第一篇：淺談趣味英語教學

淺談趣味英語教學

受因斯坦說過：“興趣是最好的老師”。因此，筆者認為，趣味教學的核心問題是：創造一個和諧融洽的 師生關系；輕松、愉快的學習環境；采用靈活多變的教學方法，讓學生做中學，學中用，從而激發興趣，學得 主動，提高效率。由于教師的素質不相同，教學對象不同，使用教材不同，因而進行趣味教學沒有也不可能有 固定的模式可循。但趣味教學所探討的這些方面和所要追求的效果是相同的。本文愿就此談點拙見，以期引起 同仁的興趣，共同探討這個問題，來推動中學英語教學。和諧、融洽師生關系

教和學是一對矛盾，作為矛盾雙方的代表教師和學生如何和諧融洽師生關系，對完成教學目的至關緊要。青少年的心理特點告訴我們，這個年齡段的學生“親師性”較強。如果他們對某個老師有好感，他們便對這位 老師的課感興趣并分外重視，肯下大氣力，花大功夫學這門課，因而成績卓著。這種現象大概就是我們常說的 “愛屋及鳥”吧！反之，如果他們不喜歡某一位老師，由于逆反心理，他們也就不愿學或不學這位老師的課。這種現象也是大家司空見慣的。

所以，教師要深入學生，和學生打成一片，了解學生的興趣，愛好，喜怒哀樂 情緒的變化，時時處處關心學生，愛護學生，尊重學生，有的放矢地幫助學生。讓你在學生的眼中不僅是一位 可敬的師長，更是他們可親可近的親密朋友。當然，這并非說他們的缺點不可批評，可以聽之任之。而是批評 和表揚是出于同一個目的的愛護他們。因而批評的方式比批評本身更重要。要讓他們不傷自尊心，人格不受侮 辱。從內心讓他們感到教師的批評是誠摯的愛，由衷的愛護和幫助。這樣，也只有這樣師生才能關系和諧，感 情融洽，興趣盎然地進行學習。創造一個輕松愉快的學習環境

傳統的教學模式和方法，總是教師“一言堂”，課堂上教師總是向學生灌輸，學生始終處于消極、被動的 學習地位，沒有什么輕松、愉快而言，因而也就無興趣可談。即使那些認真學習的學生，也無非把自己當作知 識的記憶器，為分數不得已而為之。但就多數而言，由于不感興趣也就逐漸放棄英語學習，從而導至“兩極分 化”，教學質量不佳。

課堂環境如何，對于激發學生的學習興趣影響極大，教師的責任在于為學生創造輕松、愉快的學習環境。為了做到這一點，教師要以滿腔的熱情，全心地投入課堂教學，儀表要灑脫，精神要保滿，表情要輕松愉快，目光要親切，態度要和藹，舉止要大方、文雅，言吐要簡潔，語言要純正、地道、流利，書法要規范、漂亮，版面設計要合理醒目等。

為了淡化傳統教學給人們的印象。要“寓教于樂”“動靜結合”“學用結合”“師生配合”。

課前，可根據教學內容，由教師用學生聽懂和大致聽懂的英語講一個幽默笑話，一則諺語，或由學生進行 課前三分鐘英語會話練習，自由演講，自由談，集體唱一首英語歌曲。從而活躍氣氛，激發學生興趣。完成教 學前的預熱活動。

英語有一則諺語說，“良好的開端，就是成功了一半。”（A good beginning is half done），導入新課 要講究藝術。根據教學內容你可設置一個懸念吸學生；也可提出一個發人深思的問題，抓住學生；也可從直觀 教具和演示開始。教學中，不能課本搬家，大聲念一遍，小聲念一遍，就算進行了教學。要善于用教室的人和 物、直觀教具如圖片、掛圖、簡筆畫，設置情景。語言總是和情景連在一起的，沒有沒情景的語言，有了情景 學生才印象深刻、聲形意有機結合，學得才有趣，掌握才準確。教師講解節忌繁、雜、重，（即繁瑣、雜亂、重復）。要精講，長則生厭。要變講為提問，學生大量的時間是參與而不是旁觀者，學中用，用中學。只有這 樣學生才感興趣。要注意在實踐中滿足學生的“成功欲”，不同水平，不同層次的問題和語言材料，要由不同 水平，不同層次的學生實踐。這樣，每個學生都可品嘗成功的喜悅和成就感。從而情趣大振，熱情倍增。一旦 學生出了差錯，不要埋怨訓斥、責怪，要注意糾正錯誤的技巧保護學生的積極性不受挫折。一堂課就是一個完 整的藝術品，不僅要有一個好的開始和發展，也要有一個好的結尾。根據不同的情況下課前可給學生設置一個 新的“懸念”，留一個耐人尋味的問題，放一遍課文錄音，讓學生小結一下課堂主要內容，唱一首歌曲等。

總之，一堂課，始終要讓學生學得輕松愉快、興趣盎然。教學方法要靈活多樣，充滿情趣。

單一的教學方法是乏味的。既使是一個好的方法，經常用也就失去了它的魅力。為了激發學生的興趣，保 持學生的興趣，鞏固學生的興趣，教師要認真鉆研教材，根據教學內容的不同，如初學、鞏固、和復習，就不 能用一樣的方法，這就要求教師付出心血，不斷地探索，不斷地追求。在教學中，這應該是教師大有作為的地 方。

教句子開始可進行聽力比賽，看誰最先說出所聽的句子，看誰讀得好。進而進行單詞組句比賽等等，都可 提高學生興趣，比老師一遍一遍地講，學生一遍一遍地讀，效果好得多。

教課文，可根據不同體裁和內容在不同階段上，可采用模擬對話，扮演角色，講故事，述大意、改變人稱，變對話為敘述，變敘述為對話，即興口頭作文，看圖說話，組句成文等多種形式。這樣就會把死教材活用，學生學得興趣濃，用的機會多，效果必然好。課內外相結合

外語教學應主要放在課內，向45分鐘要質量。但要學好英語光靠每周幾次英語課是不夠的。所以，我們 還要大力開展課外教學活動。但這種話動，不應是課內教學的繼續，也不應是無組織的放任自流。教師應根據 不同的班級，不同層次，不同水平，不同愛好的同學，進行適當地組織。比如，有目地的培養骨干，開展英語 游戲、開演唱會、朗誦會，講演比賽，識詞默寫比賽，作文比賽，聽力比賽，等等，既可各班進行，也可同年 級、全校進行。其目的是活躍學生課外生活，鞏固課內學的知識，創造英語的氣氛，培養學生學英語興趣，使 課內外結合，相得益彰。

以上幾方面只是簡單地勾劃了趣味教學所涉及的一些方面，如何在這些方面或更多的方面進行探討，我認 為那是大手筆，非本人能力所及，這里只想“拋磚引玉，”能得到同行的賜教不勝榮幸。

第二篇：一年級趣味英語教學目標

一二年級趣味英語教學目標

王園園老師

一、會認、會讀、會寫26個英文字母，會唱26個英文字母歌曲。

二、會說簡單的句子，如：What is your name? My name is Amy.How are you? I am fine,thank you,and you?并會進行簡單的英文對話表達。

三、能認識生活中常見的單詞，并知道意思，如apple、pear、orange等水果類；red、blue、green等顏色類；face、ear、nose等器官類；one、two、three等數字類。

四、通過觀看英文電影、視頻，如《冰雪奇緣》，激發學習英語的興趣，讓孩子對英語有初步的了解，并愛上英語。

五、讓學生了解并尊重中西方文化差異，拓展國際語言視野，樹立全球化的思想觀念。

第三篇：論趣味英語教學英文版論文

Content abstract: language learning itself is relatively dull, and with the student to listen to the teacher tells blindly of the teaching form, certainly will makes students' learning interest disappeared Albert Einstein said: “interest is the best teacher” is interested in power, when students interested in the things, they have a desire for knowledge, to strengthen the students' desire to strengthen the knowledge teaching the language of the cold interest is difficult to interesting as, teaching and do it with how to stimulate students' interest in study, and keep it, make it become interested in studying,語言學習本身是較為枯燥無味的，而一味以教師講、學生聽這種教學形式，勢必使學生學習興趣蕩然無存。愛因斯坦說過：“興趣是最好的老師”。興趣可謂動力，當學生對該事物產生興趣，他們就有求知欲，要增強學生的求知欲望這就要加強趣味教學。冷冰冰的語言是很難令人感興趣的。正如，教學得法便事半功倍。如何激發學生的學習興趣，并保持它，使之成為他們學習的興趣，這就要考慮趣味英語教學。這個與眾不同的教學方式會給我們收獲驚喜的

English teaching of interest

Keywords: learning atmosphere , teaching method , with the relationship between teachers and students, both inside and outside the classroom

Introduction: the author think, the interest teaching is the key problem: relaxed, happy learning environment;the flexible teaching methods;Create a harmonious

teacher-student relationship, and to make students learn from fear of change for love to learn.Make them learn English and lively rise, let the students do the middle school, sentences.Change their learning mentality, improve their learning ability and efficiency.To get the fun of learning.Learning from the class only obtain the knowledge is very difficult, intelligent teaching method is inside and outside the class union, to extracurricular practice, this paper discusses the mystery of knowledge.The so-called knowledge comes from practice, different teacher, the different teaching object will not affect interesting English teaching.Pooling of strength to discuss this problem interest teaching, to promote English teaching.Still can study out different teaching methods, the diversity of teaching methods.一,create a pleasant atmosphere The past teaching modes and methods, and always with the teacher as the center

teachers, learning is always in the negative, passive learning status, no easy, enjoyable speaking, and no interest whatsoever.As the saying goes “a good beginning is half of success”.The teacher should have the filled with enthusiasm, heart classroom, full of spirit, and the students also will mention spirit to focus on a class.Or even if so seriously study the students, also no more than a memory of knowledge is, for scores necessity.But for most, because it also gradually give up interest in English learning, teaching quality not beautiful.Polarizing man appears, such teaching effect acceptable.The classroom environment, how to stimulate students' interest in study has great influence teachers' responsibility for students is to create relaxed, happy learning environment.Environment, teacher's state of mind is a source of radiation.In order to do this, and to put into the classroom teaching, and the instrument to free and easy, energy is enough, expression to easy, and vision to warm, friendly attitude, behavior should expert, gentle, word vomit to concise, language to pure, natural and fluent, calligraphy to regulate, beautiful, layout design wants reasonable marked, etc.Teachers in teaching practice consciously train and motivate the students to learn English happy to learn, good to learn, to learn and pillow and enthusiastic.In order to weaken the traditional teaching impression on people.To “fun” “combining static” “the combination of theory and” “the teachers and students with”.Before class, but according to the teaching content, with students understand and general understand English tell a funny story, a news, or by the students and three minutes before class English conversation practice, free speech, free talk, the collective to sing an English song Thus the active atmosphere and stimulate the students' interest.Complete the preparatory activities for the preschool teaching And active classroom atmosphere, passion for teaching create conditions.Before the teacher to want to use novel class flexible ways to save new method in time to catch, because scene consideration, introduction to new want to pay attention to art.According to the teaching content you can set a suspense suck the student;Also can put forward a question, seize the students;Also can from visual AIDS and presentation started.Teaching, can't text move, read it again, small voice read it again, even if the teaching.Be good at the things and people in the classroom, visual AIDS such as the picture, the graph, brief strokes, set the scene.Language is always and scene together, did not do not have the scene language, a scene student is impressive, sound xingyi organically, and learned to interesting, master to accurately.section must avoid complex, miscellaneous, heavy(that is, the tedious, mixed and disorderly, repeat).To earnestly, long is tiresome.Want to change to speak for questions, students a lot of time is to participate, not the audience of application, and practice middle school.Only in this way a student is interested.Should pay attention to in practice to meet student “success to”, the teacher must from set out actually, according to different levels, different levels of problems and language material, and by the different levels, different levels of the students' practice.So, every student can taste the joy of success and accomplishment.And the large interest, enthusiasm and consider all the students to double the feeling.If, individual students make mistakes, and certainly don't blame reprove, blame, should pay attention to correct the wrong skills to protect the enthusiasm of students from setbacks, but to help him, to encourage his

courage to face and correct them.A class is a finish the whole work of art, should not only have a good start and development, also want to have a good ending.According to different conditions can be set to give students before a new “suspense”, leave a of intriguing questions, read an article, lets the student the subtotal classroom main contents, sing a song, etc.In short, a class, always want to let students learn relaxed and happy, interest is full.二,teaching method to agile diversity, full of interest

fixed teaching method is boring.Celebrity says, taught art lies in the instruction ability, is to awaken and encourage incentive.Teach them to fish, as teach them to fish.As Confucius said, teach students in accordance with their aptitude.Enhance the students' learning ability.But a good method, often use will lose its charm.In order to arouse the students' interest, protect the students' interest, consolidate the students' interest, can't solid from traditional teacher teachers with different methods for others, we must carefully study diligently the teaching material, according to the teaching content of different, as learning, consolidate, and review the , will not use the same method, which requires the teacher pay efforts, explore, constantly in pursuit.Not much later, in the teaching, to show due to master style.1, in the interactive teaching mode

To sing form to make the students smoothly through the English introduction stage As in teaching first book class 43, the emphasis of teaching is the part of speech of the owner of the noun pronouns used.Solve the difficulties that is the core of students to describe the conclusions of nominal owner must be accurate grasp skilled, to separate describe nominal owner pronouns and term of the differences and similarities between nominal owner pronouns.First of all, I will prepared pronouns reproduce the blackboard, use q, answer, the translation, such as the communication way than principle, make students understand the proper use of all kinds of pronouns, then use the old words to fill up, each of the pronoun is a man-made arbitrary sentences, each using different pronouns, three minutes, and then I go down the platform each write down the sentence.Finally, into dialogue song, let the students to remember, finally I'll to nominal owner pronouns summaries:

T-This pen is my pen.S1-This pen is mine.T-That pen is your pen.S2-That pen is yours.T-Whose pen are there? S3-They are his and hers.T-Whose are there pen? S4-They are ours and thiers 1.1 use simplified formula difficulty, make the students can conquer difficulties.When students to the memory of countable nouns and use as well as some, the use of any hope

and daunting, the communication between teachers and students in practice after completion, students are asked to use formula groups of four summary an uncountable noun some, any usage, then appeared: an uncountable noun so remember, three meals a day to swap, breakfast of bread make tea water, lunch paper fish chicken, rice and milk dinner, after dinner to do homework assignments.Above term uncountable, to a few don't forget to add measure words.Some words for sure, sure answer also use this.For any doubt no sentence, an uncountable noun this is.1.2 use brief strokes, charts, inquiry led a, ask questions, invite individual students speak thus encouraging other students begin to speak, and finally achieve the goal of teaching.1.3 with the student to the study the game remove fear psychology.Let the students study the practice boldly.2, in the role play activity experience in learning fun English as a door to language, for students, first before them is the lack of the external language environment.In real life, students have no say English object, more didn't say English consciousness.However, according to my observation of the students, I found that they generally prefer the scene in simulation role, through the role plays, they can their the feeling of life and hope to simulation way, get satisfied.Therefore, the clever set up situation, which can overcome the defects of the native language teaching, and can make good use of elementary school students to the role play of motivation, which make the teaching active more effectively.For example, after learning phrases which mean color after, in order to deepen the students' thinking image memory, can design such game activities and their favorite friends paint shop opened, the teacher to the red, yellow, blue three kind of paint, by the students hands-on combination these 3 kinds of color, to create new color.Then, students can go to the store to buy all paint pigment, the owner and customers around “What colour do you like?” “I like blue/red/yellow/purple...” Carry out creative exchange the customer will want to buy the color that is right, the owner can sell to paint him, or the customer had to another store to buy again.Through the simulation scene, not only meet the students' role playing the psychological needs, cultivate the students' enthusiasm, still well to complete the teaching effect, kill two birds with one stone.3.Use of multimedia teaching a scene

Along with the development of computer and network, information technology has been widely used in classroom teaching, shows a digital network, intelligent trend.So the modern teaching, can't stop in the past “the blackboard-chalk” mode of teaching, and should be adapted to the psychological characteristics of elementary school students, the multimedia teaching means English teachers should fully master some of the application of information technology and let the teaching becomes lively rise, children's thinking is a specific image thinking primarily, and the language is the abstract, so use multimedia provide specific circumstance, let the students understand better..“Nine years of compulsory education full-time junior middle school English teaching outline” “point out:” using the material object, graph, tape recorder, slide projector, television, video slice，movies and the computer to carry on the English teaching, the image is intuitive, lively, help students understand their direct English“ So as a modern teaching the education, will often use pictures, material objects, tape recorder, slide projector, and video recorders auxiliary tool, using the scene and setting up the situation of teaching.In this way, it is to make the students directly, specific to get English knowledge.3.1 in Animals such as teaching, can be first recorded cows, dogs, cats Animals, such as voice, put the tape in the classroom, the students sound and color of imitation of these different animal that sound;And when the tape recorder release these animals corresponding word pronunciation, and they cheerfully loudly and read ”cow“, ”dog,“ ”cat“, in the classroom sounded the ”MouMou,“ ”may,“ ”Mimi“ animal calls and English LangDouSheng, with is a happy laughter, whole room is permeated with pleasant atmosphere.Still can use slides will teach the object or words appear, stimulate their senses, enhance the impression.Conditional word, even can be used to record like machine shoot and the text content in sight, the video teaching.For example, in the teaching

Introduced the contents of the car 3.2, the teacher can advance in the road, parking lot on different style, different styles of auto, dynamic and static car, the traveling engine sound, the horn is recorded.This will no doubt cause students is extremely thick interest, to give full play to their various senses to participate in the teaching activity.The voice and image, and the combination of language and scene blends, make students as if into the language activities of the real situation received a strong face effect.Through the china-southwest, greatly enhance the students' to remember English ability, strengthen the learning effect, to boring language learning into a relaxed video showing.So fun, and students what is there against it?

4.For the game teaching In the life play is the nature of the child, especially children, nature good, move, ready to participate in game activities If can dissolve the game of knowledge, and make the students in interest is full game practice of knowledge, leap to jump in learn English the student is very willing to accept it.This makes them kill two birds with one stone, and they will be more easy to understand knowledge.Though just a few minutes, but it can active classroom atmosphere, and stimulate students' interest of interest.For example, I teach body parts of words face, mouth, nose, ear, I will be a few students call to the board and let them do ”Touch you r hair/face/mouth/nose/ear“ and so on the movement, do right, students of the said, ”Yes!“ Do wrong, students of the said, ”no!“ said: ”Touch your face.“ let the whole class do the action.Through this game, students can be easily mastered these words, and finally they will remember this.5.In personality display activities exciting participation enthusiasm Everyone has to show his to get others to recognize the wish, this in elementary student body more fully embodied.So I take every opportunity to let students combined with his own knowledge knowledge, with personalized way to show yourself, students are very

willing to participate in these activities, learning the enthusiasm improved.For example.Let the students made with rich individual character of the works.The primary school English textbooks in many of the content is closely connected with the student life, selected topic is to the actual needs of elementary school students as a starting point, are students side, side, so can make some design around the content of individualized activities.For example, the study of self introduction this unit, lets the student for a business card design, which include the Name, Age, School, Class.三, the harmony, the harmonious relation between teacher and students From philosophical Angle look on teaching and learning is a pair of contradictory, as contradictions representatives of both sides teachers and students how to harmonious relationship between teachers and students, to complete the teaching objective essential.The psychological characteristic of teenagers tells us that the age of the students ”kiss division sex“ is stronger.If they have a favorable to a teacher, and they went to the teacher's class and particularly interested in value, Ken call, spend big effort to learn this lesson and outstanding.This phenomenon is probably we often speak of ”love house and bird“!Conversely, if they don't like a teacher, because the rebellious attitude, they also did not want to learn or not learn the teacher's class.This kind of phenomenon also is everybody commonplace.A teacher's love in the teaching plays an important role, especially close move and QiDaiGan is not to be lack of them.In the teaching of the teachers to student's concerned about hot, students to teacher's respect, is the key to the success of teaching.Therefore, the teacher should thoroughly students, and students has a genius, understand the student's interest, hobbies, laughter, anger, sorrow and happiness mood changes, those who care about students, care for the students, respect students, targeted to help students.Let you in the eyes of the students not only is a respectable teachers, but also they can close a close friend of the kind.Of course, this is not said their faults criticize not, can leave it as it is.But criticism and praise is from the same purpose of take good care of them.So the way criticism than criticism itself is more important.To let them do not hurt the self-respect, the personality from Wu shameful.From the heart to let them feel the teacher criticism is sincere love and heartfelt love and help.Then, and only then can a harmonious relationship between teachers and students, are feeling well, interest to learn.四, inside and outside the class combined Foreign language teaching should be mainly on teaching in class, to 45 minutes to quality.But if you want to learn English well light a few times a week English lesson is not enough.So, we need to vigorously carry out after-class teaching activity.But this kind of words move, should not be teaching in class continues, also should not be without organization is unwinding, according to inside and outside the class teaching content of differences, plan before class.Let the students to participate in the extracurricular practice do combining theory with practice.Conclusion: the teacher should according to different classes, different levels, different

levels, different interest of the students, in the teaching tache according to the student the psychological characteristics of their respective, accept ability, establish the teaching goal, to encourage more students.A successful English teachers to consciously train the student in the teaching of English the lasting fun learning,.Therefore, to create a relaxed learning environment, organize the student to carry on the wide range of language practice activity, through a variety of means to stimulate the students' practice of heat power, and in the long teaching process always keeps the interest for language practice activity create good time.References: 1.HuangXueYong, the primary school English < http://www.tmdps.cn/YingYu/ > ”appeal“ teaching ramble.”Primary school teaching under the 23, 1998 issue Chinese people's university newspapers published data center 2.HongZhiFang, the play is learn-the United States the characteristics of primary school education ".Yangpu education(Shanghai)proceedings 1998,2,51-52.3.PangShi let, classroom teaching art theory.The education review, October 2000 The people's university of China center published books and newspapers 4.During Ming(Ed.), the influence factor of forming the student main body role and control.The teaching methods and practical art series of(6)the international culture publishing companies 5.Peng lakefront poem(Ed.), the classroom teaching theory, the principle of communication.The super teachers < http://www.tmdps.cn > encyclopedia britannica rollup Chinese society press, 1999.

第四篇：英語教學趣味游戲 詳細介紹

英語教學游戲

——碰地雷

升級版

游戲名稱：碰地雷

升級版

種類：智力 目的：可以用以初中生英語單詞，短語，句子等的朗讀，用以提升學生的興趣

規則：在帶領學生朗讀英語單詞或者短語時，將一些單詞或者短語旁邊放上“地雷”（用紅色字體來代表有地雷的單詞，短語，句子，其它單詞為白色；或者將有地雷的詞語寫在黑板上），這些有地雷的單詞，短語或者句子片段是不能讀的，如果學生讀了，地雷就會爆炸，其它同學就朝著他或她說：one two three bomb!升級：

1，在操練了足夠次數后，老師告訴學生，地雷現在位于白色的單詞的下面，如果讀了，地雷會爆炸，用以操練沒被讀到的單詞。

2，老師可以不按照單詞排列的順序來教讀，可以按照任意順序，這樣學生的注意力就會高度集中。

準備：將“地雷”單詞用紅色字體標出或者寫在黑板上

過程：

The

words

taught

in the class :

elephant

monkey

lion panda

koala

giraffe

T:let’s play a game--touch and

bomb!S:ok T: there are

landmines in

the

red

words, if you read them ,the landmines will bomb ,others will say

toward the person who read :one

two

three bomb!Do you

get it ? S:yes.T:Let’s start!Next ,teacher will read them.and students follow.When the red

word

is

read by certain students ,the teacher should lead the others to say one two three bomb toward those who say it.Update

version：

To

add difficulty

and make students more

concentrated , teacher can read these words

in any order.After every word is

read 3 times ,teacher

can tell students

the rule changes.T:ok.now ,the

landmine has been put in

white words ,if

you

read white words ,they will bomb!After practicing

every words times ,the game

is

over.T:touch and bomb

is

over!lets study

some new things.

第五篇：淺談趣味簡筆畫輔助小學英語教學

淺談趣味簡筆畫輔助小學英語教學

〔摘要〕簡筆畫顧名思義，簡單精練，概括性強，其中一方面就是簡單容易，幾筆畫間就能表現一個事物，一個行動，一個情景或一個情節；另一個方面就是概括性強，能更好，更準確地表達意思克服復雜畫面常分散學生注意力，造成誤解的缺點。它幾乎可以用于一切課型和一切環節。簡筆畫是進行直觀教學的輔助手段，學生通過簡單的視圖，識圖可對所表達的內容留下深刻的印象，妙用簡筆畫有利于教師有效地開展教學活動，有利于導課，教新詞，教句型，教語法，教課文。妙用簡筆畫教育教學能使教材中抽象難懂的問題具體化，形象化。可使學生通過認真觀察簡筆畫的每一幅畫弄懂所講授的主要內容和重點內容。由不同的動作，不同的情節所組成的畫面就是一個饒有興趣的故事。那么簡筆畫在教學中運用得當就會收到事半功倍的效果，從而使教學質量得到巨大提高，加快素質教育的步伐。

〔關鍵詞〕快樂教學；情感；興趣；簡筆畫

Preliminary talking about the aids of Stick Figures in primary

English teaching

[English Abstract]Line Drawings by definition, simple streamlined, general-with one is simple and easy.Strokes among several performance will be a thing, an action or a scene of a plot;Another aspect is the general strong, can provide better, more accurate expression meaning to overcome complex picture of the students often scattered attention, causing misunderstanding shortcomings.It can be used for almost all classes and all-links.Stick picture is for visual teaching aids, students through simple view, understanding and can be expressed as impressed by that magic stick picture is conducive to the effective development of teachers teaching, to guide class, the new words, the sentences, the syntax, the text.Magic stick picture Education Textbooks can abstract translation of the problems in a specific and tangible.Enable students through careful observation stick picture painted understood each one taught by the main contents and the key content.From different movements, different circumstances composed picture is a very interesting story.Then stick picture in teaching used properly will have a multiplier effect, so that the quality of teaching huge increase accelerate the pace of quality education.[key words]pleasant teaching;emotion;interest;stick figures

1、引言

在千姿百態的萬物世界中，無論它有多么復雜或繁瑣的造型，其實都可以歸納為簡單的幾何形狀，那就是簡筆畫。簡筆畫英語叫做stick figures或match pictures, 也就是火柴棍搭成的畫。它的特點是圖形簡單、形象鮮明、幽默風趣、簡單易學，使用方便。只須幾筆就能表現一種動物、一個人物、一個行動或一個情景等。利用簡筆畫教英語，可以使學生的邏輯思維與形象思維結合起來，有利于學生外語思維能力的培養。前蘇聯教育家霍姆林斯基曾經給予它很高的評價，他認為：“這種在講課中隨手畫下的圖畫，比起現成的甚至比起彩色的圖畫來都有很大優點。”通過簡筆畫這一形象化方式在教學活動中的運用，可以調動學生的形象思維能力，把大腦充分利用起來，發揮潛在因素的作用，這對于幫助學生理解問題，提高教學質量是很有意義的。

2、簡筆畫在英語課堂教學中的輔助作用 2.1為語言教學創設直觀情景

簡筆畫可降抽象的語言材料轉化為形象的，易于學生接受的直觀情景。如：在教學有關于天氣sunny,rainy,cloudy,windy,snowy等詞時，我們可以仿照電視天氣預報中圖標畫出相應的簡筆畫，簡單幾筆就將事物的特征一目了然地顯現在黑板上。

2.2增加英語教學的啟發性

簡筆畫可以邊講邊畫，隨需所畫，給學生以想象的空間。教師在引導學生思路，引誘學生思維的過程中，使語言與繪畫互相配合，更容易實施啟發式教學。例如，教學What’s this? It’s a fridge.時，教師可以在黑板上畫一條豎線，問學生：What’s this?學生自然答不出，產生疑點。接著，教師又畫等長平行的另一條豎線，再問：What’s this? 學生還是回答不出。然后，教師畫上下兩條橫線連接兩條豎線，再問：What’s this? 這時學生的思維活躍起來，并按照自己的理解進行推測，如：It’s a door/a box/a book.等等。之后，教師迅速畫出第三條橫線，再問：What’s this? 學生暫時又處于困惑狀態，產生第二個疑點。這時，教師可迅速畫完最后兩筆，并因勢利導向學生發問：It’s a door? No, it’s a fridge.在上例中，學生隨著教師所作的簡筆畫不斷開動腦筋，思考，嘗試，再思考，再嘗試，在教師的啟發和引導下說出各種可能的答案，從而增加了開口的機會。

2.3增強英語教學的藝術性

簡筆畫夸張，活躍，幽默，更容易激活人的想象，刺激人的交流愿望，因情生趣，因趣而交流。畫一個哭泣的小女孩在一個破碎的風箏邊，令學生情不自禁問：What’s wrong with the girl? Her kite is broken.可以說，簡筆畫在激發學生興趣，吸引學生注意，輔助學生理解所學語言方面有更大的優勢。

3、簡筆畫輔助英語教學的具體應用 3.1利用簡筆畫形象直觀地教授單詞

現代教學論的奠基人夸美紐斯（J.A.Comenius）強烈主張：“每種語言必須通過實踐學習，而不應通過語言規則來學習。”以他的理論為依據的直觀教學法強調學生直接用外語進行思維和表達的能力。為達到這種效果，教師要重視利用直觀教學手段，使外語形式同客觀表象直接聯系。而簡筆畫的特點就是形象、直觀。它能將一些實物、形體、動作、表情等活生生地表現出來。某些用語言解釋起來非常晦澀難懂的詞，用一幅畫就可以簡單明了的詮釋它的涵義。在學習某些名詞、動詞時，通過看畫、聽詞，學生的思維就直接從物體跳躍到外語，而沒有經過母語的轉譯過程，不受母語的干擾，這種學習方法讓學生記憶自然、印象深刻，具有其它教學方法不可比擬的優勢。為了更清晰地說明，試舉例如下：

如用翻譯法來教授單詞“蘋果”，學生首先想到的是母語：“蘋果”，再在腦海里譯成英文：“apple”。不同方法的區別不言而喻。如果我們經常采用這種方法來教單詞，通過多次訓練，能自然而然的使學生形成用英語來進行思維的能力。

在教名詞時，我們可以直接畫出所示物體。

一些介詞，如in, on, under等，用簡筆畫可以將它們抽象的意義具體而明晰的表達出來。只要我們開動腦筋，各種單詞都能用一副簡單的圖畫來表示。在課堂教學中，我發現最受學生歡迎的莫過于我設計的一些簡單的卡通畫了。它們雖然簡單，卻有較強的趣味性，最能吸引住孩子們童稚的心。在孩子們的思維意識里，一切事物都可以互相交流。因此，我常將各種靜物設計成卡通形象，讓孩子們來跟“他們”交朋友。例如，在介紹一系列文具時，我將這些文具“打扮”成一個個的小伙伴與學生們相識、交流、互相介紹、互相問好，取得了意想不到的學習效果。學生們一看，鉛筆、鋼筆等，還在對他們笑呢！還在跟他們打招呼呢！他們別提多高興了，同時也輕松學會了這些單詞。

3.2利用簡筆畫再現情景，教授句型與課文

語言的社會交際功能是語言最本質的功能。語言作為工具是為社會上各項交際活動服務的。要培養學生運用外語的能力，我們的教學活動就要以學生為中心，為他們提供真實的情景和外語環境，使學生能主動地、創造性地學習和運用語言。顯然，在生活中學習，并將所學知識在生活中運用起來是一種最有效也最直接的好方法。可是，對于外語學習，尤其是對于小學生的英語學習來說，現實情況卻并不那么樂觀。首先，我們沒有學英語的語言環境；另外，我們由于安全、紀律等等各方面的原因，也不可能總是將學生帶到生活中去。有限的一些英語活動由于各種條件的限制，也只有極少量的學生才能參與。那么，怎么辦呢？簡筆畫可以幫忙。

一幅幅簡單的畫可以將生活中各種場景栩栩如生地再現入課堂。加上一點想象力，學生就猶如置身于生活之中，將他們所學的知識運用起來。有時由于要操練的內容較多，容易讓學生覺得枯燥、乏味。我們還能利用簡筆畫快捷、易繪的特點，針對教學的需要靈活繪制，適時控制信息量，分解教學難點，化整為零，讓學生一步一步擴大知識量，由淺入深地學習。在教句型：What're they? They're birds.How many birds are there? There are??時，我運用了這樣一副簡筆畫：

第一步畫出小鳥，再畫出湖、小魚、樹，最后樹上結出蘋果等。讓學生在學習時充滿期待：我們還將看到什么？在介紹完所有內容后，還可以引導學生自由想象，在這樣一個美麗的大自然里還有些什么？學生通過自由發揮，積極討論，不僅記住了單詞和句型，還能熟練地將它們運用到相關情境之中。

小學生的思維類型屬于直接感覺型。直觀的教學用具有助于學生感性地了解語言材料，加深印象，提高學習效率。一項對學生認知測試的結果表明，圖畫的使用對學生記憶力的保持起著非常積極的作用。一組憑口述傳達信息的學生，三天之后記憶保持率只有10%，而邊看圖邊口述的學生，三天之后記憶保持率高達65%。如能根據課文創作幾副相關的簡筆畫，不僅能幫助學生理解課文，在學過之后，這些畫還能激活他們的記憶，幫助他們復述課文。

如學習小學英語第七冊第九課時，我把大鳥和小鳥的故事用幾副圖片來表示: 一邊出示圖片，一邊描述場景，激起了學生濃厚的學習興趣，學完之后，大部分同學光看圖片基本上就能把課文復述出來了。

為了牢牢吸引住學生的視線，讓他們動心、動口，我還盡量將各種場景兒童化，采取各種各樣的動物圖案。在孩子們的心目中，各種小動物都是他們最喜歡的玩伴與最忠實的朋友。如果將這些小動物擬人化，來跟他們做真正的交流的話，那是多么神奇的事情啊！

在教授What are you doing? I’m running./ swimming / jumping / Climbing/flying等與運動有關的語言知識時，在第一個班級我就呈現了一幅真正的運動會的場景。學生們雖然也感興趣，但興致不太高。在第二個班級我將場景變成一個森林動物運動會，別提孩子們多喜歡了！他們很快學會了有關的語言知識。連平時對英語最不感興趣的一個學生也能說出幾個簡單的詞。

3.3利用簡筆畫設計課堂活動

興趣是推動學生的強大的內在動力。作為小學教師，我們要盡力為每一個孩子創造妙趣橫生、經歷豐富的學習機會。利用簡筆畫可以激活課堂，培養學生濃厚的學習興趣。某些學生對語言學習這種抽象的東西可能興趣不高，但絕大多數學生對形象直觀的畫面都非常喜歡，許多學生還喜歡自己作畫。把簡筆畫與語言教學結合起來，利用簡筆畫設計各種各樣的課堂活動，往往能收到較好的效果。一副副優美的簡筆畫能吸引住學生的眼睛，讓他們動心，然后毫不猶豫的動口。

怎樣利用簡筆畫設計課堂活動呢？我經常使用以下幾種方式：

1、猜畫。設置懸念，在黑板上畫一半，再用英語猜一猜，最終將出現什么。黑板上的東西究竟是什么？它會變成一個什么東西呢？學生的好奇心一下就被激發出來了。這種活動能有效地活躍課堂的氣氛，激發學生的興趣，提高學習效果。

2、添畫。讓學生在某個最基礎的畫面上添畫，由于給出的信息量少，還有廣闊的空間供學生自由想象，任意發揮。這種方法不僅能復習詞匯、練習句型，還能培養學生創造性思維的能力。在復習各種動物的詞匯時，我給出一個簡單的圓，讓學生添畫。結果學生的作品姿態各異，真是琳瑯滿目，美不勝收！在回答：What’s this? 時，大家都爭相把自己的作品拿出來回答：It’s a panda.It’s a cat等。

3、聽音，作畫。根據老師用英語描述的內容作畫，是一個多么具有挑戰性的問題呀！這種形式既能訓練學生的聽力，又能充分顯示學生們的創作才能，特別受學生歡迎。

4、利用簡筆畫幫助設計任務，進行任務型教學。任務型教學法是一種全新的教學方法，它不再讓學生生搬硬套“死”的知識，而是讓學生在完成一個個“Project”時，真正地運用英語，做到將語言邊學邊用，學了就用。在設計一個個“任務”時，我認為簡筆畫也是一種非常有效的輔助工具。

例如在練習Shopping這一語言項目時，我設計了一個“選購東西”的任務，由幾組學生開商店，列出商品和價格；另幾組列出自己的購物單，分別選購自己所需的商品。這時，各種食品、水果、服飾等商品都可由簡筆畫形象、生動地畫出。另外，購物所需的紙幣也由學生繪制而出，學生們還能合作標出英文，然后“仿真”的完成采購任務，非常開心。

3.4利用簡筆畫進行評價

小學生愛說愛動，好奇心強。他們的這種心理特點也決定了他們的注意力容易分散，有意注意持續時間較短。我們要利用各種方法充分發揮和調動學生的聰明才智，培養小學生的非智力因素，使他們對英語學習保持濃厚的興趣、強烈的情感與堅強的意志。在教學實踐中，我發現，運用簡筆畫對學生進行課堂評價能較好地讓學生保持高漲的學習熱情。尤其是對于低年級的小學生來說，新穎、別致的評價方式既讓他們覺得新奇、有趣，又能激發他們的好勝心理，從而對英語保持濃厚的興趣，取得良好的學習效果。

平時，我一般是從兩個方面來對學生進行評價的。首先，利用簡筆畫對學生進行以激勵為主的個別評價。

一旦學生有所進步，或在操練句型、朗讀課文、書面練習等各方面有較成功的表現，我就在他們的課本、練習冊等相應的地方畫上一顆漂亮的星星，或者一面小紅旗，有時就畫一張笑臉，或他們喜歡的各種卡通圖案，愛吃的各種食品等。學生們一旦得到這種鼓勵，都會欣喜不已。孩子們的心是多么純凈！他們并不非得要物質上的獎勵不可。漂亮的小圖畫一樣可以讓他們體會成功的快樂。

其次，利用簡筆畫對學生進行分組評價。

在課堂上，我經常將學生分為幾個大組，然后用簡筆畫畫出他們的代表物。哪個組表現優秀，他們的代表物上就會添加相應的圖飾。由于簡筆畫繪制起來非常簡單迅速，所以能及時給予學生適當評價，吸引學生投入學習，并樂在其中。

例如在學習一些食品時（PEP教材第一冊第五單元），我就把學生分為四個以小動物（PEP教材第一冊第四單元）命名的大組：M組、rabbit組、cat組和dog組。在課堂教學中，哪一組表現更優秀就會得到更多的食物。這些食物既有書本上涉及到的，也有他們生活中所喜愛的。這樣，在評價中還融合了大量知識，拓展了教學內容。

我們還能將評價與教學巧妙地結合在一起。在教boy, girl和各種人體部位時，我利用單詞的特點，先形象地設計了一個男孩、女孩的頭像，再在上面邊教邊學，添加各種人體部位，并將之與評價結合，把學生分為男、女兩組，哪一組更主動更積極，哪一個頭像就會更完善、更漂亮。學生在學會之后，不僅能迅速準確的說出身體的各個部位，而且對boy, girl這兩個詞印象特別深刻，取得了良好的效果。

4、結語

簡筆畫形象、直觀、簡易、實用性強、繪制時間短，且不需要高深復雜的技巧，一般的人都容易掌握。讓我們不要遺忘這種簡單有效的好方法吧！有時候，一幅畫可以勝過萬語千言！讓我們用一雙巧手，來將孩子們引入知識的樂園！

總之，寥寥幾筆簡筆畫可以說是每個教師所應具備的教學基本功,適時應用，必定能豐富課堂內容、活躍課堂氣氛、啟發學生思維、幫助學生記憶，從而起到了事半功倍的教學效果，發揮了它的非凡作用。

參考文獻

楊新玉.《淺談簡筆畫在英語教學中的運用》[J]，《呼倫貝爾學院學報》，2000 錢玉湘.《用簡筆畫教英語實施愉快教學》[J]，《邢臺師范高專學報》，2001 年9 月 何成.《妙用簡筆畫與素質教學》[J]，《成都教育學院學報》，2003.9 林娜.《簡筆畫在英語教學中的作用》[J]，《龍巖師專學報》，1997,Vol.15，No2 邢娣鳳.《淺議簡筆畫教學的特點及作用》[J]，《河南師范大學學報》