第一篇：中學(xué)生英語(yǔ)聽(tīng)力現(xiàn)狀的分析與思考

中學(xué)生英語(yǔ)聽(tīng)力現(xiàn)狀的分析與思考

八道中學(xué) 禚小艷

中學(xué)生英語(yǔ)聽(tīng)力現(xiàn)狀的分析與思考

英語(yǔ)是門(mén)工具語(yǔ)言，相信學(xué)習(xí)它的人有許許多多，在學(xué)習(xí)的過(guò)程中也會(huì)遇到各種各樣的困難，例如生詞記憶，聽(tīng)力及語(yǔ)法學(xué)習(xí)的問(wèn)題。在這些問(wèn)題中，聽(tīng)力上的問(wèn)題是普遍存在的。

聽(tīng)力是外語(yǔ)學(xué)習(xí)的五個(gè)技能之一，是外語(yǔ)學(xué)習(xí)的基礎(chǔ)。通過(guò)本人幾年的教學(xué)實(shí)踐，我發(fā)現(xiàn)學(xué)生在英語(yǔ)學(xué)習(xí)上的聽(tīng)力能力大大低于該學(xué)科的其他能力。因此，對(duì)中學(xué)英語(yǔ)聽(tīng)力的現(xiàn)狀進(jìn)行分析，找出障礙，決定對(duì)策就顯得十分重要。

聽(tīng)力理解能力是語(yǔ)言多種能力的綜合反應(yīng)，目前學(xué)生在聽(tīng)力學(xué)習(xí)上主要存在以下問(wèn)題。

(1)語(yǔ)言的辨別能力低。想要聽(tīng)懂一般語(yǔ)言材料，盡多地聽(tīng)懂每一個(gè)詞是至關(guān)重要地。然而部分學(xué)生對(duì)英語(yǔ)標(biāo)準(zhǔn)發(fā)音掌握不好，或者他們自身地英語(yǔ)發(fā)音與標(biāo)準(zhǔn)發(fā)音差距甚大。在聽(tīng)的過(guò)程中，往往分辨不出聽(tīng)到的是哪一個(gè)詞或分不清詞與詞的界線。有時(shí)即使聽(tīng)到了學(xué)過(guò)的詞，也會(huì)誤聽(tīng)為其他的詞而做出錯(cuò)誤的判斷，在理解上步入歧途。

（2）語(yǔ)言的連貫?zāi)芰θ酢Ｓ袝r(shí)學(xué)生對(duì)平時(shí)能正確發(fā)音的單詞在句中聽(tīng)到時(shí)也不能正確分辨，從而影響對(duì)全局的理解。這是因?yàn)閷W(xué)生缺乏一種連貫的語(yǔ)流。詞在句中朗讀時(shí)的弱讀、重讀、連讀、語(yǔ)氣的變化，語(yǔ)調(diào)的升降都會(huì)導(dǎo)致在連貫語(yǔ)流栽種語(yǔ)音的發(fā)音變化。例如：The

teacher told us that we could have been successful if we had been careful, because the experiment wasn’t difficult,一句中，us , that , have,had和because

都應(yīng)該弱讀。由于這些詞的弱讀，導(dǎo)致了語(yǔ)流中的一些語(yǔ)音的變化。學(xué)生若缺乏連貫的語(yǔ)流能力，那么在聽(tīng)時(shí)就會(huì)對(duì)全句的意思產(chǎn)生誤解。

（3）語(yǔ)義的語(yǔ)境判斷差。大多數(shù)單詞在字典上有多種釋意，而不同的詞義取決于該詞的不同語(yǔ)境。對(duì)一個(gè)詞的確切詞義判斷應(yīng)根據(jù)上下文來(lái)決定。例如：She was fast asleep.(她在酣睡。)She ran fast。（她跑得快。）在不同得語(yǔ)境中，fast一詞得詞義就完全不同。而學(xué)生往往只根據(jù)自己所熟悉、掌握的詞義便“聽(tīng)詞生義”誤下結(jié)論。

（4）猜字的技巧能力低。在聽(tīng)力中，學(xué)生難免會(huì)聽(tīng)到陌生的詞，他們不可能有足夠的時(shí)間去推敲，而只能根據(jù)上下文內(nèi)容進(jìn)行聯(lián)想猜測(cè)。猜字能力強(qiáng)的學(xué)生往往容易疏通上下文。例如He can’t bear any more pain.一句中bear

是動(dòng)詞而不是名詞。若學(xué)生在名詞用法“熊”的詞義上苦苦思索，而不根據(jù)pain一詞的信息去推測(cè)bear的動(dòng)詞用法有“忍受”的詞義，自然也難以理解該句了。

（5）口音的辨別能力差。在聽(tīng)力中常會(huì)聽(tīng)到不同國(guó)家、地域、年齡、職業(yè)的人說(shuō)英語(yǔ)。英式英語(yǔ)和美式英語(yǔ)在發(fā)音上的較大不同會(huì)使學(xué)生無(wú)法較好地進(jìn)行分辨。如美式英語(yǔ)把[ wen ]發(fā)成[ hwen ], 在or 或er后綜合加進(jìn)[ r ]音。因此一些極普通地常用詞在學(xué)生聽(tīng)起來(lái)就成了陌生地不熟悉地詞，結(jié)果影響了對(duì)全篇聽(tīng)力材料地理解。

（6）主要內(nèi)容抓不住。在聽(tīng)的過(guò)程中，要每個(gè)詞都聽(tīng)懂，對(duì)大

部分學(xué)生來(lái)說(shuō)式不大可能的。只要聽(tīng)懂中心內(nèi)容，就能理解領(lǐng)會(huì)全文。但部分學(xué)生不善于在聽(tīng)時(shí)抓主要內(nèi)容。他們只根據(jù)材料中的只言詞組就斷章取義地進(jìn)行理解，不能通過(guò)對(duì)各個(gè)局部地理解快速找到上下文之間地聯(lián)系，結(jié)果對(duì)整段內(nèi)容產(chǎn)生片面地理解，得出錯(cuò)誤得結(jié)論。

（7）重要細(xì)節(jié)抓不牢。聽(tīng)力不僅要求學(xué)生聽(tīng)懂材料得主要內(nèi)容和中心思想，而且要求學(xué)生聽(tīng)懂能幫助主題的中心細(xì)節(jié)。對(duì)于那些影響整篇材料的重要細(xì)節(jié)更必須弄清楚，因?yàn)樗麄冇兄趯?duì)整篇材料的理解。例如：人名、地名、時(shí)間、年代、數(shù)字等。學(xué)生在聽(tīng)的過(guò)程中往往忽視對(duì)以上重要細(xì)節(jié)的記憶與分辨，結(jié)果對(duì)與重大細(xì)節(jié)有關(guān)的選擇題難以下手。

（8）正確習(xí)慣沒(méi)養(yǎng)成。有些學(xué)生缺乏正確的聽(tīng)的習(xí)慣。他們往往將聽(tīng)到的東西先譯成漢語(yǔ)，用漢語(yǔ)進(jìn)行思維理解，缺乏用英語(yǔ)直接思維的習(xí)慣，不能做到邊聽(tīng)邊理解邊記憶，不懂得要將聽(tīng)懂了的并且理解了的信息迅速聯(lián)系起來(lái)形成連貫的記憶，最后將全文的要點(diǎn)通過(guò)一定的聯(lián)系有機(jī)地聯(lián)系起來(lái)。

(9)背景知識(shí)太狹窄。聽(tīng)力材料內(nèi)容廣泛，涉及天文、地理、人文、歷史、科技、文藝、教育、醫(yī)學(xué)、體育等諸多領(lǐng)域。由于學(xué)生知識(shí)面太狹窄，缺乏對(duì)英語(yǔ)國(guó)家地風(fēng)土人情、歷史背景、文化差異地了解，所以往往聽(tīng)完一篇材料后對(duì)其內(nèi)容后一知半解，甚至不知所云，結(jié)果影響了理解。

分析了英語(yǔ)聽(tīng)力中存在的上述問(wèn)題后，我們就可以對(duì)癥下藥,找出消除障礙、提高聽(tīng)力能力的方法。聽(tīng)力問(wèn)題是一個(gè)由多種因素決定的深層次的綜合理解的能力問(wèn)題，只靠簡(jiǎn)單機(jī)械地放錄音、聽(tīng)錄音是難以提高聽(tīng)力水平的。因此訓(xùn)練聽(tīng)力應(yīng)做到聽(tīng)、說(shuō)、讀、寫(xiě)想結(jié)合，齊頭并進(jìn)。

(1)聽(tīng)說(shuō)結(jié)合。聽(tīng)與說(shuō)是不可分割的整體。為了說(shuō)得出必須聽(tīng)得懂，只有聽(tīng)懂了，才能接著說(shuō)。因此教師要積極主動(dòng)組織學(xué)生利用課內(nèi)外一切機(jī)會(huì)說(shuō)英語(yǔ)，用英語(yǔ)表達(dá)自己。口語(yǔ)中不同的語(yǔ)調(diào)可以表達(dá)不同的感情、態(tài)度和意思，只有多進(jìn)行口語(yǔ)練習(xí)，才能掌握不同語(yǔ)調(diào)在上下文中表達(dá)的不同感情，才能使學(xué)生在聽(tīng)時(shí)能較好地分辨不同語(yǔ)調(diào)所表達(dá)地不同內(nèi)涵。因此，說(shuō)能促進(jìn)聽(tīng)，聽(tīng)能帶動(dòng)說(shuō)。

(2)聽(tīng)讀結(jié)合。對(duì)文字材料邊聽(tīng)邊讀有助于增強(qiáng)語(yǔ)感，辨別語(yǔ)流。聽(tīng)讀結(jié)合能使詞句的音、形、意在記憶中迅速統(tǒng)一起來(lái)，減少判斷誤差。要讓學(xué)生養(yǎng)成每天半小時(shí)邊聽(tīng)邊朗讀的習(xí)慣。開(kāi)始時(shí)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(yǔ)感獨(dú)立與錄音同步朗讀。

(3)聽(tīng)寫(xiě)結(jié)合。聽(tīng)寫(xiě)練習(xí)時(shí)提高聽(tīng)力水平的必不可少的一環(huán)。聽(tīng)寫(xiě)是一種限時(shí)性強(qiáng)、輸入量大、需要高度集中一個(gè)人的注意力與充分調(diào)動(dòng)一個(gè)人所有語(yǔ)言知識(shí)的強(qiáng)腦力過(guò)程。在聽(tīng)寫(xiě)過(guò)程中，學(xué)生只有直接理解，直接記憶，才能把所聽(tīng)到的內(nèi)容完整地記錄下來(lái)。當(dāng)一個(gè)好學(xué)生能較好地寫(xiě)下她所聽(tīng)到的內(nèi)容時(shí)，那么她對(duì)文字內(nèi)容地理解也不會(huì)有什么問(wèn)題了。

(4)強(qiáng)化語(yǔ)音。要強(qiáng)化語(yǔ)音地基本訓(xùn)練，掌握辨別單詞中長(zhǎng)短元音、輔音、輔音連綴，辨認(rèn)語(yǔ)流中的重讀、弱讀、連讀和語(yǔ)調(diào)。要讓

學(xué)生多接觸辨別語(yǔ)音、語(yǔ)調(diào)的聽(tīng)力練習(xí)，消除語(yǔ)音上的障礙。

(5)擴(kuò)大閱讀。聽(tīng)力的好壞往往與閱讀有關(guān)。書(shū)讀的越多，詞匯重復(fù)率越高，對(duì)常用詞語(yǔ)就會(huì)越熟悉，在聽(tīng)時(shí)就會(huì)免去把英語(yǔ)譯成漢語(yǔ)再理解這一心譯過(guò)程，直接去領(lǐng)會(huì)理解所聽(tīng)到的材料的內(nèi)容，要強(qiáng)化對(duì)學(xué)生的大劑量限時(shí)閱讀訓(xùn)練來(lái)促進(jìn)其聽(tīng)力速度的提高。同時(shí)，不同內(nèi)容的閱讀能豐富學(xué)生的知識(shí)，培養(yǎng)語(yǔ)感，了解英美文化及篇章結(jié)構(gòu)。弄清他們的思維方式，從而促進(jìn)聽(tīng)力的提高。

(6)掌握技巧。運(yùn)用聽(tīng)力練習(xí)來(lái)提高聽(tīng)的技巧，訓(xùn)練審題與應(yīng)變能力，是提高英語(yǔ)聽(tīng)力測(cè)試水平的有效途徑。在聽(tīng)力訓(xùn)練的起始階段，可以邊聽(tīng)邊做一些筆錄，以便在答題是可以有所參考。在此基礎(chǔ)上在過(guò)渡到用腦去記憶。

聽(tīng)力是一種積極的思維過(guò)程，它是外語(yǔ)學(xué)習(xí)的各種知識(shí)與各種技能的綜合利用。只有具備扎實(shí)的語(yǔ)言基礎(chǔ)，掌握正確的聽(tīng)音與閱讀方法，訓(xùn)練快速的語(yǔ)感反應(yīng)，運(yùn)用熟練的聽(tīng)能技巧，才能全面提高英語(yǔ)的聽(tīng)力技能。聽(tīng)的能力的提高也同時(shí)也會(huì)促進(jìn)學(xué)習(xí)其它方面，增加他們的學(xué)習(xí)信心，提高對(duì)學(xué)習(xí)的興趣。

第二篇：學(xué)校德育現(xiàn)狀分析與思考

學(xué)校德育現(xiàn)狀分析與思考

學(xué)校德育教育是實(shí)施德育教育的有效途徑之一，人們對(duì)它普遍寄予無(wú)限的期待，期待它應(yīng)該承載最多的德育權(quán)利與義務(wù)，期待它把一張白紙一樣的孩子送進(jìn)學(xué)校，出來(lái)時(shí)是一幅錦繡前程的名畫(huà)。雖然這個(gè)期待不切合實(shí)際，實(shí)現(xiàn)它有相當(dāng)大的困難，但我們應(yīng)該竭盡所能。因?yàn)槠诖菍?duì)我們的信任，期待是對(duì)我們最好的評(píng)價(jià)。

為學(xué)校管理者和教育者，在實(shí)施學(xué)校德育工作時(shí)，應(yīng)該旗幟鮮明地將堅(jiān)持以德為先的理念貫徹到辦學(xué)和教學(xué)整個(gè)過(guò)程中，并不斷地創(chuàng)新德育工作形式，豐富德育工作內(nèi)容，提高德育工作的吸引力的感染力，并增強(qiáng)性、實(shí)效性。然而，學(xué)校德育工作在具體實(shí)施時(shí)，并非我們想象那么簡(jiǎn)單，因?yàn)楝F(xiàn)實(shí)生活中人心思錢(qián)，人心思玩、人心浮躁、人性冷漠、獨(dú)生子女、隔代養(yǎng)等突出問(wèn)題的存在，任何人都不可能置身境外，這無(wú)疑給學(xué)校管理者或教育者，無(wú)論在工作內(nèi)容、工作強(qiáng)度上、還是工作難度上。都承受著巨大的壓力并面臨著嚴(yán)峻的挑戰(zhàn)。這要求學(xué)校管理者或教育者除要勇敢面對(duì)之外，更要深入調(diào)查分析現(xiàn)實(shí)德育工作的針對(duì)中存在的種種問(wèn)題，并尋求解決問(wèn)題的辦法和有效途徑。

(一)學(xué)校德育現(xiàn)狀及分析

1、德育內(nèi)容上，存在假、大、空現(xiàn)象。

①德育內(nèi)容停留教材上。雖然新教材要求課程生活化，但在實(shí)際操作中，學(xué)校還是停留在教師教、學(xué)生考的層面上。全省一面、千人一面的教材，造就出全縣一樣的教案、造就全縣一樣的練習(xí)冊(cè)、造就全縣期末統(tǒng)一的試卷，這些運(yùn)用教材的做法，怎么能為孩子創(chuàng)造適合的環(huán)境，這怎么能為每個(gè)孩子的發(fā)展提供適合的教育。教材與生活兩張皮，教材與生活相脫節(jié)。

②德育內(nèi)容陳舊，停留在過(guò)去的和現(xiàn)存的東西，沒(méi)有針對(duì)性。一是幾年共一教 案，幾年共一講稿，幾年共一活動(dòng)設(shè)計(jì)：如：國(guó)旗下的講話，是去年的,今年再講；難道今年的開(kāi)學(xué)、放學(xué)典禮人與物跟去年是一樣的嗎？二是次次用別人的東西。德育會(huì)議上的講座，全是下載的或翻新的；家長(zhǎng)會(huì)上的講話稿偷梁換柱，班主任總結(jié)也是千篇一律，心得體會(huì)更不用說(shuō)了，雷同的大有人在，三是德育內(nèi)容停留在框框條條之中，沒(méi)有做到與時(shí)倶進(jìn)，沒(méi)有將傳統(tǒng)教育賦予新的育有作用

1嗎？回答是肯定的，沒(méi)有。沒(méi)有針對(duì)性的教育沒(méi)有創(chuàng)新的教育是毫無(wú)意義。如果現(xiàn)在搞“福娃進(jìn)北京”活動(dòng)會(huì)怎么樣？

③德育內(nèi)容大而全，無(wú)可操作性。如弘揚(yáng)民族精神，這個(gè)題目對(duì)小學(xué)德育活動(dòng)太大了，無(wú)論你怎么教育，無(wú)論你搞再多的東西，操作是困難的，并且沒(méi)有好的結(jié)內(nèi)容。試想象一下，這教果。(其實(shí)可以分解為四個(gè)方面：團(tuán)結(jié)統(tǒng)一、愛(ài)好和平、勤勞勇敢、自強(qiáng)不息，還可以將其進(jìn)一步分解成小題目、小的活動(dòng)去做)

2、辦學(xué)理念、德育觀念上。表現(xiàn)在重智育，輕德育，唯分?jǐn)?shù)論。

開(kāi)學(xué)時(shí)，學(xué)校進(jìn)行一周的入學(xué)教育，而班主任真正按學(xué)校要求做的人不多，政教處發(fā)的《好習(xí)慣歌謠》，要求1---6年級(jí)學(xué)生背誦，檢查的結(jié)果仍然有三個(gè)班不能背；班會(huì)、隊(duì)會(huì)被占用的現(xiàn)象大有人在；學(xué)科教學(xué)進(jìn)行德育滲透想成為教師的自覺(jué)行動(dòng)更不現(xiàn)實(shí)，教師怕耽誤教學(xué)進(jìn)度，影響學(xué)生考試；殊不知如果學(xué)生的行為出現(xiàn)問(wèn)題時(shí)，教師耽誤的時(shí)間更多，遇到的麻煩更大。其實(shí)真正問(wèn)題的癥結(jié)在于學(xué)校辦學(xué)理念出現(xiàn)偏差，教師德育觀念出現(xiàn)偏差，教育教學(xué)評(píng)價(jià)機(jī)制出現(xiàn)偏差。

3、德育形式上，表現(xiàn)單一。重形式，輕落實(shí)。德育形式不能總是停留在一種形式里，諸如發(fā)一份文件，開(kāi)一次會(huì)議、開(kāi)辦一次講座、開(kāi)展一個(gè)活動(dòng)、搞一個(gè)啟動(dòng)儀式、舉行兩次檢查；或是單一的說(shuō)教、批評(píng)、交流、評(píng)價(jià)。這些單一的陳舊的模式，其實(shí)是造成德育現(xiàn)狀的根本原因。德育形式應(yīng)該在有條件的前提下，進(jìn)行多元的改變；德育的效果很多時(shí)候取決于德育形式的多樣化和創(chuàng)新。我們德育教育的對(duì)象是學(xué)生，而學(xué)生的特點(diǎn)是需要德育形式常換常新的，好奇是他最基本的條件，接受新奇的事物的應(yīng)激反應(yīng)是學(xué)生根本的表現(xiàn)。實(shí)踐證明，越是新奇的教育方式，越是新奇的德育形式，學(xué)生越是好奇，越是容易接受。當(dāng)然只有在接受的前提下，才有希望進(jìn)行下一步的行為改變和意識(shí)升華。

4、學(xué)校德育環(huán)境受外界環(huán)境的影響不同程度地被染化、軟化和同化。當(dāng)前，有極少數(shù)學(xué)校教育者存在輕松思想，不是自己的事，堅(jiān)決不做；是自己的能避就避，盡量不做，留給別人做，留給愛(ài)做事的做；升旗儀式不到場(chǎng)，班會(huì)、隊(duì)會(huì)不開(kāi)或三言兩語(yǔ)就結(jié)束，想學(xué)習(xí)的人很少，有時(shí)間就進(jìn)行娛樂(lè)活動(dòng)。當(dāng)前在管理者、教育者中，也存在著為評(píng)職而工作的現(xiàn)象。只要有利于評(píng)職的事，無(wú)論是備課、講課、聽(tīng)課還是寫(xiě)論文，都毫不猶豫地接受，評(píng)上后卻不同

了，學(xué)校安排其做事，卻判若兩人。評(píng)上中高的教育者更不用說(shuō)了。急功近利的思想的存在，學(xué)校德育環(huán)境不壞才怪。

當(dāng)前，由于學(xué)校管理體制原因，學(xué)校德育環(huán)境不同程度地受到“教育行政化”的影響，校長(zhǎng)無(wú)法獨(dú)立地開(kāi)展學(xué)校德育工作，如：晉升、評(píng)職、評(píng)模、進(jìn)人上不能完全、正常地按公正的程序走下去，這大大地影響教育者乃至管理者的積極性，要知道教師是實(shí)踐德育的主體，是將德育多樣化的主體。在教育過(guò)程中，教師通過(guò)對(duì)德育形式的創(chuàng)新和操作取得效果。如果失去了積極性的教師、校長(zhǎng)，那他還有激情地去創(chuàng)新德育教育形式嗎，不可能。只能是按照原本的教育方式，采用說(shuō)教、語(yǔ)言評(píng)價(jià)、單一指導(dǎo)等簡(jiǎn)單、粗俗的方法去做，當(dāng)然這將對(duì)德育效果產(chǎn)生極大的影響。甚至直至德育教育失敗。

(二)學(xué)校德育應(yīng)對(duì)策略

1、找準(zhǔn)德育工作的切入點(diǎn)。以治理衛(wèi)生環(huán)境為切入點(diǎn)，以少先隊(duì)陣地為依托，建立學(xué)生文明監(jiān)督崗，實(shí)行“星、卡”管理機(jī)制，開(kāi)展“文明月”教育活動(dòng)，充分利用班、隊(duì)會(huì)、升旗儀式等形式對(duì)學(xué)生進(jìn)行環(huán)保教育，加強(qiáng)學(xué)生衛(wèi)生意識(shí)的培養(yǎng)，并在全校廣泛開(kāi)展文明班級(jí)、文明路隊(duì)、文明教室、文明學(xué)生評(píng)選活動(dòng)，讓學(xué)生成為活動(dòng)的主人，樂(lè)在其中，樂(lè)有所獲。這為學(xué)校文化建設(shè)真正起到實(shí)質(zhì)作用，更豐富了學(xué)校德育內(nèi)涵。

2、抓住德育工作的基本點(diǎn)。作為小學(xué)，學(xué)校德育工作的基本點(diǎn)有兩個(gè)：一是學(xué)生行為習(xí)慣的培養(yǎng)。心理學(xué)巨匠威廉·詹姆士說(shuō)：＂播下一個(gè)行動(dòng)，收獲一種習(xí)慣；播下一種習(xí)慣，收獲一種性格；播下一種性格，收獲一種命運(yùn)。＂習(xí)慣決定性格，性格決定命運(yùn)。由此可見(jiàn)，小學(xué)生行為習(xí)慣的培養(yǎng)應(yīng)貫穿德育的全過(guò)程。二是教師隊(duì)伍建設(shè)。因?yàn)榻處熓堑掠ぷ鞯慕M織者，是德育要求的實(shí)踐者和示范者教師的道德觀念、道德行為和道德品質(zhì)對(duì)學(xué)生會(huì)產(chǎn)生潛移默化的影響。教師只有在教育教學(xué)中乃至日常言談舉止上都始終表現(xiàn)出應(yīng)有的思想境界和道德素養(yǎng)，顯示出高尚的人格尊嚴(yán)，學(xué)生才能聽(tīng)其言，信其道。為此，必須加強(qiáng)德育隊(duì)伍建設(shè)，尤其是注重師德教育和職業(yè)道德教育，并把它放在隊(duì)伍建設(shè)的核心地位，當(dāng)作學(xué)校德育工作的基本點(diǎn)來(lái)抓實(shí)抓好，不斷提高教師的整體素質(zhì)，努力建立一支具有愛(ài)崗敬，業(yè)、嘔心瀝血的奉獻(xiàn)精神，勵(lì)精圖治、艱苦奮斗的創(chuàng)業(yè)精神，盡心盡職、愛(ài)校如家的主人翁精神，求真務(wù)實(shí)、開(kāi)拓進(jìn)取的改革精神的高素質(zhì)的教師隊(duì)伍。讓教師用自身的人格魅力和學(xué)識(shí)魅力引導(dǎo)學(xué)生健康成長(zhǎng)。

3、抓住德育工作的平衡點(diǎn)。在加強(qiáng)師德師風(fēng)建設(shè)時(shí)，要把握教師道德與教師利益、教師責(zé)任與教師義務(wù)、對(duì)教師制度管理與對(duì)教師人文關(guān)懷的對(duì)等和平衡。只有這樣，才能調(diào)動(dòng)教師的積極性的同時(shí)，又能調(diào)動(dòng)實(shí)踐德育的主體的創(chuàng)造性。在抓學(xué)生養(yǎng)成教育時(shí)，要把握學(xué)生心理需要、成長(zhǎng)需要與品德講授要求的平衡點(diǎn)。

4、抓住德育工作的關(guān)鍵點(diǎn)。一是強(qiáng)化選撥、管理德育隊(duì)伍機(jī)制。班主任應(yīng)通過(guò)自我推薦、輔導(dǎo)員推薦、學(xué)生推薦、學(xué)校審核來(lái)聘任，一經(jīng)聘任后，再由班主作任邀約其他教師，除此之外，應(yīng)落實(shí)教育部制訂的《班主任新規(guī)定》。同時(shí)對(duì)少先隊(duì)輔導(dǎo)員的選撥也要嚴(yán)格按科學(xué)程序進(jìn)行操作，只在打造思想過(guò)硬、作風(fēng)過(guò)硬、知識(shí)過(guò)硬、能力過(guò)硬的德育管理干部，那德育工作效果就十分明顯。二是要遵循教育規(guī)律。德育教育要符合小學(xué)生的生理、心理特點(diǎn)，用貼近學(xué)校、貼近生活、貼近家庭、貼近社會(huì)趣味性的故事，真切地反映出少年兒童的喜怒哀樂(lè)，巧妙地引導(dǎo)他們認(rèn)知學(xué)理，語(yǔ)言富有兒童情趣，使用他們感到親切、事跡真實(shí)，象在抒發(fā)他們內(nèi)心的情感，反映他們的內(nèi)心世界，從而激發(fā)他們做事的熱情，引導(dǎo)他們學(xué)習(xí)做人的道理，在潛移默化中接受美的熏陶，陶冶自己的情操，在榜樣的激勵(lì)下成長(zhǎng)進(jìn)步。三是創(chuàng)設(shè)情景，讓學(xué)生進(jìn)行＂情感體驗(yàn)＂教育。品德是為核心的知情意行整合結(jié)構(gòu)，兒童只有在環(huán)境中活動(dòng)才能觸摸世界，感知萬(wàn)物，才能導(dǎo)致認(rèn)識(shí)結(jié)構(gòu)的發(fā)展。讓學(xué)生以自己的身份、自己的視角去參與體驗(yàn)生活，讓他們感受參與的真實(shí)、參與的快樂(lè)、參與的辛勞，從而獲得真情實(shí)感，在道德選擇中形成良好的習(xí)慣。讓學(xué)生以他人的身份、他人的視角去參與體驗(yàn)，讓他們感受他人工作時(shí)的心情和責(zé)任、工作過(guò)程中的辛勞和規(guī)范、完成工作后的情緒和收獲，形成一種以情感體驗(yàn)和實(shí)踐能力尊重他人、珍惜勞動(dòng)成果的行為習(xí)慣。讓學(xué)生進(jìn)入設(shè)定的事件和設(shè)定的環(huán)境中去體驗(yàn)，以設(shè)定的事件和設(shè)定的環(huán)境為體驗(yàn)情境，讓他們感受平時(shí)不易遇到但未來(lái)很可能出現(xiàn)的情況，從而得出有益的心理準(zhǔn)備，獲得寶貴的人生體驗(yàn)。

1、德育工作沒(méi)有得到充分重視。由于上一個(gè)教學(xué)質(zhì)量的嚴(yán)重滑坡，本期學(xué)校工作的重中之重放在抓好教學(xué)質(zhì)量上。特別是上屆初三教師，忙碌一年到頭，卻落了個(gè)罰款的下場(chǎng)，一方面工作的積極性不如以前，另一方面，把更多的精力放在本學(xué)科的教學(xué)之中，很少顧及德育工作；當(dāng)前，社會(huì)評(píng)價(jià)學(xué)校，上級(jí)考核學(xué)校看升學(xué)率，學(xué)校考核教師主要看學(xué)科成績(jī)，“一好遮百丑”。有的學(xué)校每周唯一的一節(jié)班會(huì)課也往往是被占用。由于應(yīng)試教育占主導(dǎo)地位，德育的時(shí)間和空間受到很大程度的擠壓，“問(wèn)題在下面，根子在上面。”“一手硬、一手軟”的現(xiàn)象普遍存在，這是學(xué)校德育工作弱化的根本原因。其二各個(gè)學(xué)科教育內(nèi)容，不分年級(jí)高低，不管個(gè)性差異，一個(gè)模式，“一刀切”的現(xiàn)象比較突出。教育形式單一，缺乏吸引力。有學(xué)生反映：校會(huì)老調(diào)重彈，國(guó)旗下講話東拉西扯，團(tuán)、隊(duì)活動(dòng)很不正常，至于社會(huì)實(shí)踐活動(dòng)，一學(xué)年也難得搞一次。

2.學(xué)生德育活動(dòng)時(shí)間不夠。安排學(xué)生進(jìn)行德育活動(dòng)，有時(shí)候很尷尬。現(xiàn)在學(xué)校的課程排的很滿，很難讓學(xué)生抽出專門(mén)的時(shí)間來(lái)做有充分準(zhǔn)備的德育實(shí)踐活動(dòng)。

3.班主任德育意識(shí)不強(qiáng)。班主任忙于事務(wù)性的檢查上交，從根本上忽視了德育工作的根本目的是為了培養(yǎng)人。所以每次的德育例會(huì)成為了很多班主任訴苦的時(shí)間。班會(huì)活動(dòng)只做記錄，不開(kāi)展活動(dòng)，或者有一點(diǎn)點(diǎn)時(shí)間應(yīng)付性的開(kāi)展活動(dòng)，剩下的時(shí)間用來(lái)上課，甚至直接上課。對(duì)于必須參加的大型德育活動(dòng)，也只是選擇一兩個(gè)人訓(xùn)練，而忽視了大多數(shù)學(xué)生的存在。學(xué)生在日常生活中表現(xiàn)出來(lái)的懶散，熟視無(wú)睹，不能積極引導(dǎo)和糾正。比如做操。

4.全員育人成為一紙空文。開(kāi)展德育活動(dòng)，忙前忙后的是班主任；組織德育活動(dòng)忙前忙后的處室管理人員。很少有主動(dòng)關(guān)心德育活動(dòng)的其他教師。全員育人，除了在課堂上能有所體現(xiàn)，課后很難見(jiàn)蹤影了。學(xué)校制定的《全員德育工作考評(píng)》操作難度大，工作量大，加上但主觀上努力不夠，德育這一塊在整個(gè)考核方案中所占比重很小。還有人反映，以往評(píng)選德育先進(jìn)學(xué)校憑印象、憑上報(bào)材料，很少進(jìn)行認(rèn)真扎實(shí)的實(shí)效評(píng)估，評(píng)優(yōu)的不公正也挫傷了一部分學(xué)校做好德育工作的積極性

5.教師的精神面貌待調(diào)整。教師的精神面貌對(duì)學(xué)生有相當(dāng)?shù)挠绊憽Ｉ龂?guó)旗講話，隊(duì)容不整；開(kāi)會(huì)接電話，上課打手機(jī)，學(xué)生做操時(shí)、上課時(shí)大聲喧嘩，講笑話或開(kāi)不宜在學(xué)生存在的公共場(chǎng)合開(kāi)的玩笑；學(xué)生進(jìn)辦公室是打游戲，種qq農(nóng)場(chǎng)；對(duì)學(xué)生要求不嚴(yán)格等現(xiàn)象在我校教師中普遍存在。

6.三結(jié)合的教育力量失衡。學(xué)校是育人的殿堂，不但需要健康向上的內(nèi)部環(huán)境，而且需要和諧凈化的外部環(huán)境。目前學(xué)校周邊的環(huán)境與學(xué)校育人要求很不協(xié)調(diào)，特別是撤鄉(xiāng)并鎮(zhèn)后，我校周邊的環(huán)境令人擔(dān)憂。尤其是失調(diào)失控的網(wǎng)吧，無(wú)人監(jiān)管，有的孩子成天掛念上網(wǎng)，對(duì)涉世不深，自控力差，易受暗示的青少年學(xué)生產(chǎn)生誘惑和影響，成為現(xiàn)實(shí)生活沒(méi)有網(wǎng)絡(luò)生活精

彩的誘因之一。大多數(shù)青少年的品行不良也與家庭教育失當(dāng)有很大關(guān)系。當(dāng)前普遍存在以下幾種情形：一是單親家庭，家庭破裂的孩子得不到親情的溫暖和應(yīng)有的管束，容易受壞人的引誘和利用，進(jìn)而走向邪路；二是部分家長(zhǎng)過(guò)于溺愛(ài)子女，千方百計(jì)滿足他們的各種要求，使孩子從小養(yǎng)成自私、任性、好逸惡勞的不良習(xí)慣。

第三篇：壓題高中學(xué)生英語(yǔ)聽(tīng)力能力現(xiàn)狀分析與對(duì)策

With the development of information technology, it is getting increasingly mature, and gradually infiltrated into all kinds of industries.Network information-seeking is an important way for people to search information.However, as there is a mass of information on internet。

高中英語(yǔ)聽(tīng)力教學(xué)現(xiàn)狀分析與實(shí)施策略

【摘要】本文對(duì)高中英語(yǔ)聽(tīng)力教學(xué)現(xiàn)狀進(jìn)行分析,從四個(gè)方面進(jìn)行闡述:聽(tīng)力材料單

一、訓(xùn)練方法簡(jiǎn)單、教材聽(tīng)力難度過(guò)大、語(yǔ)言知識(shí)輸入不夠，并結(jié)合筆者自己的教學(xué)實(shí)踐提出了精選材料，靈活多樣；注重策略，激發(fā)興趣；活用教材,整合資源；夯實(shí)基礎(chǔ)，探索途徑等提高高中英語(yǔ)聽(tīng)力教學(xué)的實(shí)施策略。

【關(guān)鍵詞】聽(tīng)力教學(xué) 現(xiàn)狀分析 實(shí)施策略

一、引言

隨著新一輪課程改革的開(kāi)展，2009年浙江省英語(yǔ)高考中重新增加了聽(tīng)力考試。2009年考試說(shuō)明指出聽(tīng)力測(cè)試部分根據(jù)《浙江省新課改高考方案》，使用全國(guó)英語(yǔ)等級(jí)考試(二級(jí))聽(tīng)力試卷，單獨(dú)安排, 滿分30分。《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)）》（以下簡(jiǎn)稱《標(biāo)準(zhǔn)》）也對(duì)高中學(xué)生的聽(tīng)力發(fā)展水平提出了具體明確的目標(biāo)。聽(tīng)力七級(jí)目標(biāo): ①能識(shí)別語(yǔ)段中的重要信息并進(jìn)行簡(jiǎn)單的推斷； ②能聽(tīng)懂操作性指令，并能根據(jù)要求和指令完成任務(wù)；

③能聽(tīng)懂正常語(yǔ)速聽(tīng)力材料中對(duì)人和物的描寫(xiě)、情節(jié)發(fā)展及結(jié)果； ④能聽(tīng)懂有關(guān)熟悉話題的談話并能抓住要點(diǎn)；

⑤能聽(tīng)懂熟悉話題的內(nèi)容，識(shí)別不同語(yǔ)氣所表達(dá)的不同態(tài)度； ⑥能聽(tīng)懂一般場(chǎng)合的信息廣場(chǎng)，例如：天氣預(yù)報(bào)。

《標(biāo)準(zhǔn)》把培養(yǎng)學(xué)生聽(tīng)力理解能力的目標(biāo)要求提到了一個(gè)新的高度。由此可見(jiàn)，聽(tīng)力教學(xué)在高中英語(yǔ)課堂教學(xué)占有很重要的地位。

二、高中英語(yǔ)聽(tīng)力教學(xué)現(xiàn)狀分析

長(zhǎng)期以來(lái)，許多高中英語(yǔ)教師一直重視培養(yǎng)學(xué)生的聽(tīng)力能力，但大多數(shù)教師的教學(xué)局限于應(yīng)試為目的的聽(tīng)力訓(xùn)練，并沒(méi)有對(duì)學(xué)生的聽(tīng)力習(xí)慣和興趣的培養(yǎng)給

予足夠重視。不少教師在聽(tīng)力教學(xué)中采用應(yīng)試的強(qiáng)化訓(xùn)練模式，致使學(xué)生長(zhǎng)期處于被動(dòng)聽(tīng)力的狀態(tài)。筆者認(rèn)為，目前高中英語(yǔ)聽(tīng)力教學(xué)主要存在以下幾個(gè)問(wèn)題：

1．聽(tīng)力材料單一

學(xué)生平時(shí)接觸到的聽(tīng)力材料基本上是課本和一些應(yīng)試題目。這些材料形式單一，內(nèi)容雷同，不能激發(fā)學(xué)生的聽(tīng)力興趣，也不利于提高學(xué)生的聽(tīng)力能力。

2． 訓(xùn)練方法簡(jiǎn)單

教師訓(xùn)練學(xué)生聽(tīng)力的方法基本上是聽(tīng)材料校對(duì)答案，也就是在教師的安排下聽(tīng)規(guī)定的聽(tīng)力材料，然后進(jìn)行校對(duì)答案。在整個(gè)訓(xùn)練過(guò)程中，學(xué)生始終在被動(dòng)訓(xùn)練，失去了自己的思維空間和思考動(dòng)力。

3．教材聽(tīng)力難度過(guò)大

2007年出版的NSEFC教材提供了大量的聽(tīng)力材料。雖然聽(tīng)力材料信息量大、時(shí)代性強(qiáng)、內(nèi)容新穎以及符合中學(xué)生心理和興趣等優(yōu)點(diǎn)，但這套聽(tīng)力材料文章偏長(zhǎng)，問(wèn)題設(shè)計(jì)難度過(guò)大。因此，在40分鐘的課堂中如何有效地培養(yǎng)學(xué)生的聽(tīng)力技能成了一大難點(diǎn)。導(dǎo)致出現(xiàn)一種現(xiàn)象，部分英語(yǔ)教師完全不采用教材上的聽(tīng)力材料，另外挑選聽(tīng)力材料。這樣就容易資源浪費(fèi)，因?yàn)榻滩闹械穆?tīng)力材料是與本單元的中心話題密切相關(guān)的，有的是學(xué)生用書(shū)內(nèi)容的延續(xù)，有的則是有關(guān)單元話題的擴(kuò)充，目的在于檢查學(xué)生對(duì)聽(tīng)力內(nèi)容的理解程度和訓(xùn)練學(xué)生捕捉關(guān)鍵信息的能力。在很大程度上弱化了英語(yǔ)閱讀材料的應(yīng)有功能。

4.語(yǔ)言知識(shí)輸入不夠

學(xué)生對(duì)聽(tīng)力材料的時(shí)候，思維跟不上有，部分原因是語(yǔ)言基礎(chǔ)知識(shí)掌握不夠勢(shì)必導(dǎo)致。語(yǔ)言知識(shí)的影響首先表現(xiàn)在單詞發(fā)音不準(zhǔn)，辨音、聽(tīng)音能力不夠。如長(zhǎng)短音不分，［r］和［l］不分等。其次是對(duì)語(yǔ)調(diào)認(rèn)識(shí)不足。對(duì)語(yǔ)調(diào)認(rèn)識(shí)不足，就不能很好地把握說(shuō)話人的態(tài)度和意圖。語(yǔ)言知識(shí)的影響還表現(xiàn)在對(duì)英語(yǔ)發(fā)音的特點(diǎn)和規(guī)律掌握不夠。由于缺乏真實(shí)的語(yǔ)言環(huán)境，不少學(xué)生語(yǔ)感差，單個(gè)的單詞或短語(yǔ)能夠聽(tīng)出，但遇到連詞成句后的重音、語(yǔ)調(diào)、弱讀、爆破、意群等變化時(shí)不能準(zhǔn)確分辨。另外，學(xué)生掌握的詞匯量不大，并且不善于總結(jié)單詞拼寫(xiě)與讀音之間的關(guān)系。沒(méi)有一定的詞匯量，學(xué)生練聽(tīng)力，就如巧婦難為無(wú)米之吹。還有語(yǔ)法的影響，由于對(duì)語(yǔ)法知識(shí)的一知半解，在聽(tīng)力過(guò)程中，學(xué)生抓不住關(guān)鍵詞，且時(shí)常會(huì)曲解句意。

三、英語(yǔ)聽(tīng)力教學(xué)實(shí)施策略

造成學(xué)生英語(yǔ)聽(tīng)力能力不強(qiáng)的原因是多方面的，其中有應(yīng)試教育的影響，也有教學(xué)思路陳舊、教育觀念滯后、教學(xué)手段單調(diào)等諸多因素的影響。針對(duì)這種現(xiàn)狀，教師有責(zé)任從教與學(xué)的實(shí)際出發(fā)，提高認(rèn)識(shí)，解放思想，更新觀念，拓寬教學(xué)視野，改進(jìn)教學(xué)方法，提高學(xué)生的英語(yǔ)聽(tīng)力能力。具體有以下幾點(diǎn)對(duì)策：

1.精選材料，靈活多樣

要上好聽(tīng)力課，聽(tīng)力材料的選擇是很重要的，一定要選擇貼近學(xué)生生活的材料。如果你選擇的材料對(duì)學(xué)生來(lái)說(shuō)是很陌生，很難懂的，那學(xué)生就會(huì)對(duì)這個(gè)材料很排斥，也就無(wú)法集中精力去聽(tīng)這材料。生活化的材料可以使學(xué)生在輕松的氛圍中提高自己的聽(tīng)力水平。生活化的材料有很多，像一些新聞報(bào)導(dǎo)，電影片段，歌曲，故事之類的材料都可以拿來(lái)作為聽(tīng)力課的材料。

【實(shí)踐示例一】

高中英語(yǔ)新人教版教材必修1第四單元的Reading部分的內(nèi)容與地震有關(guān)，在學(xué)習(xí)本單元時(shí)，讓學(xué)生首先聽(tīng)一段四川汶川地震的英語(yǔ)新聞報(bào)導(dǎo)，這樣不但可以充實(shí)課文知識(shí)，而且增加了材料的時(shí)效性，大大地激發(fā)學(xué)生學(xué)習(xí)的興趣。

給學(xué)生提供貼近學(xué)生實(shí)際、貼近生活、貼近時(shí)代的內(nèi)容健康和豐富的聽(tīng)力資源，有利于學(xué)生激發(fā)學(xué)生的學(xué)習(xí)興趣。聽(tīng)力材料的多樣化，生活化，可以使學(xué)生對(duì)各種題材都有所了解，也可以提高學(xué)生處理各種不同材料的能力。在聽(tīng)力活動(dòng)開(kāi)始之前，教師應(yīng)指導(dǎo)學(xué)生了解不同聽(tīng)力材料的特點(diǎn)，并且讓學(xué)生知道根據(jù)材料特點(diǎn)運(yùn)用不同的技巧。如果材料是一段電影對(duì)白的話，可以提醒學(xué)生注意語(yǔ)言的口語(yǔ)化信息以及說(shuō)話人的語(yǔ)調(diào)和語(yǔ)氣等非語(yǔ)音因素。如果聽(tīng)力材料是一篇新聞報(bào)導(dǎo)的話，就可以提醒學(xué)生特別注意新聞的開(kāi)頭，因?yàn)檫@往往是整則報(bào)導(dǎo)的最核心的內(nèi)容。

2．注重策略，激發(fā)興趣

教師在教學(xué)中要研究學(xué)生的心理和了解學(xué)生的聽(tīng)力習(xí)慣。高中學(xué)生對(duì)未知世界有很強(qiáng)烈的好奇心，其求知欲也很強(qiáng)，但缺乏毅力和耐力。所以，教師一方面要充分開(kāi)發(fā)和利用學(xué)生的好奇心，引導(dǎo)學(xué)生積極做聽(tīng)力；另一方面要通過(guò)多種渠道和途徑實(shí)施教學(xué)，培養(yǎng)學(xué)生持久的聽(tīng)力興趣。

（1）聽(tīng)力活動(dòng)要多樣化

2007年開(kāi)始筆者學(xué)校在高一高二有開(kāi)展一周一節(jié)的聽(tīng)力課。因?yàn)槭锹?tīng)力課，一些老師會(huì)從在整節(jié)課上做聽(tīng)力練習(xí)。其實(shí)一堂課從頭聽(tīng)到尾練聽(tīng)力，只能使學(xué)

生感到非常疲憊，這樣效率是非常低的。做為一節(jié)聽(tīng)力課型，除了聽(tīng)之外，還可以包括說(shuō)，讀，寫(xiě)。這四個(gè)方面是相輔相成，相互促進(jìn)的。讀可以使學(xué)生加強(qiáng)語(yǔ)感，熟悉語(yǔ)音語(yǔ)調(diào)。聽(tīng)，讀作為語(yǔ)言的輸入方式。說(shuō)，寫(xiě)都作為語(yǔ)言的輸出方式。將聽(tīng)，說(shuō)，讀，寫(xiě)有機(jī)結(jié)合起來(lái)的聽(tīng)力課，能夠充分發(fā)揮師生雙方的主觀能動(dòng)性，給學(xué)生更多的直接參與的實(shí)踐機(jī)會(huì)。在聽(tīng)完一段材料后，師生之間或者生生之間進(jìn)行信息交流。交流的方式可以采取提問(wèn)或討論的方式。教師可以通過(guò)仔細(xì)聆聽(tīng)學(xué)生反饋的信息，準(zhǔn)確把握學(xué)生對(duì)聽(tīng)力內(nèi)容理解的程度及其情感傾向。這樣就能在聽(tīng)力過(guò)程中及時(shí)創(chuàng)造并把握發(fā)現(xiàn)問(wèn)題，解決問(wèn)題的機(jī)會(huì)，而且這樣也起著一種緩沖的作用，讓學(xué)生在聽(tīng)力過(guò)程中有時(shí)間去整理、思考以及細(xì)化已聽(tīng)的內(nèi)容。

【實(shí)踐示例二】

高中英語(yǔ)新人教版教材必修2第五單元Using language(listening，reading andspeaking)以這一課為例談?wù)劰P者對(duì)聽(tīng)力活動(dòng)要多樣化的理解。筆者把本節(jié)課幾個(gè)步驟。步驟1:Pre-listening In pairs discuss how your life wouldchange if you became famous overnignt.(聽(tīng)力之前的熱身活動(dòng)，學(xué)生進(jìn)行討論，如果你成名之后，你的生活會(huì)發(fā)生怎樣的變化。)步驟2: While-listening listen to the story of “Freddy the Frog” and then write down the main idea and reading the following statements decide which are true and which are false.Give a reason.（這兩個(gè)練習(xí)主要是考察學(xué)生聽(tīng)力技能和理解程度的。）步驟3：Post-listening What did Freddy express in his song?(讓學(xué)生討論一下,Freddy想要表達(dá)的情感。)步驟4：Reading read more about Freddy’s life.①What problem was caused after they became stars? ②Did Freddy and his band leave Britain at last?(這部分的閱讀材料跟聽(tīng)力材料都是關(guān)于Freddy的故事，讓學(xué)生更全面的了解Freddy。)步驟5：Speaking Pretend you were Freddy，discuss the disadvantages and advantages of becoming famous。(讓學(xué)生假設(shè)自己就是Freddy重新回到湖里后,述說(shuō)自己成名的苦樂(lè),并進(jìn)行角色扮演。)這堂課就有效地將聽(tīng)和說(shuō)結(jié)合起來(lái)，充分體現(xiàn)了師生之間的互動(dòng)，發(fā)揮了師生雙方的主觀能動(dòng)性,給學(xué)生以更多的直接參與的實(shí)踐機(jī)會(huì),激發(fā)學(xué)習(xí)興趣,增強(qiáng)自信心,從而達(dá)到良好的教學(xué)效果。

（2）測(cè)試手段要多樣化

聽(tīng)力測(cè)試是對(duì)聽(tīng)力活動(dòng)的一種反饋手段。通過(guò)測(cè)試，教師可以分析和研究教

學(xué)對(duì)象反饋回來(lái)的信息，能夠比較系統(tǒng)地對(duì)教學(xué)對(duì)象的獲知能力狀況有一個(gè)比較全面的了解。學(xué)生則可以根據(jù)測(cè)試反饋回來(lái)的信息分析自己在學(xué)習(xí)中存在的問(wèn)題，從而有助于端正學(xué)習(xí)態(tài)度，糾正錯(cuò)誤，強(qiáng)化已學(xué)到的聽(tīng)力技巧。

聽(tīng)力測(cè)試是可以在聽(tīng)力課上隨時(shí)都可以進(jìn)行的，形式不拘一格。如教師可以采用客觀題，即判斷題、多項(xiàng)選擇、機(jī)械填空等形式來(lái)測(cè)試學(xué)生對(duì)音、詞、數(shù)字、短語(yǔ)、句子、說(shuō)話人的語(yǔ)氣和態(tài)度的辨別能力；也可以用主觀題，如問(wèn)答、填空或其他類型的綜合表達(dá)的形式去測(cè)試學(xué)生提取特別信息、分析歸納和記錄筆記的能力。這樣就可以從多方面來(lái)測(cè)試學(xué)生的聽(tīng)力水平，也可以激發(fā)學(xué)生練聽(tīng)力的興趣。

3．活用教材,整合資源

教材是教師和學(xué)生據(jù)以進(jìn)行教學(xué)活動(dòng)的材料，是教學(xué)的主要媒介。新教材話題與時(shí)俱進(jìn), 語(yǔ)言地道自然, 教學(xué)理念先進(jìn), 倡導(dǎo)體驗(yàn)學(xué)習(xí), 引導(dǎo)探究學(xué)習(xí), 設(shè)計(jì)圖文并茂, 留給創(chuàng)造空間。但是我們?cè)谛陆滩慕虒W(xué)過(guò)程中我們遇到了許多困惑, 聽(tīng)力錄音欠科學(xué)，不便使用； 聽(tīng)力材料多而長(zhǎng)，設(shè)題較難。我們不能做教材的奴隸，要?jiǎng)?chuàng)造性地使用教材、重組教材、活化教材，并可嘗試一材多用，使教材真正成為一種（但不是唯一的）教學(xué)資源。

【實(shí)踐示例三】

高中英語(yǔ)新人教版教材必修3第一單元Warming up and Listening一課為例談?wù)劰P者對(duì)活用教材的理解。這個(gè)單元是高中英語(yǔ)模塊三的第一單元。整個(gè)單元以世界各地的節(jié)日為話題。在整個(gè)模塊學(xué)習(xí)中，本課屬于綜合技能課型，是以輸入為主的熱身課，是閱讀和語(yǔ)言學(xué)習(xí)課的鋪墊，它的成功與否對(duì)學(xué)生以后整個(gè)單元話題的深入學(xué)習(xí)和理解起著重要地位。英語(yǔ)信息的輸入是英語(yǔ)教學(xué)中的一個(gè)關(guān)鍵，正如大家常說(shuō)的那樣：A good beginning is a half done.教師能夠在第一時(shí)間，正確有效地調(diào)動(dòng)學(xué)生的興趣愛(ài)好，結(jié)合學(xué)生的生活經(jīng)歷，充分激發(fā)學(xué)生的已有知識(shí)，合理地開(kāi)發(fā)和運(yùn)用教材進(jìn)行教學(xué)，那就能為整個(gè)單元的過(guò)程教學(xué)提前作好準(zhǔn)備。

為了在進(jìn)行熱身活動(dòng)的同時(shí)又不忽略了語(yǔ)言學(xué)習(xí)的目的，筆者利用新教材重組的方法對(duì)教材進(jìn)行了大膽的增刪與重組，從而達(dá)到了活用教材的目的。以下是筆者聽(tīng)力設(shè)計(jì)部分。

Have students listen to the passage on the tape of the passage（書(shū)本P41）.1.Listen to the tape for the first time and find out: ① What’s the main topic of their conversation?

② When does it take place? 2.Fill in the blanks on the tape of the passage

①Easter is the holiday every spring when Christians around the world _____Jesus ______back to life from the ________.② The cross on the bun is to _____ people how Jesus died.③ Early on Easter morning, parents will _____ eggs inside the house or outside in the garden.④ I guess it is because people think they represent life.We also often have lilies at ______ to represent _____ that is new and clean.⑤ So Easter is about ______, ___________, _______, bunnies and lilies.3.Listen to the tape for the second time and tick the information below: ①What are the celebrations of Easter? A.There is a five-day holiday to celebrate it.B.The whole family get together to have a meal.C.Hiding candy and chocolate Easter eggs, sweets in shape of chickens or rabbits all around the house.D.Children should help their parents with the dinner.E.Children hunt for Easter eggs and candy.F.People should go to shop to buy candy eggs and Hot Cross Buns.②What did they have for dinner? A.carrots B.Easter eggs C.potatoes D.sweets E.roast lamb F.apple pie 筆者通過(guò)單元整體內(nèi)容的解讀，發(fā)現(xiàn)課后練習(xí)冊(cè)中的聽(tīng)力一方面可以讓學(xué)生了解更多西方的節(jié)日，另一方面可以通過(guò)不同的方式和手段實(shí)現(xiàn)語(yǔ)言和信息輸入的目的和提高聽(tīng)力技能的目的。所以，筆者就將這部分的聽(tīng)力作為這一單元的第一節(jié)課的一個(gè)內(nèi)容。聽(tīng)力題目設(shè)計(jì)成問(wèn)答、填空和選擇兼容的形式。因?yàn)镻41的聽(tīng)力練習(xí)形式難度比較大，會(huì)打擊學(xué)生的學(xué)習(xí)自信心。設(shè)計(jì)問(wèn)答、填空和選擇兼容的形式可以兼顧不同層次的學(xué)生，以更好地完成教學(xué)目標(biāo)。4.夯實(shí)基礎(chǔ)，探索途徑

首先，要重視語(yǔ)音教學(xué)。在教學(xué)中加強(qiáng)學(xué)生的發(fā)音基本功訓(xùn)練，讓學(xué)生聽(tīng)錄音進(jìn)行模仿，力求有一個(gè)較好的語(yǔ)音基礎(chǔ)。其次，要注意朗讀技巧的訓(xùn)練和培養(yǎng)。教師在課堂上應(yīng)傳授一些語(yǔ)句重音、節(jié)奏、音變、爆破、連讀以及語(yǔ)調(diào)等知識(shí)，訓(xùn)練學(xué)生的朗讀技巧，使學(xué)生通過(guò)反復(fù)模仿與練習(xí)，排除方言對(duì)英語(yǔ)學(xué)習(xí)的干擾，學(xué)到地道的英語(yǔ)，減少學(xué)習(xí)英語(yǔ)時(shí)帶有較多母語(yǔ)味的弊端。再次，教師要正確引導(dǎo)學(xué)生記憶單詞。記憶單詞最有效的方法之一就是根據(jù)讀音規(guī)則記憶。教師要引導(dǎo)學(xué)生找出單詞拼寫(xiě)與發(fā)音的關(guān)系，提高其拼寫(xiě)單詞的準(zhǔn)確率。堅(jiān)持聽(tīng)寫(xiě)是一條有效的途徑。最后，要落實(shí)語(yǔ)法知識(shí)，學(xué)生熟練掌握基本語(yǔ)法、句法、句式、習(xí)語(yǔ)等有助于其正確理解聽(tīng)力內(nèi)容。

四、結(jié)束語(yǔ)

學(xué)生的聽(tīng)力技能形成是一個(gè)潛移默化的過(guò)程，高中英語(yǔ)聽(tīng)力教學(xué)要按照英語(yǔ)課程標(biāo)準(zhǔn)的要求，結(jié)合學(xué)生實(shí)際，循序漸進(jìn)，持之以恒。同時(shí)，要將聽(tīng)、說(shuō)、讀、寫(xiě)有機(jī)地結(jié)合起來(lái)，形成一個(gè)相互作用，相互促進(jìn)的教學(xué)體系。在英語(yǔ)聽(tīng)力訓(xùn)練過(guò)程中，要重視語(yǔ)言知識(shí)的傳授，聽(tīng)力材料的多樣化，教學(xué)活動(dòng)的多樣化，測(cè)試手段多樣化，立足課堂，活用教材，激發(fā)學(xué)生學(xué)習(xí)興趣，使學(xué)生在課堂上保持思維活躍，精神飽滿，心情舒暢。總而言之了解提高聽(tīng)力的必要性及重要性，掌握了聽(tīng)力訓(xùn)練的技能，加強(qiáng)培養(yǎng)這方面的興趣與愛(ài)好，聽(tīng)力水平的提高也是指日可待的。

參考文獻(xiàn)

[1]普通高中英語(yǔ)課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）[M].人民教育出版社，2003-04（1）.[2]左慧芳.開(kāi)發(fā)利用教材聽(tīng)力資源，提高學(xué)生聽(tīng)說(shuō)讀寫(xiě)技能.中小學(xué)英語(yǔ)教學(xué)與研究[J].2009(5).[3]普通高中課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū) 必修1 [M] 人民教育出版社，2007-4（2）.[4]普通高中課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū) 必修2 [M] 人民教育出版社，2007-4（2）.[5]普通高中課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū) 必修3 [M] 人民教育出版社，2007-4（2）.7

第四篇：中學(xué)生閱讀現(xiàn)狀調(diào)查與分析

中學(xué)生閱讀現(xiàn)狀調(diào)查與分析

前蘇聯(lián)教育家蘇霍姆林斯基曾說(shuō)過(guò)：“讓學(xué)生變聰明的方法，不是補(bǔ)課，不是增加作業(yè)量，而是閱讀、閱讀、再閱讀。”新的課程標(biāo)準(zhǔn)對(duì)課外閱讀的總量有了具體而明確的量化規(guī)定，其中小學(xué)生課外閱讀文字總量不低于150萬(wàn)字。

為了打好學(xué)生人生底色，為了提升學(xué)生語(yǔ)文素養(yǎng)，長(zhǎng)圳小學(xué)從閱讀時(shí)間、閱讀興趣、閱讀時(shí)間等方面進(jìn)行了一次小學(xué)語(yǔ)文閱讀現(xiàn)狀的調(diào)查。結(jié)合本次調(diào)查分析如下：

1、閱讀興趣不高，閱讀時(shí)間不充足。

調(diào)查顯示，我校小學(xué)生課余活動(dòng)最喜歡的項(xiàng)目是看電視，占調(diào)查總樣本的55%。長(zhǎng)圳小學(xué)地處偏僻的村莊，學(xué)生主要來(lái)源于打工家庭。家長(zhǎng)整天忙碌奔波，大多數(shù)孩子處于無(wú)人監(jiān)管的狀態(tài)。這些孩子，放學(xué)后寫(xiě)完作業(yè)，基本上就是看電視。有的學(xué)生還玩電腦、打游戲等。這些聲、光、電的刺激，對(duì)孩子有很強(qiáng)的吸引力，使孩子的心靈離需要靜心品讀的書(shū)本越來(lái)越遠(yuǎn)。

在調(diào)查學(xué)生閱讀的時(shí)間一項(xiàng)，每周只有18%的學(xué)生閱讀時(shí)間超過(guò)一小時(shí)。他們的時(shí)間被家庭作業(yè)、玩耍、玩電腦、看電視等大量占用。部分教師和家長(zhǎng)對(duì)學(xué)生讀課外書(shū)的態(tài)度不夠支持或重視力度不夠，使得被譽(yù)為開(kāi)啟智慧之門(mén)的課外閱讀受到了“無(wú)辜”的冷落，使得期待點(diǎn)燃智慧火花的孩子竟然與“讀書(shū)之樂(lè)”無(wú)緣。

2、課外讀物缺乏，閱讀內(nèi)容不豐富

調(diào)查顯示，有42%的學(xué)生喜歡讀書(shū)。小學(xué)生更喜歡文字與圖畫(huà)內(nèi)容相輔相成的讀物，他們雖然喜歡讀童話、科普讀物、偵探小說(shuō)，但是他們購(gòu)買(mǎi)最多的書(shū)卻是“作文寶典”。特別是高年級(jí)，課外閱讀的“功利性”增強(qiáng)。致使小學(xué)生作文習(xí)作中出現(xiàn)“雷同現(xiàn)象”、“無(wú)病呻吟”，習(xí)作缺乏靈性，往往是“假、大、空”，沒(méi)有多少真情實(shí)感。

家庭里有書(shū)柜的不到10%。40%的學(xué)生根本沒(méi)有買(mǎi)過(guò)課外書(shū)，擁有10本以上的課外書(shū)只有12%。家長(zhǎng)不夠重視孩子的課外閱讀，關(guān)心的是孩子完成作業(yè)情況，身體健康情況。很多爸爸媽媽沒(méi)有經(jīng)常帶孩子去圖書(shū)室或去書(shū)店買(mǎi)書(shū)，家里藏書(shū)寥寥無(wú)幾，導(dǎo)致孩子在家庭里想讀課外書(shū)，卻無(wú)書(shū)可讀的狀況。

學(xué)校雖然有圖書(shū)室，但是沒(méi)有專職圖書(shū)管理員。每個(gè)小學(xué)生到圖書(shū)室借書(shū)的時(shí)間只是半天，這期間還要上課，做眼保操，一個(gè)年級(jí)的學(xué)生一下課一起擁到圖書(shū)室，不一定一個(gè)星期能借回一本書(shū)。每個(gè)學(xué)生可用來(lái)借書(shū)的時(shí)間并不多，更不用說(shuō)能在這有限的時(shí)間里細(xì)細(xì)挑選自己喜歡的書(shū)了。

3、閱讀習(xí)慣有待提高，閱讀水平偏低。

調(diào)查顯示，約有97%的學(xué)生基本不愿意寫(xiě)讀書(shū)心得，即使寫(xiě)，也是老師要求的。95%的學(xué)生閱讀的時(shí)候只是用眼睛看，遇到不懂的字或句子就跳過(guò)去，沒(méi)有查字典的習(xí)慣。82%的學(xué)生讀書(shū)不用筆圈畫(huà)，只關(guān)注故事情節(jié)和內(nèi)容。

對(duì)學(xué)生課外閱讀的輔導(dǎo)。我們了解了我校小學(xué)生的閱讀現(xiàn)狀之后，學(xué)校將會(huì)有針對(duì)性地加強(qiáng)對(duì)學(xué)生的閱讀輔導(dǎo)。

1、培養(yǎng)興趣，使學(xué)生樂(lè)讀。

如果學(xué)生沒(méi)有：“我要讀書(shū)”這種內(nèi)在需要和渴望的話，讀再多的書(shū)，也無(wú)助于知識(shí)的增長(zhǎng)。興趣是一種重要的潤(rùn)滑劑。我校通過(guò)開(kāi)展“書(shū)香校園”系列活動(dòng)來(lái)激發(fā)學(xué)生的興趣。如“我最喜歡的一本書(shū)征文”、“閱讀小明星”、“美文誦讀比賽”“講故事比賽”、“親子讀書(shū)”等來(lái)激發(fā)學(xué)生閱讀的興趣，從而使閱讀變成“悅讀。”

2、營(yíng)造氛圍，使學(xué)生想讀。

建立班級(jí)圖書(shū)角，是個(gè)古老的方法，我們要充分發(fā)揮圖書(shū)角的功能。要讓學(xué)生讀書(shū)，時(shí)間必須有保障。沒(méi)有整塊的時(shí)間，就要教會(huì)學(xué)生善于利用零散的時(shí)間，擠時(shí)間。另外，要引導(dǎo)學(xué)生用節(jié)約下來(lái)的零花錢(qián)買(mǎi)書(shū)。學(xué)校圖書(shū)館的書(shū)也要“漂流”到班級(jí)，使人人有書(shū)可讀。

3、培養(yǎng)習(xí)慣，使學(xué)生久讀。

語(yǔ)文老師有負(fù)責(zé)向?qū)W校推薦優(yōu)秀讀物的使命，但是不少學(xué)生讀書(shū)囫圇吞棗，粗粗瀏覽，更有學(xué)生一翻而過(guò)，閱讀效率低下。以往語(yǔ)文教學(xué)往往讓學(xué)生處在放任自流的狀態(tài)。為了讓閱讀有效進(jìn)行，教師不僅要指導(dǎo)學(xué)生讀書(shū)的方法，如粗讀法，細(xì)讀法，選讀法等，還要指導(dǎo)學(xué)生做讀書(shū)筆記，更要在朗讀、復(fù)述、背誦、精讀、瀏覽中提高閱讀品質(zhì)。

文字的缺失容易造成理解力、思考力下降，也容易造成人文精神和情感的缺失。真正的語(yǔ)文能力不是做題做出來(lái)的，真正的語(yǔ)文高手也不是語(yǔ)文老師教學(xué)出來(lái)的。語(yǔ)文素質(zhì)的提升歸根結(jié)底取決于學(xué)生自己的勤奮閱讀。只要社會(huì)創(chuàng)造環(huán)境，教師用心指導(dǎo)，學(xué)生用心投入，學(xué)生讀書(shū)的習(xí)慣就能養(yǎng)成。愿閱讀改變孩子的人生！

第五篇：農(nóng)村初中英語(yǔ)聽(tīng)力教學(xué)現(xiàn)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 “l(fā)ift”, 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

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[5].李觀儀 新編英語(yǔ)教程〔Z〕.上海：上海外語(yǔ)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(yǔ)教育學(xué)〔Z〕.浙江.浙江教育出版社，1999.15