音乐在中学英语教学中的运用(中英)

1、音乐在中学英语教学中的运用【摘要】音乐智能主要指对于节奏、音调和旋律的感悟和直觉能力，以及用音乐表达思想感情的能力。歌曲不但是一种音乐形式，而且是一种很重要的教育方式。歌曲教学的合理设计和运用，是激发学生兴趣、丰富教学方法的重要手段。在中学英语教学课堂中，要根据学习内容及目的、学生的认知水平和所在年级，因“课”制宜，充分发挥歌曲在教学中的作用，使教学更加丰富活跃、风趣形象。听主题音乐或背景音乐；唱与教材同步的英文歌曲或与生活联系密切的抒情歌曲，对中学英语教学非常重要。【关键词】歌曲教学；中学英语教学；运用The usage in the English teaching of song at

2、high school【Abstract】The intelligence of the music means the feeling and intuitinoal ability to the rhythm tone and melody,and the ability of showing the thoughts and feeling with the music.The song is not only a method of music,but also a impontant method of teaching.The reasonable design of the so

3、ng teaching and usage,is to stir up interest in the student,abundant teaching method of importance means.In the English classroom teaching,according to study contents and purpose,student of cognition level and place grade,proper because of“lesson”system,full exertive the song make teaching more abun

4、dant in the funtion in the teaching active,humor and wit image.Listening to the theme music resources,integrating the music and teaching content is the main way to train the musical intelligence of tudents.Listening to the theme music or background music ,singing the English songs which are in pace

5、with teaching materials or the lyrical songs contacting closely with the life,are very impantant in English teaching of primary school.【Key words】Song teaching;The teaching of English in primary school;Usage 【引言】兴趣是推动学习的内在力量,是学生学习的强大动力,是最好的老师。兴趣是学生积极认识事物、积极参与教学活动的心理倾向。学生一旦对英语产生浓厚的兴趣,就乐于接受,变“苦学”为“乐学”

6、,从而取得事半功倍的成效。众所周知,外语教学的主体应是学生,所有的教学活动应围绕学生展开。但长期以来,传统的英语教学一直都是采用的“满堂灌”式的教学模式。使用这种缺乏趣味性和主动性的课堂教学模式造成的直接后果是学生学得被动,渐渐失去了学习的热情和积极性,课堂气氛变得沉闷,教学效果差。 目前许多中学生认为学习英语很费功夫并且很乏味,成效比较低。造成这种状况的原因有很多。首先,一些学生忽略了学习英语的重要性,失去了学习英语的热情。其次,还有一些学生由于学习方法欠佳,长久一直没有取得良好的学习成果,逐渐失去了学习英语的积极性。除此之外,另一点很重要的因素是教师对学生的学习积极性激发不够,甚至有的教师

7、为了完成教学进度不顾学生的接受能力把教学内容“灌”给学生。要想改变这一情况就要采取有效的办法。而有效的办法就是帮助学生端正学习态度,培养和激发学生学习英语的兴趣,让学生通过自己的经验和体会主动地学习。只有这样才会改变局面,提高教学质量。凡是能激发学生喜爱英语学习的方法,便是教英语的好方法。因此在中学英语课堂教学中适当地运用英文歌曲,不但能够使学生通过听和唱来学习英语,而且有助于打破沉闷的课堂气氛,激发学生的学习激情和积极性,会收到很好的教学效果。Interest is the inner strength to promote learning, students learn a powerf

8、ul driving force is the best teacher. Interested students to understand things, and actively involved in teaching activities of the psychological tendencies. Students a strong interest in the English language, receptive to change hard study to Learn to obtain the effectiveness of the multiplier. As

9、we all know, the main body of the foreign language teaching should be a student, all teaching activities should focus on the students to commence. Over the years, the traditional English teaching has always been chalk and talk teaching mode. A direct result of this lack of interest and initiative in

10、 the classroom teaching mode is that students learn passively, gradually lost the enthusiasm and learning, the classroom atmosphere becomes dull, poor teaching.Many high school students learn English tasks are more demanding and very tedious, the effectiveness is relatively low. There are many reaso

11、ns for this situation. First, some students ignored the importance of learning English, and have lost the enthusiasm to learn English. Secondly, there are some students due to poor learning, long time has not been a good learning outcomes, and gradually lost enthusiasm for learning English. In addit

12、ion, another very important factor is the teachers to stimulate students enthusiasm is not enough, even some teachers in order to complete the progress of teaching regardless of the students ability to accept the teaching content filling to the students. To change this situation we must take effecti

13、ve way. And effective way to help students correct attitude towards learning, training and stimulate students interest in learning English, students motivated to learn through their own experience and understanding. The only way to change the situation, improve the quality of teaching. Those who can

14、 inspire students to love learning English is a good way to teach English. Proper use of English songs in English teaching in secondary schools, not only enable students to learn English by listening to and singing, but also helps to break the dull atmosphere of the classroom to inspire students pas

15、sion and enthusiasm, you will receive good teaching effect.1.教学中运用英文歌曲的理论依据1.1运用英文歌曲符合学生的年龄心里特征和认知规律1.1.1符合学生的年龄心里特征。学生的心里特征是由形象思维向抽象思维过度，抽象思维依靠形象思维支持的。（胡蓉，P210,1998）中学生喜欢直观、形象，让他们枯燥的背诵英语单词，犹如把他们捆绑起来，学生的情绪也不可能高涨。而采用听、唱英文歌曲的手段，将语言与情绪结合，创造生动、活泼的课堂学习气氛，学生在获得愉悦的同时，更激活了学校的心里内驱力，使大脑充满生机和活力。1) the theoreti

16、cal basis for the use of English songs in the teaching1.1 the use of English songs to meet the students age, heart characteristics and cognitive rules1.1.1 The age of the students I meet the characteristics. The students heart is characterized by excessive by the image of the thinking to abstract th

17、inking, abstract thinking to rely on the support of thinking in images. (Hu Rong, P210, 1998), high school students like intuitive, image, let them dry recitation of English words, as if they tied up the mood of the students can not be high. Listen to and the use of means to sing English songs, lang

18、uage and emotional, to create a vivid, lively classroom atmosphere for learning, students get pleasure at the same time, activate the heart internal driving force of the school, so that the brain is full of vigor and vitality.1.1.2符合学生的认知规律。学生获得知识，是从感性认识到理性认识的过程。将英文歌曲引入教学正符合从感知到理解的认识规律。（胡蓉，P211,1998

19、）它把语言知识融合于有趣的歌曲中，将知识与趣味、抽象与形象紧密地结合起来，为学生提供更多的感性知识和形象材料；用旋律为学生架起了由感性认识通往理性认识的桥梁，使学生在学生在学习过程中保持着高昂的斗志和浓厚的兴趣；在听、唱英文歌曲的过程中加深对所学内容的理解与巩固。Comply with the law of the students cognitive The students acquire knowledge, is the process from perceptual to rational knowledge. English songs into the teaching is i

20、n line with the knowledge from perception to understand the law. (Hu Rong, P211, 1998) Language knowledge integration of interesting songs, knowledge and fun, abstract and image closely together to provide students with more perceptual knowledge and image of the material; melody for the students set

21、 up rational understanding of the bridge leading from perceptual knowledge to enable students to maintain high morale and a strong interest in the students in the learning process; to deepen understanding and consolidate what they learn in the process of listening, singing in English1.2运用英文歌曲符合生理学和心

22、理学原理1.21符合生理学原理。神经生理学研究表明，人的大脑右半球主管形象思维，是音乐的脑、感情的脑。听、唱英文歌曲可陶冶学生的情绪，刺激大脑，激活右脑神经，引起高度兴奋，给学生带来学习的快感。与此同时又可激活主管抽象思维和语言的左脑，使其兴奋。这样左右脑交替兴奋，不仅使思维与语言引起共振，使口语通畅、自然，而且可以大大开发大脑的潜力。（曹理、何工，P156，1996）1.2 The use of English songs to meet the physiological and psychological principles1.2.1 comply with ergonomic pri

23、nciples. Neurophysiological studies have shown that the head of the right hemisphere thinking in images, music of the brain, emotional brain. Listen to and sing English songs can cultivate students emotions, stimulate the brain, activate the right brain, causing a high degree of excitement, and brin

24、g the thrill of learning to students. At the same time can also activate the left brain for abstract thinking and language, it excited. So about the brain alternately excited, not only the thinking and language resonance spoken smooth, natural, and can greatly develop the potential of the brain. (Ca

25、o management, any work, P156, 1996)1.2.2符合认知心理学原理。认知心理学主张让学生在有意义的情景中操练外语，那种无意义的模仿记忆、不理解而过多的死记硬背都是不可取的。听、唱英文歌曲，就为学生建立起无意识的心理倾向，调动起高度的学习动机，激发起学生的学习需要和兴奋点，使其迸发出潜在的能量，这就为学生轻轻松松接受知识奠定了心理基础。（曹理、何工，P157，1996）1.2.2 comply with the Principles of Cognitive Psychology. Cognitive psychology in favor of letting

26、the students to practicing foreign language in a meaningful scenario, the kind of meaningless imitation of memory, do not understand too much rote learning are not desirable. Listening, singing in English for students to establish the psychological tendencies of the unconscious, arouse a high degree

27、 of motivation, and inspire students learning needs and excitement, so that it burst out of the potential energy, which for students to acquire knowledge easily the psychological basis. (Cao management, any work, P157, 1996)2、英文歌曲的具体运用Concrete application of English songs2.1利用英文歌曲复习旧课。可以根据歌曲内容的情节条件，

28、采用对唱、小组唱、二重唱、配以动作的表演唱、歌伴舞等形式来演唱以前学过的英文歌，从而达到复习的目的。例如复习PEP教材第二册第三单元歌曲 One two three Four Five。该歌曲故事性强，歌词以对话式形式出现，其中夹杂着两句对白更增加了可唱性，尽管歌词有点的难度，但只要教师在复习过程中注重难点的突破，巧妙地、合理地采用多种方法，学生仍然能较快地融入歌曲，回顾知识。如采用对唱形式复习，教师唱数字以外的句子，学生只需要唱数字部分的句子，语言感悟能力强的学生则增加旁白的两个句子 Why did you let it go? 和 Which finger did it bite?虽然学生

29、可唱的部分很少，但学生毕竟参与到了演唱中，都唱得不亦乐乎，非常卖力，几遍下来，歌曲唱得更流利了，知识也得到进一步的巩固。根据此歌的特殊性，也可以采用二重唱形式来复习，这样学生在唱歌时，深怕被别人牵着走，个人注意力集中，牢牢咬住曲和词。由于选择了灵活生动的复习方法，使所学知识也生动地反复出现，使学生对旧的知识的知识加以巩固和强化。在这种情境氛围中，Review old lessons using English songs. According to the plot of a song can condition, duets, group singing, song Duet, assign

30、ed to the actions of singing with actions, just smile, singing in the form of previously learned songs in English, so as to achieve the purpose of review. Such as PEP to review teaching materials II song One two three Four Five. The strong story songs, the lyrics appear in dialog, interspersed with

31、a few words added to the dialogue, although the lyrics a little more difficult, but teachers focus on breakthrough of difficulties during the review process, clever and reasonable manner using a variety of methods, students can quickly integrate into the songs, review of knowledge. Using two forms o

32、f review and teacher sang numbers other than the sentence, students only need to sing a number sentence, students with strong language to realize increased narration of the two sentences Why did you let it go? And Which finger did it bite? while the students to sing small parts of, but after all of

33、the students involved in the singing, singing regaled, very hard, several times, and sings the song more fluently, knowledge has been further consolidated. According to the particularities of this song and Duet forms can also be used to review, so students in singing, deep fear of others hold, perso

34、nal attention, firmly biting songs and words. Due to the method of selecting a flexible review of vivid, making what you have learned also a vivid recurring, so that students knowledge to old knowledge to be consolidated and strengthened. In an atmosphere in this context, the temporary difficulty of

35、 prior learning students are immersed in the joy of success. Teachers can encourage students to the Duet of this song as a class be reviewing games, playing singing between the students, would be a simple, flexible way of game review, further contributed to the study.那些先前学习暂时有困难的学生也沉浸在成功的喜悦中。教师可以鼓励学

36、生将此歌的二重唱作为课间游戏来加以复习，同学之间玩唱，也不失为一种简单、灵活的游戏复习方式，进一步促进了学习。2, the specific use of the English songs2.1 going over the old English song. Conditions according to the plot of the song content, duet, group singing, duet, together with the action of the table singing songs dancers learned before in the form

37、of singing English songs, so as to achieve the purpose of the review. For example, review the PEP textbooks song One, two three Four the Five. Strong narrative of the song, the lyrics appear in dialogue form, mixed with two dialogue adds to the songs, the lyrics a little more difficult, but as long

38、as the teachers pay attention to the difficulty breakthrough in the review process, clever and rational use of a variety of methods, students are still able to quickly integrate into the song, recalling knowledge. If the two sentences of the duet form of review, the teacher sing a sentence other tha

39、n the numbers, students need only to sing the digital part of the sentence, language perception ability of students increased by narration Why did you the let it go? Which finger did it bite? very few students can sing the part, but the students, after all, to participate in the concert, sing the mo

40、ment, very hard, several times down the songs sing more fluently, knowledge can also be further consolidated. The particularity of this song or duet in the form to review, so that the students in singing, Shen Papi others carried away the personal focus, a firm bite of song and word. Choose a flexib

41、le and vivid review, so that the knowledge vividly recurring, to enable students to consolidate and strengthen the knowledge of the old knowledge. In the atmosphere of this situation, those students with prior learning temporary difficulties are also immersed in the joy of success. Teachers can enco

42、urage students to review duet of this song as a recess game, students play the singing, also regarded as a simple, flexible game review ways to further promote the learning.2.用英语歌曲导入新课。音乐的和谐曲调和热烈气氛可以凝聚学生的神思，排除学生课间杂念，集中学生的注意力。因此，可以用唱英文歌曲来巧妙自然地引出新授课内容。把确定的教学目标，需要学生掌握的单词、句子配入学生熟悉的曲调，学生既感到熟悉，又有些新鲜，在轻轻松松

43、中掌握了新知识。例如教句型“Whos the boy ”，先将其套入“Hello Who are you”的曲子中，引导学生有意识地从演唱中感知，直到熟练。这样在优美的旋律和和谐的氛围中把学生带入英语知识的殿堂。直至授课结束时，学生还沉浸在艺术享受之中，情绪仍然是那么兴奋、激昂，嘴里哼唱不止，体验了学英语的快乐。English songs into new courses. Harmonious melodies and a warm atmosphere of the music can come together and the students mental state, to excl

44、ude the students during recess distractions and focus students attention. Therefore, singing in English can be used to skillfully and naturally leads to a new teaching content. Identified teaching objectives require students to master the word, a sentence with income students are familiar with the t

45、unes, students not only feel familiar, but also some fresh, easy to master new knowledge. For example, to teach the sentence Whos the boy, first into the Hello Who are you, the song of their set, and guide the students conscious perception from the singing, until proficient. Such a beautiful melody

46、and harmonious atmosphere in the students into the halls of knowledge of English. Until the end of the lectures, the students also immersed in the enjoyment of the arts among, emotions are still so excited, excitement, more than your mouth humming, to experience the joy of learning English.撤消修改3.利用英

47、语歌曲进行听力训练。在听力课上，单一的语言教材容易引起学生们的厌烦情绪，如选用一些恰当的英文歌曲融入听力课中，课一定会上得生动有趣。一般采取以下六步：第一步，不看歌词，集中精神听录音，这一步的目的在于听大意。第二步，看歌词听录音。这一步的目的之一在于加深对歌曲内容的理解，二是端正语音，培养潜在意识中的英语语感。第三步，丢开歌词再听录音。这时学生们熟悉了歌曲的内容，但对个别词、句的理解还有问题。不过不要紧，反复地听，直到学生们对每一句话甚至每一个词的意思和发音都能理解透彻、熟记于心为止。第四步，边看歌词边跟唱，这一步是十分重要的，既可以巩固理解，又可以训练反应速度，（学生们至少要尽量跟上录音的速

48、度）既练听力，又练舌头的利索。第五步，丢开歌词边听边跟唱。显然这一部分的难度比上一步要大。但在经历了前面四步之后，只要稍加训练，学生们定能出色完成。第六步，最后一步，也可以说是让学生们最喜悦和自豪和一步，即在前五步反复训练的基础上，彻底放弃歌词，放一遍录音，然后自己大声把歌曲唱一遍。通过以上步骤，使学生能在轻松活跃的气氛中进行听力训练，达到预期的效果，提升了学生的听力水平，同时也培养了说的能力。3 English songs and listening training. Listening class, a single language materials easily lead to b

49、oredom of the students, such as the selection of the proper English songs into listening class, the class must at the meeting was lively and interesting. Generally take the following six steps: Step one, do not look at the lyrics, concentrate to listen to the recording, the purpose of this step is t

50、o listen to the effect. The second step, read the lyrics to listen to the recording. One purpose of this step is to deepen their understanding of the content of the song, the second is correct voice and cultivate potential awareness in the English sense. The third step aside lyrics listen to the rec

51、ording. Then the students are familiar with the contents of the song, but the individual words, sentences to understand there are problems. But it does not matter, heard repeatedly and thoroughly until the students can understand the meaning and pronunciation of every word and even every word, lies

52、at the heart so far. Fourth step, watching sing along side the lyrics, this step is important both to consolidate the understanding, the reaction rate can be trained (students at least to try to keep up with the recording speed) Lianting, but also to practice the tongue of the agile . The fifth step

53、 aside lyrics listened with singing. Obviously this part of the difficulty of the previous step. But after the experience of the previous four steps, as long as a little training, the students will be able to complete outstanding. Step 6, the last step, it can be said is to allow students the most j

54、oy and pride and step, namely the first five steps repeated training on the basis of the total abandonment of the lyrics, put the tape again, and then loudly sing the song again. Hearing training in a relaxed and lively atmosphere through the above steps, so that students achieve the desired effect,

55、 enhance the students level of hearing, but also trained to say.3.英文歌曲在教学中的作用 1.调节情绪。每节课上课前或下课前，根据教学内容和学生的精神状态，让学生唱英文歌曲或用录音机播放英文歌曲。唱英文歌曲能将学生课上的动作变成音乐声中有规律的动作。这样，上课前唱能使学生从下课10分钟的活动中迅速转移到课堂教学中来；课中唱英文歌曲能消除学生的厌倦、疲惫心理，提高学习效率；下课前唱能使学生以饱满的情绪结束一节课的紧张学习，为转入下一节课的学习做好精神上的准备。English songs in teaching(1) regulat

56、ion of mood. Each lesson before class or before class, according to the mental state of the course content and students, for students to sing English songs or English songs with recorder player. Sing English songs can student class action to become a regular action of the music. So before class, the

57、 sing enable students from the class 10 minutes of activity quickly shifted to classroom teaching; sing English songs in the class can eliminate student boredom, fatigue, psychological and improve learning efficiency; before singing class enables students to full the intense study of the emotional e

58、nd of a lesson, is transferred to the next lesson to learn to do the mental preparation.2.调整注意力。学生具有好奇、好动、注意力不能长时间集中的特点。采用听、唱英文歌曲的教学手段，将语言与音乐情境结合，创造生动、活泼的课堂学习氛围。学生们随着歌曲的旋律，耳中听、口中唱、脑中想，各种感官协调并用，既放松肢体，又舒缓脑力，从而精神振奋、兴味盎然，注意力重新集中起来。 And a chick-chick there,Here a chick, there a chick,Every where a chick-

59、chick,EveryWhere Old MacDonald had a farm,EIEI,oh!学生们学会这首欢快的英文歌后，教师可引导学生将农场中的其它动物也唱出来，如ducks quack-quack, cowsmoo-moo, pigsoink-oink. 在此过程中，学生们的思维能力得到了很好的培养。通过唱歌，使学生们在轻松、活泼，有趣的环境中对英语学习更加投入，增强了学习效果. (2) adjustment of attention. Students have the curiosity, activity, attention can not be a long time focused features. By listening, singing English songs, teaching methods, connected with their language and music, creating a lively, vibrant classr