中小学英语教学法论文：对偏远少数民族地区英语课堂教学有效途径的探索———几种外语教学法流派在农村中小

中小学英语教学法论文：对偏远少数民族地区英语课 堂教学有效途径的探索几种外语教学法流派在农村 中小学英语教学中的灵活运用 摘要：本文指出偏远少数民族地区教师因地制宜，因 材施教，最大限度地提高偏远少数民族地区的外语教学水 平。 关键词：偏远少数民族地区；中小学英语教学；探索 偏远少数民族地区英语教学一般仍沿袭传统的语法翻 译法，注重语言结构形式的分析讲解，忽略语言实际运用 能力的培养。笔者从英语教学实际运用的角度，探讨几种 教学流派在偏远少数民族地区中小学外语教学中的实际运 用。 一、直接法与直观教学手段的灵活运用 直接法（Direct Method）指的是用外语本身进行会话、 交谈和阅读，而不用母语，不用翻译，也不用形式语法的 教学方法。它的一大优点是强调实物、图画、手势、动作 等直观手段用外语进行教学，使外语与客观事物建立直接 联系，培养外语思维能力。 （束定芳，庄智象，1996）运用 此教学法，教师可以通过漂亮的画面呈现课文内容，采用 实物、图片、绘画、形体动作等方式进行词汇教学，让学 生在教师创造的语境中理解生词的意义，并结合其它教学 法巩固运用词汇，同时还增加角色扮演、讲故事、读故事 等方式让学生理解有接触大量的语言素材，培养英语思维 能力。 在中小学教材中，每个单元的教学内容都有一个主题， 集中归纳了学生要掌握的词汇，如在第一册的主题包括颜 色、数字、字母、身体部位、动作、感情等，教师可为每 一个主题制作一幅幅张贴画。利用张贴画的联系性和完整 性，教师可以减少使用母语翻译，同时又可以根据需要充 分发挥它的作用。例如：分别制作有关水果、晚餐食物、 午餐食物和甜点心等张贴画，先呈现有关词汇的音、义、 形，然后借助张贴画引出与饮食有关的句子，并组织学生 操练运用，最后让学生围绕张贴画进行自由对话。由于张 贴画内容丰富，具有可选择性，增加了语言活动的意义性 和真实性。在复习旧课时，张贴画更能调动学生的积极性 和主动性。 法兰绒板在中小学教学中的运用可进一步增加了直接 法教学活动的多样性，容易满足学生好奇和好动的特点。 教师可以把一块一米宽、两米长的法兰绒布贴在墙上，并 在图片和词卡的后面用胶水粘上一小块法兰绒或棉花，这 样很容易把这些图片或词卡粘附在法兰绒板上。利用法兰 绒板，教师可以通过粘贴的方式展示介词的概念、人体的 部位等词汇，也可以结合全身反应法通过听做活动让学生 把一张张小图片组合成一幅新的张贴画。例如，教 Bedroom 这个主题时，教师先用图片教单词 Bed 并把它粘 贴在法兰绒板上，接着教 Dresser，Closet，Lamp 等词汇， 把这些词汇的图片发给几个学生，让他们听教师指令把图 片贴在相应的位置上，最后围绕着法兰绒板上的内容进行 口语操练，如引导学生做问答练习：“Wheres the dresser?” “Its beside the bed.”“Wheres the lamp?”“Its on thedresser.”使用这种直观手段进行教学，既可以控制母语 的使用，加强外语操练机会，又能活跃课堂气氛，激发学 生学习兴趣。 观察和研究发现，许多小孩通过跟假想中的朋友对话， 同样能提高他们的语言能力。让学生制作手偶，并给手偶 起名字，可以让学生假想中的朋友更具体生动，它能鼓励 学生用语言来练习和玩耍。教师通过手偶可以吸引学生的 注意力，增加语言呈现的趣味性，例如，借助图片或物品 呈现有关名词时，教师可以把手偶伸向该目标并以手偶的 口气问“What s this?Oh，I see.Its an apple.”用手偶呈现 对话，教师同时扮演两个角色可以取得很好的效果。让学 生用手偶人物自己编对话可以帮助他们构思对话中所说的 事情，他们可以用手偶自己练习对话，也可以彼此用手偶 做练习，因此，手偶既能鼓励害羞的学生开口说英语，又 使英语课堂练习变得丰富多彩。手偶制作很简单，用一只 可以放进手的短袜上钉上纽扣、布料、彩纸、毛线，就可 以成为眼睛、嘴唇、鼻子和头发，如果是纸袋，则可用水 彩笔画上五官，再加上一些色彩鲜艳的装饰品或帽子、胡 子、眼镜之类的东西，更能激起学生的好奇心和参与热情。 二、听说法与模仿性操练的灵活运用 听说法（The Audio-lingual Method）源于二战期间美国 用于集中强化训练军队外语口语的教学方案。它根据结构 对千百万个句子进行分析，归纳典型的句型结构，然后根 据刺激反应强化的学习行为规律进行教学，经过反复 模仿操练句型以形成自动化习惯。听说法因其过于机械训 练而受到批评，但是在初学英语阶段，无论是单词还是句 子、对话的教学，单纯的机械模仿和重复、替换都是不可 少的。只有进行大量的模仿和操练，才能帮助学生对新学 的语言形成较稳定的音义形象，为交际运用奠定良好的基 础。 （束定芳，庄智象，1996） 中小学英语教材综合吸取了听说法的优点，这种教学 方法要求让学生在大量的听、大量的模仿和大量的有趣的 语言活动中，自然地吸收有用的语言材料和语言知识，有 效培养学生的英语语感和学习兴趣。教师可根据学生的知 识水平和年龄特点，把需要重复和替换的内容变成了大量 的具有节奏、韵律和表演性的歌曲，突出语言的意义性和 趣味性，让学生在说、唱、玩的过程中接触丰富的词汇和 句子。例如，一首歌曲 This is the Way We Walk to School， 就可以让学生通过唱歌、表演和替换接触几十个与学生日 常生活有关的短语：write with pencils，draw with markers，cut with scissors，open the window，close the door，wash theclothes，hang up the clothes，fold the clothes，brush ourteeth.而象一些唱诗既可以让学生在唱唱 跳跳中有节奏地、反复地模仿地道的英语语音语调，同时 又接触一系列额外词汇，这些词汇可以激发学生天生的好 奇心，从而指导他们的语言学习。歌曲和唱诗把知识的呈 现和复现作为一种快乐的享受吸引学生投入学习，使听说 法的机械性操练在中小学英语教学中得到了升华。 三、全身反应法的灵活运用 全身反应法（Total Physical Response，简称 TPR）是指 像幼儿学习母语的过程一样通过身体运动学习第二语言的 一种方法。它强调学生在学习过程中身体动作和所学语言 要互相协调。它的创始人是美国心理学家詹姆斯阿舍 （James Ashe）r 观察到成功的外语习得和儿童习得母语的 过程有一个相似的地方，即小孩会说话之前已经会听懂大 人的指令，移民的儿童在新的语音环境中有一个阶段只听 不说，久了以后自然学会新的语言。全身反应法吸取了心 理学中“记忆痕迹”理论的观点。该理论认为，记忆联系 越是经常和强烈，该记忆的联想和回忆越是容易。Asher 还 吸取了人文主义心理关于情感因素在学习中的作用的观点， 认为一种对学生言语输出不作严格要求并带有游戏性质的 方法可以减少学生的心理负担，培养愉快的学习情绪，提 高学习效率。 （章兼中，1996） 中小学英语教材在词汇的要求方面充分地吸收了全身 反应法的教学理念，可以用全身反应法进行教学的内容更 加广泛。教材中有相当数量的内容以动词为中心，都可用 全身反应法进行教学。教这些内容时，教师应先利用身体 动作介绍关键词汇和课堂用语，然后发指令让学生作出反 应，接着结合身体动作说说、唱唱、猜猜。例如，教 “IfYou are Happy and You Know it.”这首歌时，教师先拍 手、跺脚、挥手臂、摇腿示范呈现关键词汇“Clap!I mclapping my hands.Now clap your hands.Right.Now，stamp.Yes.Stamp your feet.Wave!Wave your arms.Look!Shake!Im shaking my leg.Now stand up and shake your legs!”呈现后可以结合游戏操练，最后再示范教 唱歌曲，师生一起做着动作跟着录音唱。这种从听音到理 解到操练的语言活动始终伴随着动作和游戏性质，符合低 年级学生的心理特点和年龄特点，能激起学生对英语的好 奇心，提高课堂教学效果。 除了动词外，教师可以借助教室里的人和物以及张贴 画等发这样的指令让学生作出反应：Point to me and say“Youre our teacher”；Point to a girl and say“Thats agirl”；Underline the word “teacher”； Circle the word“girl”； Knock at the desk.；Show me a yellow marker.通过这种方式 教学认知性词汇，可以培养学生的听音反应能力，活跃课 堂气氛，使学生觉得学英语有趣又容易，愉快地接受大量 的、可理解的语言输入，为进一步掌握奠定良好的基础。 四、交际法在对话教学的灵活运用 应用交际法（Communicative Approach）产生于二十世 纪七十年代初期的西欧。社会语言学和社会心理学认为， 语言的社会交际功能是语言最本质的功能，语言教学的最 终目的是培养学生的交际能力。交际能力包括语言能力和 语言运用两个部分。交际法有以下几个主要特点和优点： 1）外语教学的目的是培养交际能力；2）以功能为纲编写 教材，教学以功能为纲，以学生为中心；3）言语交际活动 只有在特定的情景中才能进行和完成；4）外语教学过程交 际化；5）言语交际活动是以话语或语篇为基本单位的； 6）不苛求纠正语言错误。 （束定芳，庄智象，1996） 中小学教材对话教学吸取了交际法的教学思想，努力 为学生营造语境，精心设计内容，安排大量生动有趣的教 学，引导学生在轻松愉快、积极向上的氛围中学习英语， 使英语学习变得“既容易又有趣” ，以达到激发兴趣，培养 自信心和初步交际能力等目的。教材的课文提供大量的在 各种不同交际情景中用英语进行交谈的机会，内容容易有 趣，贴近学生生活，语言地道实用，课内课外都能用得上， 象 I want to.May I.?I want to go to.这样的句子不但在课堂 上容易让学生进入角色操练，课外也很容易成为学生向家 长表达要求的工具。教材鼓励学生营造对话中的角色和情 景，通过动作和面部表情来意思，获取乐趣。 中小学英语教材强调交际和会话，重点在交谈，这些 目的通过以学生为中心的语言活动和鼓励性环境下的“冒 险”才能达到。教材强调交际和会话，但是并不要求学生 死记硬背对话，因此要求教师在对话教学过程要设计语言 情景让学生在听和仿说活动中理解生词和新句型，通过角 色扮演等活动操练运用对话中的交际用语，通过听录音讨 论对话内容培养学生听说能力，通过分组编对话发挥学生 的主动性和创造性。为了创造良好的课堂环境激励学生最 大限度地有英语交谈，培养学生的交际能力，教材要求教 师在输入语言时要给学生良好的示范，提倡听听得懂的发 音，语音教学和词汇教学的重点在于理解和交际。例如， 如果学生能用 happy，eggs ，cold 等关键词回答 How do youfeel?What would you like for breakfast?Hows the weather? 等问题，其发音基本能让人听得懂，尽管不是完整的答语， 都应该得到肯定和表扬。另一方面，学生在编对话时，教 师要给予示范，并提供参考词句，鼓励学生按自己的能力 增加或删减内容，讲得通就可以。这些教学要求符合学生 的水平，可以使学生对说英语有信心、有成就感，从而更 加积极参与语言活动，在活动中培养交际能力。 五、结语 中小学教材充分吸取了先进的英语教学理念，教学方 法和教学手段，为英语课的有效实施提供了保证。但是， 再好的教材也需要教师的创造性使用才能保证教学效果， 教师应深入学习领会教材编写指导思想，以新的课程目标 要求指导教学，创新运用各种教学方法和手段，使农村中 小英语教学活动化，活动交际化，以达到新课程标准所提 出的教学目标与要求。 参考文献： 1Jack C.Richards，Theodore.Rodgers ，Approaches andMethods of Foreign Language TeachingM， CambridgeUniversity Press 1986. 2束定芳，庄智象，现代外语教学法M，上海：上海 教育出版社 1996. 3章兼中，小学英语教育学M，太原：山西高校联合 出版社 1996. Primary English Teaching papers: the English teaching in remote ethnic minority areas to explore effective ways - some foreign language teaching methods in rural primary and secondary schools in the flexible use of English language teaching Abstract: This paper pointed out that the local conditions of teachers in remote ethnic minority areas, individualized, in remote ethnic minority areas to maximize the level of foreign language teaching. Key words: remote ethnic minority areas; school English teaching; Exploration English teaching in remote ethnic minority areas generally still follow the traditional grammar-translation method, focusing on the analysis of language structure to explain, ignoring the practical application of language ability. The author from the perspective of the practical application of English teaching, teaching of several primary and secondary schools in remote ethnic minority areas in the practical application of foreign language teaching. First, the direct method and the flexible use of visual teaching methods Direct Method (Direct Method) refers to the language itself, the conversation with, talking and reading, instead of native language, without translation, and without formal grammar teaching method. A major advantage is that it emphasizes material objects, pictures, gestures, movements and other visual means of teaching a foreign language, foreign language and objects to establish direct contact, culture language thinking. (Beam Ding-Fang Chuang Chi-like, 1996) using this approach, the teacher can present a beautiful picture of the text content, using objects, pictures, painting, body movements and other ways of teaching vocabulary to enable students to create a context in teachers understand the meaning of new words and terms used in combination with other teaching methods to consolidate, but also increase the role-playing, storytelling, reading stories, etc. so that students understand the material in contact with a large number of languages to develop thinking skills in English. In primary and secondary textbooks, teaching content of each unit has a theme, focus summarizes the students to master vocabulary, as in the first volume of the themes include colors, numbers, letters, body parts, actions, feelings, etc., teachers can Make a theme for each piece of a poster. Use of posters and integrity of the link, teachers can reduce the use of native speakers, at the same time as needed to fully play its role. For example: were produced fruit, dinner food, lunch food and desserts such as posters, the first show about words sound and meaning, form, and then elicit the help of posters and diet-related sentences, and organize the training of students apply and let the students dialogue around a free poster. As posters rich, with a choice, increasing the language and the meaning and authenticity. In the review of the old class, more posters to mobilize the enthusiasm and initiative of students. Flannel board teaching in primary and secondary can be further increased by the diversity of the direct method of teaching activities, easy to meet the students the characteristics of curiosity and a good move. Teachers can put a piece of a meter wide, two meters long flannel cloth on the wall, and pictures and words in the back of the card with glue to glue a small piece of flannel or cotton, it is easy to put these pictures or word cards adhere to the flannel board. Use of flannel board, teachers can show the way by pasting the concept of prepositions, words such as body parts, combined with systemic reaction can also be done by listening activities for students Zhang to a new image combined into a poster. For example, Bedroom teach the subject, the teacher taught the word first with the pictures Bed and paste it in the flannel board, and then teach Dresser, Closet, Lamp and other terms, the picture these words sent a few students, let them listen to Teacher instruction to pictures posted on the appropriate position, and finally around the contents of flannel board oral drills, such as guiding students to do exercises Q Point to a girl and say “Thats agirl“; Underline the word “teacher“; Circle the word “girl“; Knock at the desk.; Show me a yellow marker. This way of teaching cognitive vocabulary, listening to the response capacity of students, active classroom atmosphere so that students feel that learning English fun and easy, happy to accept large, comprehensible language input, as a good basis for further control. Fourth, teaching Communicative flexibility in the dialogue Application of CLT (Communicative Approach) produced in the early seventies of the twentieth century Western Europe. Social linguistics and social psychology, social communicative function of language is the language most essential function, the ultimate goal of language teaching is to train students in communication skills. Communication skills, including language ability and language use in two parts. CLT has the following key features and benefits: 1) The purpose of foreign language teaching is to develop communicative competence; 2) function as the key link to the preparation of teaching materials and to function as the key link to student-centered; 3) only in the specific verbal communication activities scenario can be undertaken and completed; 4) Communicative language teaching; 5), verbal communication activities are based on words or text as the basic unit; 6) is not demanding to correct language errors. (Beam Ding-Fang Chuang Chi-like, 1996) Teaching draws on primary and secondary school teaching communicative dialogue, teaching ideas, and strive to create a context for students, well- designed content, a large number of lively and interesting teaching arrangements, and guide students in a relaxed, positive atmosphere to learn English, make learning English “easy and fun“, in order to achieve stimulate interest and develop self-confidence and ability of the initial communication purposes. Provide a lot of text materials in a variety of different communication scenarios using the opportunity to talk in English, the contents of easy fun, close to the student life, language, authentic and practical, curricular and extracurricular able to apply, as I want to . May I .? I want to go to . such a sentence is not only easy for students in the classroom into the role of practice, extra-curricular student can easily become a tool for parents to express their demands. Materials to encourage students to create dialogue and the role and situation, through the movements and facial expressions to mean, for fun. Emphasis on primary and secondary school English textbooks and spoken communication, with emphasis on conversation, these goals through student- centered language activities and encouraging environment, “adventure“ can be achieved. Materials emphasize communication and conversation, but does not require students to memorize dialogue, the dialogue process of teaching requires teachers to design scenarios for students to listen to the language and understand new words in imitation of that activity and the new sentence, through the use of role-playing exercises and other activities Communicative language dialogue, listen and discuss the conversation by students listening and speaking ability, through the grouping of students prepared to play the dialogue initiative and creativity. In order to create a good classroom environment encourage students to maximize the English conversation students interpersonal skills, teaching requires teachers to give students in the input language a good example, have to understand the pronunciation advocated listen, voice teaching and focus on vocabulary teaching is on understanding and communication. For example, if students can happy, eggs, cold and other key words to answer How do youfeel? What would you like for breakfast? Hows the weather? And other problems, can make people understand the basic pronunciation, though not a complete answer to language, should be recognized and commended. On the other hand, the dialogue in preparing students, t