高中英语论文：略谈英语教学中学生积极性的调动

1、略谈英语教学中学生积极性的调动摘要：根据新课标的要求，教师要改变以传授知识为主的教学方式，而实施以学生主动参与为主的任务驱动型学习方式;同时要积极开展课内外丰富多彩的小组活动，来鼓励学生创造性地学习，从而营造平等 、民主、宽松的学习气氛。下面我从课堂教学课文，以及课外提高书面表达方面，谈谈几种颇有成效的小组合作方式。关键词：课堂教学，课外活动，小组活动，互动李白小时候将铁棒磨成针，激励了多少能人志士，从此“世上无难事，只怕有心人。”深入人心，妇孺皆知。英语中也有相似的说法：where there is a will, there is a way. 的确如此，但达到怎样的程度，才算做成一事，各

2、人恐怕标准不一，但有一点看法肯定一致：勉强做了某事，也许不难，但要做得好，做得出色，却不容易，英语教学也不例外。过去的英语教学，是一种以知识为本，以教师传授为主，学生被动接受的语言教学模式。学生只是被动的接受者，甚至在某种程度上可以说是记录教师讲授内容的录音机。这种填鸭式教学，现在越来越不适应时代的发展，越来越不符合21世纪学生的口味。“高中英语标准开宗明义地指出，高中阶段的外语教育是培养就业、升学和未来生存发展的需要，同时也要满足国家的经济建设和科技发展对人才培养的要求。因此，高中阶段外语教育具有多重的人文和社会意义。”1为了迎接这一挑战，我们广大教师要建立终身学习的观念，更新知识结构，掌握

3、相关的必备知识，博学多才，方能信手拈来，随时为教学作辅助手段。“its important that the teacher should be in possession of the necessary information. this can generally be got from books.” 2但老师光有知识还不够。“but it does not follow that you can teach english successfully. it depends, after that, what use you make of your knowledge and thi

4、s is a matter of technique. there are two other requirements for the teacher: the first, knowledge; the second, technique.3可见教书是一门艺术，奥妙无穷。因此我们教师不能拘泥于一成不变的教学模式，而要因地制宜，因材施教，不断发展新的教学思想理念和方法，不断探索切实可行的教学方法，精心设计教学步骤，确保每一个同学都能参与教学活动，尤其是多进行小组活动，发挥小组群体力量，树立榜样模范作用，增强师生、学生之间的互动，最终调动起学生的积极性。（一）下面是我在教学integratin

5、g skills: natures nursery:estuaries(高二(下), unit13)的案例片段：1. presentation: “hi. everybody. i know you do very well in chinese. its likely that you all like poems. great! but to me, things are not so good. im poor at chinese, not to mention chinese poems. but i like one tang dynasty poem best. do you w

6、ant to know what it is?” 学生都很好奇，所以我接着说：“ok. now please listen. 白日依山尽”这时学生立刻都齐声背起来：“黄河入海流，欲穷千里目，更上一层楼。”“good. do you know what we call the place where the yellow river runs into the sea? the place where a river meets the sea? yes. its called an estuary. to learn about its characteristics and other as

7、pects, lets come to the passage: natures nursey: estuaries a scientific reading where key terms and concepts are defined and explained. ok?” 由一首脍炙人口的唐诗入手，自然过渡到文章的教学，学生依然保持着当初的高昂情绪，好的开始是成功的一半，接下来的教学也较顺利。2. teaching: 学生对estuaries的概念理解之后，我叫他们6人一组，就文后5个问题，进行小组活动，一人提问，其他5人各回答一个问题，看哪组完成得最快，哪组课堂上表演、配合得最默契，

8、评出speed champion和performance champion，给予一定奖励。“there are some questions at page 23. lets look at them：why are estuaries such good places for natures young ones?what does density mean in this passage?how do estuaries affect the water that passes through them?why are estuaries more sensitive to polluti

9、on than other areas?why are estuaries important to human being?to know the answers to them helps us understand estuaries better. what about working in six and having a discussion now? one acts as the examiner, asking the other five examinees each a question. well see today which team is the speed ch

10、ampion and which team wins the teamwork performance championship. of course, the winners will get a nice surprise. is six minutes enough? ok. work out the answers with your partners within six minutes. understand? good! now please go.” 同学们都很踊跃参与。虽然没有双料冠军，但获胜者都很自豪，拿到奖品一人一份后，更是兴奋，他们的高涨情绪，也感染了其他同学，差生也不

11、例外。3. writing：假设学生在做有关estuaries的研究，叫学生从两个题目中选一个，先思考，然后动手写一个报告，这既是对文章的概括，又过渡到了写作，同时也巩固了文内有关词汇。时间7分钟。然后5人一组，进行小组交流，推荐本组最佳作品，课堂上宣读几篇，课后将全部佳作张贴在报告栏上，课外由同学投票，评出全班最佳文章。“as we all know now, estuaries provide both recreation and education for human beings, and they also contribute to the economy through tou

12、rism and fishing. besides, they are the homes of numerous animals and plants. now, suppose you are doing some research. please choose one of the two topics and write a report.here are the two topics:1. why do so many species live in estuaries?2. why have so many cities been built by estuaries?ill gi

13、ve you 7 minutes. clear? ok, you can start now. time is up. please exchange yours with your team members. have a discussion and choose the best one in your group. the group leader, please read the best one in your group good. both of them are well written. since time is limited, why not put all the

14、best writings up on the bulletin board so that all of us can enjoy them? dont forget to vote for the best one and let me know who is actually todays greatest writer. see? monitor, you take charge of this. ok? ”这堂课容量较大，在一定程度上赋予优秀学生更大的发展空间，对差生也有一定的促进鼓励作用。这不能不说是小组活动的魅力使然的。当然，由于课堂时间有限，课外小组活动的作用有时也是不可低估的

15、。（二）下面是我如何利用（主要是课外）小组活动提高书面表达能力的。高三学年初期，我给学生每周一练书面表达，认真批改之后，发回去，连续七、八周，可是学生进展甚缓，低级错误比如拼写、标点、时态、结构等依然频频出现，也有较多中文式英语，苦恼不已。这也难怪，学生肚里就一些单词，基本上没有结构、典型地道的常用句型、高级词汇、过渡词，时态、从句、非谓语动词等概念，毕竟他们平时太偏重理科了。故他们的大部分作品不能算是文章，充其量是单词的堆砌而已。随着高考的脚步越来越近，无奈，只好“作此下策”：发给学生40余篇范文，叫学生5人一组，加强语篇理解，讨论分析其结构、层次、高级词汇、句型、连接词、从句等不同语法知识的运用（起初作些指导），作些标志，然后模仿，自愿背诵。组长负责，组员背到组长处，组长背到我处，背诵情况公布在报告栏上，随时可以背。一开始是些自觉的，成绩好点的学生会背，久而久之，朗朗的读书声，也逐渐感染了差生。这样一来，大部分学生都很抓紧，有的在暗暗较劲，看谁背得快、多、早，几个月下来，感觉学生的学习面貌大为改观，不仅书面表达提高了一个层次，相应的其他板块如单项选择、完型填空、单词拼写、短文改错等也都有所长进。成绩的提高，语言素材的积累增多，大大