theapplicationofstudentcenteredprincipleinenglishreading本科论文

1、Contents1. Curre nt situati ons of En glish read ing teachi ng in senior middle school(1)1.1 Problems in curre nt En glish read ing teachi ng in senior middle school(1)1.1.1 Lack of in terest(1)1.1.2 Faili ng to develop stude nts communicative .(competence.(2)1.1.3 Lack of in teracti on(2)1.1.4 Lack

2、 of moral less ons(2)1.1.5 Failing to develop the students reading.strategies(2)1.2 Causes of the problems(2)2. Stude nt-ce ntered method(3)2.1 Theoretical un dersta nding of stude nt-ce ntered principl.e.(3)2.2 Sign ifica nee of stude nt-ce ntered principle(3)3. The applicatio n of stude nt-ce nter

3、ed prin ciple in En glish read ing teach ing in seniormiddle school(4)3.1 Motivating the students.趾.6$七(4)3.1.1 Appl ying appropriate lead-i n(4)3.1.2 Using humor(5)3.1.3 Choos ing suitable materials(6)3.2 Develop ing the stude nts productive competence(7)3.2.1 Combining reading with speaking and wr

4、iting(7)3.2.2 Bringing group work into readi ng class.(7)3.3 In creas ing in teract ion in read ing class(7)3.3.1 Using questi on-an swer model to promote in teract ion(8)3.3.2 In creas ing in teract ion betwee n teachers and stude nts(8)3.4 Giving moral less ons while teach ing(8)3.4.1 Explori ng t

5、he moral aspect from readi ng materials(9)3.4.2 Emphasizing the spirit of cooperation in group work(9)3.5 Employing scientific reading and teaching strategies(9)3.5.1 Correcting the students bad reading habits(9)3.5.2 Fosteri ng the stude nts skim ming and sca nning skills(10)3.5.3 Teachi ng grammar

6、 and vocabulary in the con text(11)4. Con clusi on(11)Bibliography(12)Acknowledgements(13)10Name: xxxClass: 08.1Number: 10Tutor/Title: xxx/ Associate ProfessorDate: 2012.6.1The Application of Student-centered Principle in English ReadingTeaching in Senior Middle School1. Current situations of Englis

7、h reading teaching in senior middle schoolIn the society of information revolution and the knowledge explosion, texts are still the best carriers in the large volumes of in formatio n across space and time, the best media for human to transmit scientific and cultural information, the best means for

8、Iong-distance com muni cati on of experie nce, thoughts and emoti on, and also the best tools for the spread ing of civilizati on. Hence if you intend to acquire large amount of n eeded in formati on, keep pace with the times, you have to learn to read and improve your reading competence.For senior

9、high school students, reading is the one of major means that they get knowledge and information. And it is by far one of the most important four Ianguage skills that are listening, speaking, reading and writing. It can improve the learners linguistic compete nce. In all kinds of En glish tests in cl

10、ud ing the college entrance exam in ati on, readi ng comprehe nsion occupies the most importa nt part. Because of these factors, teachers give prominent attention to the teaching of reading especially in senior high school. However, in the practical teach ing process, the teacherlecture in a read in

11、g class plays an importa nt part. The whole class is a stage for a teacher to explain linguistic knowledge with grammar translation approach. Students are just containers for the teachers to impart knowledge. The teachers ignore the cen tral place of stude nts in teach ing activities and only pay at

12、te ntio n to their own lectures. I n this way, much work has bee n done to teach stude nts to read but their reading competence still fails to improve. Also, students other linguistic competence can hardly be improved.1.1 Problems in current English reading teaching in senior middle schoolThe curre

13、nt En glish read ing teachi ng not on ly fails to improve stude nts read ing ability and other lin guistic compete nce, but also has some other problems.1.1.1 Lack of interestThe teachers in curre nt read ing classrooms are always dominant and active, direct ing the lear ning process, supervis ng an

14、d correct ing the stude nts behavior.They pay too muchatte nti on to their own lectures. The stude nts role, however, is passive. They lear n grammarand words through the teachers expoSnatoe nces. In this case, a whole passage isusually torn into pieces. More over, teachers, for the most part, alway

15、s ignore the importance of lead-i n. Through the com muni cati on with many teachers in senior high school, it is easy to find that lead-in in their mind is a waste of time. In the teaching process, teachers also always choose some materials that are out of date. Un der this circumsta nce, the class

16、room atmosphereof a reading class is presumably dull. And whats more, the students interest cannot be motivated.1.1.2 Failing to develop studentScommunicative competenceAmong the four basic Ian guage skills, read ing and liste ning are in put skills while writing and speaking are output skills. In C

17、hina, our mother tongue is Chinese. Therefore, there is no Ianguage environment for English learners. So reading serves as the most importa nt means for lear ners to in put kno wledge. Hence how to deal with the relati on ship betwee n in put and output in the process of teach ing is a hotly discuss

18、ed issue. In the curre nt readi ng class, teachers just run after the schedule of the college entrance exam in ati on. Almost all the time of a class is spe nt on the expla natio n of lin guistic kno wledge. And there is little room for students creative thinking. They have few opportunities to spea

19、k in the class. Un der such a mode, the com muni cative compete nee of stude nts is less likely to be in creased.1.1.3 Lack of interactionIn the teach ing process of readi ng, most teachers strictly con trol over the class, while stude nts have little cha nee to practice En glish. The stude nts expr

20、ess their opinions on ly to their teachers questions. They dare not to express their feelings and ideas positively and freely. So little by little, they find that there exits some obstacles when they want to com muni cate with others in En glish. Therefore, they are un willi ng to speak En glish for

21、 they thi nk their En glish is poor, and if they make some mistakes while commun icati ng, that may lose their face. So in such a classroom teachi ng, the mai n practiti oner is the teacher, not the stude nts. And the stude nts play the passive roles while the teacher plays the active role. The in t

22、eracti on betwee n teachers and stude nts and betwee n stude nts and stude nts is in sufficie nt.1.1.4 Lack of moral lessonsNowadays more and more people start to find that the moral decli ne in our society is rather severe. Since the reform and ope nin g-up, the country has always attached great im

23、porta nee to econo mic con struct ion and ignored the moral con structi on. A good case in point is the system of educati on. Most teachers only judge whether a stude nt is good or not through their marks. They hardly give stude nts moral less ons in the teachi ng activities. In English reading clas

24、s, almost all the teachers just spend the time on the explanation of lin guistic kno wledge without pay ing atte nti on on the moral aspect. Teachers spare little time for stude ntsgroup work to foster the stude nts cooperative pers on ality.1.1.5 Failing to develop the studenfsreading strategiesTea

25、chers are not pay ing too much atte nti on on givi ng adequate trai ning on the read ing strategies towards their stude nts and en courag ing the stude nts to use these strategies to improve their reading comprehension. Most teachers only teach new vocabularies and grammar rules. This makes stude nt

26、s only get the literal meaning of the passage and misleads them to think that the reading class is only for them to learn some Ianguage points and grammar. If this persists, students will never acquire the right reading strategies. Besides, their read ing ability will not be improved.1.2 Causes of t

27、he problemsIn the previous part, the problems in En glish read ing teach ing in senior middle school have bee n an alyzed. It is obvious that the curre nt teachi ng is not con ducive to the improvement of students reading ability and the all-round development of students. Then what should be the cau

28、ses of these problems?Firstly, the curre nt En glish read ing teachi ng in senior middle school takes a teacher-ce ntered method. Teachers are all in completely dominant places of the class. They arrange the readi ng class based on their own thoughts in stead of tak ing stude nts into con siderati o

29、n. Secon dly, some teachersnis un dersta nding of the purpose of read ing teachi ng is ano ther importa nt reas on. Lastly, the in flue nee of the exam in ati on-orie nted educati on is probably the orig inal reas on. Un der the guida nee of the exam in ati on-orie nted educati on system, teachers b

30、li ndly strive for a faster teachi ng progress and n eglect the cultivati on of students abiWich makes the teaching of reading get a counterproductive result.2. Student-centered methodAs we all know, the objects of reading teaching are students. And the purpose of En glish readi ng teach ing activit

31、ies is to make the stude nts master the Ian guage and improve their read ing compete nee, but traditi onal teach ing mode is in efficie nt for both teachers and students. In recent years, with the development of education in China, education for all-aro und developme nt is advocated all over the cou

32、n try. The cen ter of teachi ng is shifti ng from teachers to stude nts.2.1 Theoretical understanding of student-centered principleJoh n Dewey (1900), child psychologist and educator of the Un ited States, first proposed to allow the children to become the center of education, called for education t

33、o achieve a Copernican revolution”. He appealed for the changing of the original teacher-centered teaching method ” student-centered teaching method, stressed the initiative and activity of stude nts in the lear ning process and emphasized the leadig role of the stude nts in terest in the teach ing

34、activities (Yang Kaiche ng, 2005).Stude nt-ce ntered method emphasizes the dominant place of the stude nts, views stude nts as the cen ter of all teachi ng activities and fully respectsthe in dividuals. In this mode the teachers are the con ductors, the orga ni zers and the directors of read ing tea

35、ch ing activities while the students become the master of class. That is to say, in the teaching process, teachers should ful ly un dersta nd the stude nts characteristics and dema nds to arrange teach ing activities scie ntifically. Stude nt-ce ntered teachi ngrequires teachers to give up their ove

36、rly dominant place in the past, organize teaching activities from the perspective of stude nts, pay atte nti on to the cltivati on of stude nts ability and give full play to the in itiative and enthusiasm of the students learning. The purpose of this method in the teaching of English reading is to c

37、ultivate the students ability of autonomic learning, develop students lin guistic compete nee and promote their comprehe nsive developme nt.2.2 Significance of student-centered principleStude nt-ce ntered teachi ng meets the requireme nts of the quality educati on. So it has its importa nt sig nific

38、a nee.Firstly, stude nts motivati on can be stimulated. Stude nt-ce ntered teachi ng method stressesthe importanee of students and respects the individuals. With the guidanee of it, teachers will improve their teachi ng. Readi ng class will be more vivid. Secon dly, stude nts com muni cative compete

39、 nee will be improved. Stude nt-ce ntered method gives stude nts more opportunities to speak. The reading class will be no more a stage for the teachers lectures. More speak ing activities will be arran ged in the read ing class. Thus stude nts speak ing and other output compete nee will certa inly

40、be improved. Thirdly, teachers can know more about the students learning situatMnre interaction enables teachers to listen to the students aspirati ons and make them un dersta nd the stude nts better. Whats more, the class room atmosphere can also be mobilized. Lastly, more attention will be paid to

41、 students moral education and reading strategies. Students moral consciousnesscan be enhanced and stude nts lear ning strategies and teacherseach ing strategies will be cultivated.In a word, the sig nifica nee of stude nt-ce ntered teach ing method can be reflected in all aspects of teachi ng and le

42、ar ning.3. The application of student-centered principle in English reading teaching in senior middle schoolStudent-centeredprinciple is the necessaryrequirement of todays quality education. The teach ing method can be used in every step in the teach ing of En glish read ing, but how to use it is th

43、e key point in the process of teachi ng, especially in senior high school. The followi ng part will an alyze how to apply it to practical teachi ng process.3.1 Motivating the students interestIn terest, also called motivati on, is one of the most importa nt factors that lead one to their goals. It i

44、s a kind of drive. It is a zest and determ in ati on with a kind of exciteme nt that leads one to persevere to reach greater heights. As the En glish say ing goes, in terest is half of the success. Gen erally speak ing, stude nts with much in terest perform active in their En glish reading study. Bu

45、t currently most students are lack of interest in reading due to the teacher-ce ntered teach ing method. So if teachers want stude nts to lear n En glish read ing well, the first and most important step should be motivating the students interest. As for motivating the students interest, there are ma

46、ny things the teacher can do to arouse their in terest.3.1.1 Applying appropriate lead-inAs an old say ing goes, well begu n is half done. A good begi nning can not only make a good preparati on for the prese nti ng of new materials but also motivate the stude nfsin terest. If the lead-in is proper,

47、 students will concentrate and learn in a pleasant and relaxed atmosphere. Classroom efficie ncy will be improved.In the teaching process, various forms of lead-in can be utilized to stimulate s tudents motivati on. For example:The passageA night the earth didn sleep in senior English for China Book

48、 1 Unit 4 tells somethi ng happe ned before, duri ng and after the Tan gsha n Earthquake in 1976. For this passage, the follow ing lead-i n can be used:T: Hello, everybody. At the begi nning of this class, I would like to give you a puzzle. Firstly, I will give you several words as clues. Liste n an

49、d try to guess a word. You can speak the word out immediately whe never you get the an swer. Are you clear?S: Yes.thT: OK. Now lets go. 1976, Feng Xiaogang, movie, Tangshan, 2008, May 12 , Wen chua n.We can easily guess that the an swer should b“arthquake.When teachers present this puzzle in reading

50、 class, most students will take an active part in it. Perhaps some studentscan get the right answer before the last prompt is given.Then the teacher can praise the stude nts and tell them that we will lear n someth ing about earthquake in this class. In this way, most stude nts will be active.3.1.2

51、Using humorHumor helps to gain students attention and keep their interest in the reading class. Humor can provide a cha nge of pace, and reduce the tension that many lear ners feel duri ng the lear ning process. Also, many researchers claim that humor facilitates lear ning through its impact on atte

52、 nti on and memory. Studies show that participa nts who were exposed to a series of lectures containing course-specific humor dem on strated in creased rete nti on in the read ing class of the same conten ts. With humor, stude ntsmotivati on of the lear ning of readi ng can be stimulated.3.121 Using

53、 jokes to provoke interest on topicsHumor can be used as a pre-reading activity to warm up a class in the topic under discussi on. Take Senior En glish for Chi na Book 6.U nit 9 A Red Light for Scofflaws which is about minor crimes in the Un ited States for example. Nowadays there is an amaz ing var

54、iety of scofflaws. In fracti ons in clude double-park in g, r unning red lights, drunk driv ing, speed ing, and freeway viole nee. To prepare stude nts for this topic the teacher can use this joke “ why were you speeding? ” asked the traffic cop. fficer, ” comes ohe reply, “ my brakes are bad and I

55、wan ted to get home before I had an acciden(Wa ng& Wang 2006).The motorist provides a funny and paradoxical excuse for his excessive speed. It is ridiculous that he was so aware of the pote ntial for an accide nt, at the same time, he was so un aware of how dan gerous it is to drive a car whose brak

56、es are not in proper order. By the using of jokes, the students will remember clearly the survey information that on many in terstate highways, 83% of the drivers exceed the federal speed limit.There are a vast nu mber of Chin ese stude nts who believe the Un ited States is a paradise in which every

57、thing is perfect. This joke, though short and simple, enables the students to adapt a more bala need viewpo int toward the America n culture, which in return helps the stude nts to un dersta nd Ian guage poi nts inv olvi ng cultural issues. En glish humor can play an important role in helping compre

58、hension and understanding and motivating the students in terest whe n the no rmal expla nati on and descripti on fails or is in complete.3.122 Using humor in classroom managementHumor can also be used to com muni cate issues related to classroom man ageme nt. Teacherscan correct bad behavior in a hu

59、morous way, without unduly embarrassing any class members. Humor has been used successfully to explain classroom rules and foster un dersta nding and rapport betwee n the teacher and the stude nts. Humor in the classroom is not the an swer to all classroom man ageme nt issues, but it is an excelle nt preve ntive measure and can ofte n diffus