小学英语教学论文：小学英语故事教学中遇到的问题及解决办法.doc

小学英语故事教学中遇到的问题及解决办法我在平时的教学过程中，经常自己编一些小故事来帮助学生掌握新单词，收效较好，但是总是发现有些学生并不是我所想象的那么乐在其中，甚至有时只是在应付。后来一次偶尔的机会，我的学生让我意识到在故事教学中，故事的创造者不一定是老师，还可以是学生。因为学生都有着丰富的想象力。有时学生会比老师创造出更好的故事情节，因此，教师在课堂上应给学生开拓一个编故事的空间。在一堂英语课中，教学内容无论是字母、单词还是句型，都有必要在课堂最后对整节课进行整合，练习巩固所学内容，而这时让孩子们用无穷的智慧去创造出动人的神奇的故事就最合时了。下面我就自己在教学中如何引导学生编完整的故事举例说明。例如在学习单词： “study， living room， bathroom， bedroom和 kitchen”后，我就有意识地引导学生用这些单词编小故事，故事情节要求简单而有趣并运用所学的句型，在这之前我给学生做了个示范：“A cat likes fish very much. But ,Where is fish? Is it in the study? No. Is it in the living room? No. Is it in the bathroom? No. Is it in the bedroom? No. Is it in the kitchen? Yes. Look, its in the kitchen. Ha ha I eat you .”在教实践中，惊喜的发现，孩子们能创造出更加动人、有趣的故事。有的孩子能编凶狠的老虎在每个房间找兔子吃的故事。“A tiger likes rabbit very much. But ,Where is the rabbit? Is it in the study? No. Is it in the living room? No. Is it in the bathroom? No. Is it in the bedroom? No. Is it in the kitchen? Yes. Look, its in the kitchen. Ha ha I eat you .”有的孩子能编出有趣搞笑的漫画式的故事。两个好朋友在捉迷藏，最后在浴室的浴缸里找到了好朋友，既滑稽又有趣。“John is looking for Mike. But ,Where is Mike? Is he in the study? No. Is he in the living room? No. Is he in the kitchen? No. Is he in the bedroom? No. Is he in the kitchen? Yes. Look, Hes in the bathroom. Ha ha I catch you .”可见学生的创造力是无穷的需要老师去开发。除此之外，我还在讲故事中设计悬念，让学生把故事补充完整。例如学习完单词fish, hamburger, chicken 后，教师便呈现了故事：A little mouse was hungry. Then it came out of his hole and walk in to the kitchen. There is a old man sleeping on the chair. The mouse climb up the table. There was fish , chicken , and hamburger on the table. 讲到这里，教师突然停了下来，问学生；What will happen? 引导学生把故事编下去。有的学生说Then the mouse eat all the food, the old man wake up and get the mouse. 有的学生就说：Then the old man wake up , and go to catch the mouse , At last the mouse is dead. 还有许多学生都能讲出意想不到的结果。由此可见，学生有着丰富的想象力和创造力。我们要结合故事教学的渠道来充分发挥学生这些能力。学生参与活动的兴趣直接关系到活动的成效。为此，教师应该优选学生喜爱的故事题材，以学生对故事内容的兴趣来激发他们学习的积极性。在小学英语教学中，我