，再進行學習和思考。這就對老師提出了很大的挑戰，如果是視頻錄制的不好，學生沒有興趣學習，就達不到教學目標。同時，學生也需要有一定的技術支持，學生需要人手一個學習終端設備，但是，對于目前我校學生的情況來說，實現這一點會有點困難。

第二，學生需要有充足的自習時間。由于翻轉課堂的教學模式要求學生們事先將老師錄制的視頻下載并進行學習和思考，所以學生需要很多的空余時間來完成課前的學習思考，所以，我建議應該把晚自習的時間留給學生自由學習。

第三，學習者具備較強的自主學習能力。實施翻轉課堂教學模式，學生需要在課后自己安排時間主動觀看教學視頻，看完視頻后還要主動去提出問題、解決問題、與同學和教師交流。這些對學生的自主學習能力要求都很高。我校學生不太善于自主探索，大部分學生都習慣于被動接受知識，自主學習能力較差。很多學生一旦離開教師監督和指導，就不愿意學習或是不會學習了。這就需要老師指導和監督，學生還必須依賴教師來確定學習內容、獲取學習策略、提供學習反饋，遇到自己不能解決的學習困難時，尤其需要教師的指導和幫助。