第一篇：農村初中英語聽力教學現狀分析

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：外語教學與研究出版社，2000.6:100 [2].Ren Xiaoping.Listening Barriers Among Chinese Students and Training Tactics〔J〕.延安教育學院學報，2001：1-2 [3].Zhang Qi.Psychological analysis in listening teaching and radio programs teaching〔J〕.云南教育學院報，1996.10：1 [4].戴煒凍 A New Concise Course on Linguistics for Students of English〔Z〕.上海：上海外語教

[5].李觀儀 新編英語教程〔Z〕.上海：上海外語教育出版社2008.8 [6].王薔 A course in English language teaching〔Z〕上海：高等教育出版社，2002.5：90 [7].章兼中 外語教育學〔Z〕.浙江.浙江教育出版社，1999.15

第二篇：歷年高考農村初中農村初中英語聽力教學

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..淺議農村初中英語聽力教學

張 朝 春

摘要

隨著新課程的推進和深入,各個學科都在加強對學生學習能力的培養,強調實踐與創新和學生主體和教師主導的教學模式.人民教育出版社和英國朗文 出版集團有限公司合作編寫的義務教育初中英語系列教材，是課程教材改革的產物，教材的 聽力訓練成為中學乃至小學的英語教學內容，在農村初中有限的條件下怎樣訓練學生的聽力便成了值得討論的問題

關鍵詞

農村 初中 聽力 教學

新課程的實施,各地使用不同版本的教材,在初中階段的外語學習只要求達到不同的分級目標,九年級(現初三)要求達到五級,這有效的解決了各地英語教育發展的不平衡的矛盾,有利于因材施教,由于受到農村教學條件的限制,利用好現有設備,盡量體現新教材精神,達到新教材設計目的,培養學生的英語學習興趣是擺在廣大農村初中英語教師面前的重要課題.我認為聽力能力的提高是解決這一問題的一個有效突破口.(一)農村初中英語學情分析

對多數農村學生來講,學習英語不是為了用它交談,寫作,只簡單的應付畢業 考試,有的學了幾年連英文字母多少個都不知道.由于缺乏和新教材配套的多媒體教學儀器和手段,大多教師都憑一個錄音機和一塊小黑板授課,難以突出教材主題,創造教學情景,更無法調動學生學習積極性, 在這種學情下我校初二年級一個快班52名學生，及格以上的只有25 名；而慢班更慘，無人及格，學生厭學傾向十分嚴重。

而對于優秀學生來說,他們畢竟要升學,需要進一步提高聽、說、讀、寫的能力來適應高中的學習。農村優秀學生上高中后的普遍現象就是難以適應高中英語教學，高中老師的全英文授課讓他們如墜霧中，嚴重影響英語學習，甚至一蹶不振，對自己多年的英語學習產生懷疑，失去學習英語的興趣，由此可見農村初中 聽力能力的薄弱。

學生方面： 多數學生來自村小，極少數來自鎮中心小，受農村小學教學條件、師資、管理的影響生源素質低，學生在小學階段基本尚失學習興趣，基本沒有良好學習習慣，基本沒有學習自覺性和能力。

老師方面：

對新課改有點猶豫和兩難，新課程要求更高，而學生水平遠不及新課程的起點要求，如很多小學校根本沒開英語，開了的也行同虛設，學生的低起點教材的高要求對立，教師猶豫。新教材的要求高教學配制：實物、多媒體、課件等，農村學校難以實現，這給教學帶來困難，教師在傳統教法和課改教法間徘徊，難以取舍，進退兩難。

教材方面：

教材起點高，不適應農村學校的實際。以英語學科為例，人教社出版的英語新教材“Go For It”在城市學校使用應是一部很不錯的教材，但對于大多數小學未開英語課的農村學校來說還是難度偏大，起點過高。薄弱的學生語言能力使新教材所倡導的任務型教學模式的實踐受到很大的制約。

教材內容新，但脫離學生的生活實際。“Go For It”是一部從美國原版教材改編過來的教材，語言很有時代感。但對于知識面相對較窄的農村學生來說，很多內容卻因缺乏生活體驗而顯得十分遙遠。

教材份量加重，教學任務無法完成。我們把“JEFC BOOK 1(A)”和“Go For It”七年級上冊做了一個比較，詞匯，包括人名和縮略詞在內由466條增加到877條，份量差不多增加了一倍，但課時沒有增加，師生普遍感到壓力很大。

課改實施：

新的質量觀在教育行政部門和老百姓中還沒有得到認同，以升學率高低評價學校辦學水平的觀念根深蒂固，很多學校對課改都持觀望、應付的態度，課改中的工作也只是應付上級檢查的消極行為。

教師、學校之間競爭激烈，大家都害怕課改影響教學質量，不敢放手探索和實驗，不敢放手使用新的教學方法。

（二）聽力的重要性

中學生學習英語首先就應當從聽入手，英語聽力對學習英語至關重要。“聽力”英文為Ｌｉｓｔｅｎｉｎｇｃｏｍｐｒｅｈｅｎｓｉｏｎ，即聽有聲語言，并對其理解的能力。正如ＲｉｖｅｒｓＴｅｍｐｅｒｔｙ所說：“聽，是人們根據自己所了解的語言知識、語義和語法三方面的潛力，從語流中獲得信息的積極活動。”

根據上述觀點，我們可以將聽力理解為：獲得有聲信息的活動能力，也可以說是一種交際能力。這種能力的強與弱，除了決定人們對語言知識本身的了解外，還決定人們對語言背景文化知識的占有能力。很難想象一個對語言背景文化一無所知的人，能夠具備良好的聽力。中學英語教學大綱中把聽說教學放在教學法的首位，強調聽說英語是英語教學的重要目的之一。

從語言角度來看，語言本身首先是有聲語言。沒有聽，就沒有說，語言的交流也就無從談起。因而，聽力在語言學當中有其特殊的作用。聽，是語言的基礎；聽力，是語言學習的前提。

從心理學的研究來看，在相等時間內，聽到的信息量比讀到的信息量要大得多；而聽到的信息轉化為感性知識比讀到的信息轉化為感性知識的速度要快得多；聽到的信息往往比讀到的信息更生動，印入腦海的烙印更深刻，不易遺忘；同時，還能有效地培養語感。

從中學生學習英語的心理特點看，中學生年少好勝，善于模仿，聽覺靈敏，活潑喜動。如果能注意培養他們的聽力，在情趣盎然的氣氛中加強聽力訓練，必將取得事半功倍的效果。

(三)聽力的構成

聽力主要由兩個部分構成。即迅速正確地辨音解義的能力、理解語言內涵的能力，亦稱“文化悟力”。這兩種能力表現在中學英語課堂上，即為識記教師發出的語音形式，準確地辨析詞義，然后從詞義、句義到文章中心大意，迅速辨析、思索、組合、歸納，并從中悟出講話內容的中心所在。這種能力除指對語言知識本身的理解能力外，還應包含對有關文化知識的理解和占有能力，包括經濟、文化、天文、地理、歷史以及簡單的科普知識等等。對這些知識的占有與理解無疑會提高對所聽到信息的理解程度，從而使悟出的語義更深刻，更準確。

（四）目前學生在聽力學習上主要存在的問題

1.語音的辨別能力低。要想聽懂一般語言材料，盡多地聽懂其中每一個詞是至關重要的。然而部分學 生對英語標準發音掌握不好，或者他們自身的英語發音與標準發音差距甚大。在聽的過程中，往往分辨不出聽 到的是哪個詞或者分不清詞與詞的界線。有時即使聽到了已經學過的詞時，也會誤聽為其它詞而作出錯誤判斷，在理解上步入岐途。

2.語流的連貫能力弱。有時候學生對平時能正確發音的單詞在句中聽到時也不能正確分辨，從而影響 對全局的理解。這是因為學生缺乏一種連貫的語流。詞在句中朗讀時的弱讀、重讀、連讀、語氣的變化、語調 的升降都會導致在連貫語流中語音的發音變化。例如：The teacher told us that we could have been succ essful if we had been careful because the experiment wasn't difficult.一句中，us［ｓ］，that［ ｔ］，have［ｈｖ］,had［ｈｄ］和because［ｂｉ、ｋｚ］都應弱讀。由于這些詞的弱讀，導致了 語流中的一些語音變化。學生若缺乏連貫的語流能力，那么在聽時就會對全句的意思產生誤解。3.詞義的語境判斷差。大多數單詞在字典上有多種釋義，而不同的詞義取決于該詞的不同語境。對一 個詞的確切詞義判斷應根據上下文來決定。例如：She was fast asleep.（她在酣睡。）She ran fast.（她跑 得快。）在不同的語境中，fast一詞的詞義就完全不一樣。而學生往往只根據自己所熟悉、掌握的詞義便“聽 詞生義”誤下結論。

4.猜字的技能技巧低。在聽力中，學生難免會聽到陌生的詞，他們不可能有足夠的時間去推敲，而只 能根據上下文內容去進行聯想猜測。猜字能力強的學生往往容易疏通上下文。例如He can't bear any more p ain.一句中bear是動詞而不是名詞。若學生在名詞用法“熊”的詞義上苦苦思索，而不根據pain一詞的信息去 推測bear的動詞用法有“忍受”的詞義，自然也難以理解該句了。

5.口音的辨析能力差。在聽力中，常會聽到不同國家、地域、年齡、職業的人說英語。英國音與美國 音在發音上的較大不同會使學生無法較好地進行分辨。如美國人把［ａ：］發成［］，把［ｗｅｎ］發成［ ｈｗｅｎ］，在or或er后綜合加進［ｒ］音。因此一些極普通的常用詞在學生聽起來就成了陌生的不熟悉的詞，結果影響了對全篇聽力材料的理解。

6.主要內容抓不住。在聽的過程中，要每個詞都聽懂，對大部分學生來說是不大可能的。只要聽懂中 心內容，就能理解領會全文。但部分學生不善于在聽時抓主要內容。他們只根據材料中的只言片語就斷章取義 地進行理解，不能通過對各個局部的理解快速找到上下文間的聯系，結果對整段內容產生片面的理解，得出錯 誤的結論。

7.重要細節捕不牢。聽力不僅要求學生聽懂材料的主要內容和中心思想，而且要求學生聽懂能說明主 題的重要細節。對于那些影響整篇材料的重要細節更必須弄清楚，因為它們有助于對整篇材料的理解。例如： 人名、地名、時間、年代、數字等。學生在聽的過程中往往忽視對以上重要細節的記憶與分辨，結果對與重大 細節有關的選擇題難以下手。

8.正確習慣沒養成。有些學生缺乏正確的聽的習慣。他們往往先將聽懂的東西先譯成漢語、用漢語進 行思維理解，缺乏用英語直接思維的習慣，不能做到邊聽邊理解邊記憶，不懂得要將聽懂了并且理解了的信息 迅速聯系起來形成連貫的記憶，最后將全文的要點通過一定的聯系有機地統一起來。

9.語法、習語不扎實。部分學生沒有扎實的語法功底與習語積累，所以在聽時或概念模糊或錯誤理解 句子的語法結構而誤解句子的實意。例如：It isunnecessary for you to go there.一句中，若不懂unneces sary是necessary的反義詞，那么對該句的理解往往會走向相反。又如：There is a boy in frontof the car.與There is a boy in the front of the car.兩句中boy的位置在前句中是在車的前面，而在后句中是在車的 前部。若學生構詞法掌握不好，語法知識、習慣用語不扎實，那么在聽時發生判斷失誤也就不奇怪了。10.背景知識太狹窄。聽力材料內容廣泛，涉及天文、地理、人物、歷史、科技、文藝、教育、醫學、體育等諸多領域。由于學生知識面太狹窄，缺乏對英語國家的風土人情、歷史背景、文化差異的了解，所以 往往聽完一篇材料后對其內容一知半解，甚至不知所云，結果影響了理解。

分析了英語聽力中存在的上述問題后，我們就可以對癥下藥，找出消除障礙、提高聽力的能力的方法。聽 力問題是一個由多種因素決定的深層次的綜合理解的能力問題，只靠簡單機械地放錄音、聽錄音是難于提高聽 力水平的。因此訓練聽力應做到聽與說、讀、寫相結合，齊頭并進。

（五）聽力提高現實教學法

1.強化語音。要強化語音的基本訓練，掌握辨別單詞中的長短元音、輔音、輔音連綴，辨認語流中的 重讀、弱讀、連讀和語調。要讓學生多接觸辨別語音、語調的聽力練習，消除語音上的障礙。

2.辨別口音。針對中學英語聽力磁帶主要是英式英語的發音，而聽力測試往往以美式英語發音為多見 這一現狀，必須訓練學生盡快了解、熟悉英式發音的英語與美式發音的英語的差別，并能較好地適應聽這兩種 不同口音的英語。常用的訓練手段是多聽英、美的廣播節目。如VDA Special English和ＢＢＣ廣播。這樣做既 可培養學生適應不同口音的英語的能力，又能豐富學生的知識面。3.精泛并聽。精聽與泛聽是聽力訓練中相輔相成的兩種方法。精聽是讓學生反復聽一些聽力材料，直 到完全聽懂為止。例如這些年的高考英語聽力試題。方法可以采取聽寫材料中的每個句子，然后檢查糾正。或 聽后復述材料內容，回答相關問題等，以便了解學生對所聽到的材料的掌握程度。泛聽訓練主要培養抓主題大 意的本領，聽不同的口音與語調，培養良好的語感與明快的語流，豐富知識。教師要處理好兩者之間的關系，泛聽是精聽的基礎，精聽是泛聽的深化，應用泛聽來帶動精聽。

4.聽說結合。聽與說是不可分割的整體。為了說得出，必須聽得懂，只有聽懂了，才能接著說。因此，教師要主動，積極地組織學生利用課內外一切機會說英語，用英語來表達自己。要充分利用“英語角”，接 觸英美藉人士等機會來操練口語。口語中的不同語調可以表達不同的感情、態度和意思，只有多進行口語練習，才能掌握不同語調在上下文中所表達的不同感情，才能使學生在聽時能較好地分辨不同語調所表達的不同內 涵。因此，說能促進聽，聽能帶動說。

5.聽讀結合。對文字材料邊聽邊讀有助于增強語感，辨別語流。聽讀結合能使詞句的音、形、意在記 憶中迅速統一起來，減少判斷誤差。要讓學生養成每天半小時邊聽邊朗讀英語磁帶的習慣。聽讀的材料可以是 課文或與課文難度相仿的段落。開始時可以看著文字材料跟著錄音讀，然后不看文字材料跟著錄音讀，最后憑 語感獨立與錄音同步朗讀。

6.聽寫結合。聽寫練習是提高聽力水平的必不可少的一環。聽寫是一種限時性強、輸入量大、需要高 度集中一個人的注意力與充分調動一個人所有語言知識的強腦力勞動過程。在聽寫過程中，學生只有直接理解，直接記憶，才能把所聽到的內容完整地記錄下來。聽寫起步時可以聽寫一些基本詞語和簡單句型，進而聽寫 課文的縮寫，最后聽寫與課文難度相當的（１００—１５０字的）文字材料。當一個學生能較好地寫下他所聽 到的內容時，那么他對文字內容的理解當然也不會有什么問題了。

7.擴大閱讀。聽力的好壞往往與閱讀有關。書讀得越多，詞匯復現率越高，對常用詞語就會越熟悉，在聽時就可以免去把英語譯成漢語再理解這一心譯過程，直接去領會理解所聽到的材料的內容。一般來說，若 閱讀量小，閱讀速度慢，那么聽的速度也不會快，理解也不會深。要強化對學生的大劑量限時閱讀訓練來促進 其聽力速度的提高。要指導學生在閱讀的過程中避免字字斟酌，句句推敲。只要能在限時之內抓住中心，了解 大意，捕捉住重要細節即可。閱讀速度的提高能促進思維節奏的加快，這樣在聽時能跟上正常讀速的英語。同 時，不同內容的閱讀能豐富學生的知識，培養語感，了解英美文化及篇章結構，弄清它們的思維方式，從而促 進聽力的提高。

8.掌握技巧。利用聽力練習來提高聽的技巧，訓練審題與應變能力，是提高英語聽力測試水平的有效 途徑。在聽力訓練起始階段，可以邊聽邊做一些筆錄，記錄下材料中的人名、地名、時間、年代、數字等信息，以便在答題時可以有所參考。在此基礎上再過渡到用腦去記憶。要注意進行聽力微技能的訓練，抓文章的開 頭與結尾的句子，想方設法捕捉主題和關鍵語句。在聽前先瀏覽練習測試題的供選答案，從中預測聽力材料可 能的內容與體裁。對于一些含蓄的問題，要利用自己的想象與經驗去理解、猜測、推理，并注意英語的背景知 識與習慣用法。在必要時用排除法來剔除不可能成立的答案

小結：

盡管農村初中條件差，以上提高聽力的方法相信一臺收錄機完全能夠辦到，在結合教材方面還可把教材聽力材料打印給學生，方便學生復習聽力，更好把握教材內容。相信過了聽力關，培養了學生的聽感，英語學習的語感也即增強，這無疑提高學生學習英語的成就感，進一步加強學生學習英語的興趣，讓落后的農村初中學生的英語學習打破傳統教學的同時，又體現課改精神，讓學生真正在課改的春風中得到實惠，收獲成功。

第三篇：淺談農村初中英語聽力教學的現狀、原因及解決方法

淺談農村初中英語聽力教學的現狀、原因及解決方法

南康市龍回中學

劉太盛 鐘寶芳

眾所周知，聽力是獲取語言信息的一個重要手段。也是獲得綜合語言運用能力的基礎。對于廣大農村地區的學生們來說．提高聽力無疑是一個巨大挑戰。首先讓我們來了解一下農村中學學生的聽力水平教學現狀。

一、農村初中英語教學聽力現狀

讓我記憶猶新的是在初次給初二學生上第一單元(How often do you exercise?)1b中的聽力內容，主要聽的是頻率副詞。如：always，usually，often，sometimes etc．筆者詳細的解釋了題目的要求及明確規定第一遍昕整體內容．第二遍動筆寫下與1a 圖片中行為相符的頻率副詞．第三遍核對，檢查。當聽力教學進行到第三遍時，學生還遲遲不動筆，我看見的僅僅是一雙雙茫然的眼睛。課下我進行了調查，原來他們最害怕最討厭的就是聽力部份，失分多的也是聽力部份。具我了解，很多初中成績優秀的農村學生很難適應高中全英教學．高中老師的全英教學讓他們如墜霧中，嚴重影響學習。有的學生最后甚至都自暴自棄。對自己多年的努力產生懷疑，失去學習興趣。由此可見農村中學的學生聽力教學是相當薄弱的。

二、農村初中學生英語聽力薄弱的原因

1、教學硬件及軟件缺乏

記得剛剛被分配到這所農村中學來的時候。發到我手中的就是一本教科書，一本教參，還有一個灰蒙蒙的連外殼蓋都丟了的錄音機．筆者試了下，還有很多雜音。更別說多媒體教學儀器和語音室了。這些都是硬件方面的不足。而軟件方面學校為教師提供學習和技能培訓方面的機會極少，長期下來使得教師素質跟不上現代社會發展和英語教學新要求，使得有些英語教師課堂上只注重語法知識傳授，忽視聽說能力的訓練。

2、文化背景知識的障礙

比如在西方國家當別人夸你，如：You are very clever!應該回答Thank you!而中國人則經常認為該如此謙虛的回答I don t think so!這就與英美國家文化相沖突了。語言也是文化的一種表現形式，所以要想提高英語聽力的學生也一

定得了解一些英美國家的語言習慣及文化背景。

3、母語的干擾

許多學生在聽到一段語音信息后，常受母語干擾，不能直接用英語進行思維，因而影響反應速度和記憶效果。

4、學生對學好聽力知識意識的淡薄

農村中學的孩子多半是留守兒童．學習不認真的多．連母語都不愿意學，更別提要把英語學好．尤其是聽力知識。我調查了所帶的兩個班的120名學生當中有小錄音機的人數不超過十人。學校要求統一訂閱的聽力材料起碼有一半學生說訂不訂無所謂。我想這可能和父母長期不在身邊，很少有人督導他們，加之他們接觸英語較遲。英語對他們的生活影響極少而造成的。

三、提高學生聽力的辦法

1、配備完善的教學設備，利用外輔手段激發學生興趣

城里孩子很小就接觸人類文明，相比而言。農村孩子就沒有這樣好的機會。所以我們可以利用一些新鮮的教輔工具去激發他們的好奇心和求知欲。筆者記得之前在城里每次帶學生去多媒體上課時他們才十分的激動和興奮。筆者第一次給初一小孩上聽力課時，他們看見我手上的錄音機時居然都特別興奮，踴躍參與教學活動。后來筆者就想出一個更好的激勵辦法。聽力課表現出色的學生每次五人一組去筆者的房間通過電腦聽一次帶有視頻的有趣小故事，這對于他們中有些從未摸過電腦的學生來說興奮不已，這就激發了他們的興趣。當然我建議政府能夠撥款為鄉村中學添置多媒體教學設備，讓每一個學生都有機會去感受先進的教輔設備給他們學習所帶來的無窮樂趣，讓令他們頭疼的聽力教學成為一種放松和享受，讓“要我學”真正變成“我要學”。

2、加強課外閱讀和課堂活動。豐富文化背景知識

英語學習必須具備一定的英美歷史和語言文學知識．因此要注意多閱讀有關英語國家的風俗習慣，人文地理．歷史文化等背景知識的短文，以擴大自已的知識面，避免因文化差異而造成失分。筆者鼓勵學生訂購一些英語文化背景知識方面的趣聞雜刊，為檢查學生是否認真閱讀此刊物，每天上課前用五分鐘安排一組學生上來用英文對話，把他們所看到的趣聞和文化一起與同學們分享，這樣既培養他們閱讀刊物的好習慣．而且也訓練了他們的口語，學生很期待筆者的課，在課堂上“自娛自樂”，受益匪淺。

3、加強語音教學及運用科學的朗讀技巧，培養聽力習慣，掃除母語障礙

學好語音是學好英語的前提條件。一個學生問筆者單詞apple她能不能用升調來讀，覺得這樣讀好聽些。筆者說必須具體情況具體分析。apple這個單詞重音在第一個音節上，所以我們往往也就習慣讀降調，但是如果是多個表示水果的名詞并列出現．我們就可以把最后一個單詞之前的并列名詞讀成升調。如許多學生在聽到一段語音信息后，常受母語干擾，不能直接1want to eat apples，bananas，oranges and pears．這里的apples，bananas oranges最好讀成升調，表示自己一種愉快的心情，而 pears應讀成降調。良好的語音、語調的形成能為他們掃除母語障礙．促進聽力水平的提高。當然教師平時也要注意朗讀技巧的訓練和培養。注意語句的重音、節奏、連讀、意群、爆破等。教師多向學生提供由英美國家人士所錄制的，適合中學生英語學習的磁帶。讓他們盡可能有更多的機會去了解英語國家讀音習慣，以免考試時不能適應各種不同的語音，語調。總而言之，教師平時應加強對學生的訓練，讓他們多模仿，摒棄母語語音及句法的干擾。

4、諄諄誘導與激勵，增強學生學好英語聽力的意識

一些對英語聽力相當不感興趣的學生告訴筆者聽力很難，在試卷中又只占20分，自己隨便聽聽也可以拿幾分，與其在那上面耗費時間，還不如多做點其它的題目。于是筆者給他們仔細分析初中聽力所占比分逐年增長的事例，而高中英語中聽力更是占了30分，還有增長趨勢，大學聽力的重要性就不言自明了。還有聽力在考試的第一環節進行，如果一開始聽不好，往往受其影響而無法發揮好，導致英語分數偏低，通過這些具體分析讓他們漸漸增強學好聽力的意識。在課堂教學中筆者時常盡量用簡單易懂的全英教學來誘導他們，在平時聽力測驗中筆者通過將組與組之間得分進行對比，男女學生得分進行對比評出表現最優秀的組，獎勵一些小獎品等激勵他們的興趣，頗有成效的。以上是筆者對目前農村初中學生聽力教學存在的問題和現狀的分析以及對提高聽力策略的一點淺見。愿我們都來關注農村初中的英語教學，交流教學心得，讓農村的孩子的英語水平逐漸提高。

第四篇：淺析農村英語聽力教學

淺析農村英語聽力教學

學情分析

教材分析

一、(一)農村初中英語學情分析

學生方面

多數學生來農村，受農村教學條件、師資、管理的影響生源素質低，學生在小學階段基本尚失學習興趣，基本沒有良好學習習慣，基本沒有學習自覺性和能力。對多數農村學生來講,學習英語不是為了用它交談,寫作,只簡單的應付畢業考試,有的學了幾年連英文字母多少個都不知道.由于缺乏和新教材配套的多媒體教學儀器和手段,大多教師都憑一個錄音機和一塊小黑板授課,難以突出教材主題,創造語言環境,更無法調動學生學習積極性, 在這種學情下及格都成了問題，厭學傾向十分嚴重，學生英語學習成績差，英語聽力成績更差。

在英語聽力方面，學生們害怕聽力，辨不清單詞，思維跟不上錄音語速，不會猜詞和預測，英語聽力很受地方語言的影響，經常聽不出近似的單詞，口音的辨別能力幾乎沒有。

對于篇章和主要內容的理解很模糊，不能做出正確的判斷和推理。偶爾也只能聽懂少數幾個單詞。但關鍵信息和詞語也抓不住。一聽英語或是做聽力題就緊張或是惶恐。平時練習聽力的時候就依賴文字，看著腳本才聽得下去，沒有做筆記的習慣，很少有英語聽力策略或者技巧。學生的聽力實踐往往比較缺乏，通常只在英語課堂上進行，學生并不面對說話人，通常也不參與對話，只是聽，即使有一些口語方面的輸出，但

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與真實交流相比，在很大程度上仍然是單項的理解程度，是通過做習題或教師提問來檢查的。

教師方面：

農村中學英語專職教師缺乏，英語教學理論知識薄弱，英語能力和水平有限，英語教學內容和教法單一陳舊。由于大多數農村中學缺乏現代電教設備，在聽力教學中，英語老師只靠一部錄音機，采用“放錄音—聽錄音—對答案”的形式，播放教材所配磁帶。除此以外就沒有其他聽力材料。跟不用說實用語音室，多媒體和利用網絡資源。

教材方面：

不太適應農村學校的教學實際。人教社出版的英語新教材“Go For It”在城市學校使用可能是一部很不錯的教材，但對于大多數小學未開英語課的農村學校來說還是難度太大。語言能力較低的學生遇上高起點、高難度的教材，不利于農村英語學生英語學習目標的的達成，英語能力的形成和提高。

二、農村中學學生聽力普遍差的原因

學生自身素質不高：

1.學生對英語學習和英語聽力的重視不夠：

相對城市中小學生，農村學生在教育資源上相對缺乏，這種缺乏不僅表現在教育硬件上的缺乏，也表現在教育 “軟件”上的缺乏。

很多農村家長自身素質不高，對對子女的教育和學習不夠重視，往往不能很好地配合學校和老師對學生進行教育，更不用說占很大比例的農村留守兒童。很多農村學生認為學英語沒有很大用處。農村兒童相對于城市兒童學習意愿不高，對于相比其他科目需要更多投入的英語來說更是如此。學生們連母語都不愿意學，更別提要把英語學好．尤其是聽力知識。

1.發音不準，語音的辨別能力低。要想聽懂一般語言材料，盡多地聽懂其中每一個詞是至關重要的。然而部分學 生對英語標準發音掌握不好，或者他們自身的英語發音與標準發音差距甚大。平時由于聽的少，訓練的也少，對聽力材料中一些常見的連讀、失爆、同化、弱讀、升降調等語音、語調感到無所適從。在聽的過程中，2010-8-15

往往分辨不出聽 到的是哪個詞或者分不清詞與詞的界線。有時即使聽到了已經學過的詞時，也會誤聽，混淆，作出錯誤判斷，理解困難。

2.語流的連貫能力弱。有時候學生對平時能正確發音的單詞在句中聽到時也不能正確分辨，從而影響 對全局的理解。這是因為學生缺乏一種連貫的語流。詞在句中朗讀時的弱讀、重讀、連讀、語氣的變化、語調 的升降都會導致在連貫語流中語音的發音變化。學生若缺乏連貫的語流能力，那么在聽時就會對全句的意思產生誤解。

3.詞義的語境判斷差。大多數單詞在字典上有多種釋義，而不同的詞義取決于該詞的不同語境。對一 個詞的確切詞義判斷應根據上下文來決定。而學生往往只根據自己所熟悉的詞義判斷。

4.猜字的技能技巧低。在聽力中，學生難免會聽到陌生的詞，他們不可能有足夠的時間去推敲，而只能根據上下文內容去進行聯想猜測。

5.口音的辨析能力差。在聽力中，常會聽到不同國家、地域、年齡、職業的人說英語。英國音與美國 音在發音上的較大不同會使學生無法較好地進行分辨。因此一些極普通的常用詞在學生聽起來就成了陌生的不熟悉的詞，結果影響了對全篇聽力材料的理解。

6.母語和方言負遷移。學生學習英語發音的時候很容易受方言的影響，把方言強調帶入英語發音中去，比如在寧遠方言中：/l/ 和/n/就不分，所以light 和night學生也是區分不出來的。而更多的問題是學生學習英語發音的時候，會出現母語負遷移，用漢語拼音或是漢字去注解幫助學習英語發音，如 “English”(應給利息）。而在聽英語的時候又會逐字逐句的在腦海里把英語翻譯成漢語，這樣就影響了聽力反應速度。

7.主要內容抓不住。只要聽懂中心內容，就能理解領會全文。但部分學生不善于在聽時抓主要內容。不能通過對各個局部的理解快速找到上下文間的聯系。8.重要細節捕不牢。聽力不僅要求學生聽懂材料的主要內容和中心思想，而且要求學生聽懂能說明主 題的重要細節。對于那些影響整篇材料的重要細節更必須弄清楚，因為它們有助于對整篇材料的理解。例如：人物、時間、地點、事件、數字等。學生在聽的過程中往往忽視對以上重要細節的記憶與分辨。9.沒有形成好的習慣。如在聽的時候做筆記。

10.語法、習語不扎實。部分學生沒有扎實的語法功底與習語積累，所以在聽時或概念模糊或錯誤理解句子的語法結構而誤解句子的實意。

11.背景知識太狹窄。聽力材料內容廣泛，涉及天文、地理、人物、歷史、科

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技、文藝、教育、醫學、體育等諸多領域。由于學生知識面太狹窄，缺乏對英語國家的風土人情、歷史背景、文化差異的了解，所以聽力理解的難度就很大。11.心理因素影響

在進行英語聽力的時候，有時候因為個別詞或是幾個詞聽不出來，學生就會很緊張、焦慮，因而影響整個聽力任務的完成。一

1.2來自農村教師的影響

當前我國農村中學英語專職教師極缺，很多教師原來是教其它科目的，但由于缺乏英語教師，他們又不得不被迫“改行”。即使擁有英語專科或本科文憑的教師，大部分也只不過是通過函授獲得的。英語教師除了讀課文及一些常用的課堂教學用語之外，甚至很少用英語上課。據調查，目前全國中小學還聘用了幾十萬代課教師，這其中就包括很大一部分農村中學英語代課教師。可以說，在整體上，我國農村中學英語教師還遠遠沒有達到

教師專業化的要求，從而導致他們在教學中存在很多問題，就影響聽力方面而言，主要體現在：

1.教師除了讀課文及一些常用的課堂教學用語之外，甚至很少用英語上課。因為在英語課堂上，學生聽不懂就會要求老師用中文解釋，這些老師考慮到學生聽不懂，也慢慢地放棄用英語講課。而教師一旦放棄用英語教英語，學生接觸英語語言環境的機會就更少。這就要求我們教師平時上課時也應盡量用地道的英語來授課，以便讓學生在獲得知識的同時，提高聽力水平。

1.語音、語調水平低。一些教師語音不準，發音部位都弄不準，因而讀單詞時含糊不清，弄得學生難以辨別；在讀句子時，由于沒有很好地把握同化、合成、弱化、連讀、重音、爆破等發音方法，更是顯得平乏、呆板、不連貫。結果很容易導致學生語感差，難以聽懂真正純正地道的英語。

2.強調“應試教育”，對英語聽力缺乏重視。教師對聽力課缺乏重視。許多教師在中學英語教學中沒必要把聽力課獨立出來，因此，聽力課的存在還是一個問題。而且上聽力課也覺得不需備課，只要事先把材料聽一下，答案做好就行。

一些教師為了在全鄉或全縣舉行的期中、期末統一考試中取得好成績，他們只注重英語語法的教學，要求學生多做相關練習，加強學生對單詞的“死記硬背”。這種所謂的“啞巴”式英語教育教學模式，很容易造成教師忽視對學生英語綜合2010-8-15

素質的培養；造成教師把聽力視為可有可無的東西，從而使學生的聽力訓練缺乏針對性、長期性、全面性。

3.缺乏對學生進行英語閱讀指導。在當前黨和國家大力倡導為農民“減負”，為學生“減負”的形勢下，學校幾乎沒有為學生訂購一些專門用來擴大閱讀范圍和提高閱讀速度的書籍，教師也沒有有意識地、有針對性地指導學生如何進行閱讀，如何提高英語閱讀速度。這使農村中學生的英語閱讀量和閱讀范圍以及閱讀速度受到了很大的限制。

4.缺乏對學生進行聽力技巧的指導。眾所周知，由于我國以前的教育教學質量以及教學設備都相對較差。因此，大多數的中學農村英語教師在他們自己讀書期間，就很少甚至沒有進行過專門的英語聽力訓練，也就沒有就如何提高英語聽力水平有著很深的切身體驗，除了向學生介紹一些最基本的方法外，也就無法更進一步指導學生提高英語聽力能力。

5.由于很多教師理論知識薄弱，缺乏現代教育學、心理學、教育技術學、語言學、英語教學法等方面的知識，因而也就無法使他們自己為改善英語聽力教學尋找到充分的理論支撐，有時還會采用錯誤的教學策略。面對這種狀況，省市經常會對城市中學的老師進行各種各樣的培訓，以便更好的提高他們的業務能力。而這些培訓由于種種原因大部分的鄉村中學老師得不到培訓和提高。農村教師教學內容和教學方法單一。由于農村中學缺乏英語教學的電教設備，農村教師用的聽力內容多為磁帶，很少有甚至幾乎不用與視聽說相結合的材料，如原版電影，用于教學的VCD或英語歌曲等。教師常采用“放錄音—聽錄音—對答案”三步曲。這種聽力練習的形式，使教師成了播放錄音機的機器，無所作為，而學生的主體作用得不到發揮。在這樣的聽力課堂中，學生根本沒興趣可言，打哈欠，睡成一片，或無所適從的情況常出現。上聽力課時，教師考慮學生聽力較差就讓學生邊聽邊看本文。聽就是聽，但在聽的時候看文字材料，學生一旦形成習慣就得文字的依賴性很大，聽力能力難以提高。這樣一來，實際是以讀代聽。這種邊聽邊讀，其實是聽的能力被削弱了。這樣對培養聽的技能只能起阻礙作用。英國教學法專

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家比落斯曾說道：“如果一個教師想要系統的訓練自己學生的聽力，那么他在朗讀時就不應該允許學生把視覺作為聽覺競爭的認識事物的信息源。”

1.3農村學校的教學設施困乏

很多農村學校英語教學設備還僅僅只有錄音機，更別說多媒體教學儀器和語音室了。有的地方還是幾個老師共用一臺錄音機的。教室里的插座也經常出現問題，又不能及時維修．就連僅有的一臺破舊的錄音機也是很少能及時派上用場，嚴重影響聽力教學。

二、農村初中學生英語聽力薄弱的原因

影響聽力障礙原因分析

一、困難因素 學生方面 教師方面

外部條件：學校英語電教設備落后甚至缺乏

1、學生本身素質不高—鄉村學生生源智力開發不及城市學生

2、語言基礎知識不高—音標，詞匯，語法掌握不好影響聽力

3、母語干擾---第一語言可以幫助學習第二語言但是也有干擾作用

5、心里因素—覺得英語無用或無足輕重，不愿意努力學習，緊張、6、綜合理解障礙

2010-8-15

4、文化差異----背景知識

二、提高聽力理解策略

1、認真教好音標，嚴格把好音標關

2、加強語法訓練，引導及幫助學生擴大詞匯量

3、重視培養學生聽力理解及技巧和良好的習慣①拖讀②預測③做好記號④學會放棄⑤關鍵詞

4、重視日常教學的聽力訓練

5、做好聽后糾正工作

6、重視擴大學生的知識面

7、注意學生良好習慣心里素質培養

三、積極有效的培養聽力的幾點方法

1、重視常規教學，強化語言基礎訓練

2、及時強化訓練，提高聽力能力

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第五篇：農村體育教學現狀分析

農村體育教學現狀分析

【摘要】進入體育教學的圈子，從雄心勃勃到小心翼翼，為了貫徹“安全重于泰山” 的指導思想的，學校為了減少麻煩，老師為了自我保護，排除所有“安全隱患”。采取消極防御的方法避免事故發生。我想： 我們應該找出一條路子，為了孩子，為了未來。

進入體育教學圈子，才知道體育教師的艱難。躍躍欲試想從頻繁的校園傷害事件糾紛中理出一條發展思路。

一、校園安全事故產生原因

許多學校校園狹窄，生源充足，班級人數極度膨脹，這種現象使學校系統出現局部的無序狀態，學校現有的硬件條件卻難以適應這種需求。大班額授課制，幾個年級擠在一個籃球場交叉上課是常事。一些學生在活動，還有一大部分學生在等場地。高密度的人群涌動。這些現象使得出現安全事故頻率較高，這已對體育教學活動的正常開展帶來許多困難。

多動是孩子的特點，狂奔是孩子的天性.由于電影電視武打動作的熏陶，許多學生游玩的動作都具有攻擊性和暴力性，有的孩子本身平衡協調能力就差，很容易因碰撞而摔倒，造成身體損傷等安全事故。在現實生活中，每個學生都是家庭的小皇帝、小太陽，從小就養成了以自我為中心的任性、自私、爭勝好強等不良習性，紀律觀念淡薄現在大部分學生是獨生子女，抗挫折能力比較差，自我保護意識薄弱。這些變化又為學生傷害事故產生更多的隱患。

隨著人們法律意識的逐步提高，越來越多的家長對孩子在學校體育教學和體育活動中發生的傷害事故，首先選擇用法律的武器維護自己的權益，個別家長不分清事故的責任，不斷上告學校，提出無理賠償要求，甚至有的家長告不倒學校就告體育教師，進行人身威脅，率眾到校鬧事，學校的正常教學活動受到嚴重干擾。有的媒體大肆炒作，造成了很多負面影響。學校、體育教師基本處在被動局面中。這也使得學校、體育教師在開展體育教學和體育活動中，不得不慎之再慎。

二、頻繁出現校園安全事故產生的后果

由于家長和教育部門的糾紛頻繁不斷。學校不得不將安全工作擺在首位。其他工作再好，只要安全出了問題，“一票否決”。

于是出現“時時講安全、事事講安全、處處講安全”的局面。

學校希望體育教師的不要添亂，體育教師祈禱不出事。為了不給學校添亂，為了自己少些麻煩。許多體育教師取掉扒桿，拆除單杠，解下秋千。排出一切安全隱患。現在農村學校操場模式： 籃球場、跑道、沙坑組成。

許多體育教師的工作方式越來越像看守所的哨兵，眼珠圍著調皮學生轉。成績無所謂，安全最重要。體育教師上課時壓力很大，經常擔心在教學的過程中會發生意外而承擔責任，所以難以大膽開展體育活動。能不練的就不練，能少練的就少練，專揀輕松安全的練，稍有危險的動作決不練。危險性大的項目教學被學校拋棄。

體育教學，這一主要以室外實踐為主的教學行為，它本身就容易受到外界環境、事物的干擾和影響。從管理方面來講，室外教學增加了管理難度； 在教學中出事難免，有的學校甚至提出誰出事、誰負責的管理辦法，把事故的責任直接轉嫁給體育教師，體育教師的職業成為風險很高的職業。在這內外夾擊中的一線體育教師，為了避免教學事故的發生，大多教師采取消極態度，經歷過傷害事故的教師，更是“一次被蛇咬，十年怕井繩”，在教學中堅定地走“安全道路”。體育教學是學校教育的重要組成部分，更是學生身心成長過程的重要部分，但體育教學中的“安全” 因素，時常困擾著我們一線作戰的體育教師，并時時影響著正常的體育教學。

第五次全國學生體質健康調研結果表明，耐力、柔韌性、爆發力、心肺功能及體能素質中的速度素質和力量素質連續十年下降，而耐力素質則連續二十年下降。超重和肥胖學生的比例迅速增加，在全國、省、市各級運動會上，多數項目10 年以上無人打破，有的甚至保留30 年。中小學校運會的記錄也是一創10 年無人破。這種現象在中小學校相當普遍。實際上是學生體質在不斷下降的現實。

三、解決問題的方法

體育教師要盡職盡責，樂于奉獻的精神，同時還要不斷學習新的知識，充實自己的頭腦。在體育教學中，教師不僅自身要具有高度的安全意識，對事故要有一定的預見性。教師在迅速制止危險的同時給予適當的批評教育，讓學生明白這是錯誤的行為及其可能發生的不良的后果。通過一些事件及時的教育和隨時的提醒使學生思想上引起認識和重視，才能時時保持清晰的安全意識，不做有危險的事。促使學生高度的安全意識得以形成，防止安全事故發生。特別是災禍來臨的時候，學生們應該具備自救、逃生的能力。

強調安全，重視安全，是未可厚非的，老師怕出事故，取消了風險性的鍛煉項目卻是不應該的。學校怕吃官司取消許多活動。現在哪個學校還敢去組織春游？ 哪個學校還敢組織越野賽？

總之，對于體育教學中的安全問題，學校和教師都應以一種客觀的態度去看待，以積極的方式去思考，用正確、合理、科學的方法來預防安全事故的發生，只要學生和教師在思想上重視傷害事故，同時教師教學上處處想到學生、關心愛護學生，教學上扎扎實實，認真負責，教法創新，大膽嘗試，管理上嚴格要求，就可減少或比免傷害事故的發生，讓學生健康快樂地成長。