初中英语开展角色扮演教学的现实基础

1、初中英语开展角色扮演教学的现实基础1.1理论支撑角色扮演教学符合新课标对初中英语教学的要求:2011年国家教育部颁布了新的义务教育英语课程标准,明确了义务教育阶段英语课程的总目标就是通过英语学习使学生形成初步的综合语言运用能力。要实现这一目标,在很大程度上取决于英语课堂教学的组织形式。教师可以利用角色扮演的教学方式促进学生的英语交际能力发展。Role-play accords with acquire of the New Curriculum requirements: students should form a preliminary overall language proficien

2、cy through English learning. To achieve this goal, we need to organize the English Classroom teaching, which means teachers may use role-play to change the form of class.活用资源. 新教材中有大量适合角色扮演教学的话题和素材:新教材在语言上、内容上都做了全面调整和跟新,从家庭到社会,从学习到生活等与学生的日常生活紧密相关的话题都以对话形式出现,重在信息沟通和语言的交流,把课堂教学落实到语言的交际上,这有利于拓展学生的文化视野,

3、发展综合语言运用能力。也为实施角色扮演教学提供了的素材。Using of the resources. There is a large number of topics and new materials for role-play teaching. The new textbooks has adjusted and updated on language and content, from family to society, from learning to life. And the topics which related students' everyday lives

4、 are in the form of dialogue. The textbook focuses on the exchange of information and language which is conducive to expand students' cultural horizons, develop overall language proficiency, and also provide teaching material for role-play.立足学情. 角色扮演教学符合中学生学习英语的特点初中学生充满好奇心和求知欲,乐于接受新鲜事物,喜欢引起同龄人的注

5、意,重视老师的表扬,具有极强的可塑性、模仿力和记忆力。扮演可以根据不同年龄阶段学生的特点和教学内容进行情境创设,发挥学生的创造力和想象力,促进学生个性发展,符合初中阶段学生的生理、心理需求。Role-play teaching is in line with characteristics of students learning English . Junior high school students full of curiosity and thirst for knowledge, willing to accept new things, as well as like causi

6、ng people's attention, and want to get teacher's praise. At the same time, they have a strong plasticity, imitation power and memory. Based on the characteristics of the different ages of students and teaching content,role-play can build a kind of context to bring into play students 'cre

7、ativity and imagination, and promote developing students' personality, which is in line with junior students physiological and psychological needs.一部分学生基础比较差,对英语的学习极感吃力。由于整体英语学习环境一般,并且我国在应试教育的引导下,教学模式仍是以“填鸭式”教学模式为主,授课方法单一,缺乏灵活、有的老师甚至数年都使用同一本教案和教学风格,教学手段单调、枯燥,这就更易导致学生丧失学习英语的信心和兴趣。而角色扮演的教学法注重学生情感教

8、育、教学形式丰富多样,能有效激发学生学习语言的积极性。总的来说英语角色扮演教学符合学生身心特点和学英语的特点。Some students are relatively poor foundation and feel extremely difficult for learning English. Under the guidance of examination-oriented education, the major teaching mode is still "spoon-feeding". Teachersteaching methods are simple

9、 and lack of flexibility. Some teachers even use the same the lesson plan and teaching style for a number of years. The monotonous and boring of methods has resulted in students lose confidence and interest in learning English. However, role-play focus on students' emotional education, and has r

10、ich and varied forms on teaching, which can effectively stimulate the enthusiasm of students to learn the language.教师知识结构的更新,对新兴教育观念的接受,对更高水平教学效果的追求等等使角色扮演的开展得到了执行途径。专任教师数量增长,学历结构大幅改善。正因为如此,现在教师拥有更新的知识结构和教育理念,他们思维活跃、敢于创新、易于接受新事物。由于他们所学专业知识使得思想受西方教育理念影响,不喜欢拘泥于传统的教学模式,同时也因为传统教学方法在实际的教学活动中多处碰壁,所以他们更青睐于

11、适合英语教学的、灵活的教学方式角色扮演。这种教学方法所创造的活跃课堂气氛反过来激发教师对教学活动的热爱。Role-play has been carried out the execution path due to the update teachers' knowledge structure, acceptance of the emerging concept of education and pursue a higher level of teaching effectiveness, so that teachers have updated knowledge stru

12、cture and philosophy of education. Now, they have active thinking, dare to innovative and easy to accept new things. Under the influence of Western education philosophy, they do not like to adhere to the traditional mode of teaching, at the same time traditional teaching methods make many difficulti

13、es in practical teaching activities , so they prefer to a flexible teaching method: role-play. This teaching method create an active classroom atmosphere, in turn, inspire teacherslove of teaching角色扮演的理论基础成功有效的外语教学要遵循以下两个互补概念:Communicative learning;Cooperative learning交际法学习是合作法学习的延伸。合作法式学习适用于多种学科领域的

14、学习,而交际法学习特别适用于语言学习,培养学生的交际能力是交际法学习的目标。Successful and effective foreign language teaching should follow two complementary concepts: Communicative learning and Cooperative learning. Communicative learning is an extension of cooperative learning. Cooperative learning is applied to a variety of discipli

15、nes, and communicative learning is particularly suitable for language learning. The goal of communicative learning is to develop students' communicative competence.角色扮演教学完全符合这两个概念:角色扮演是一种合作式学习,它要求小组合作,为同一学习目标共同努力,要求学生在相互商讨、相互理解的合作基础上用英语进行交谈。同时,角色扮演又与交际法学习有共同之处:以学生为中心;以培养交际能力为目标;有意义、有故事性的学习方式;积极主

16、动的学习方法。这就是角色扮演教学法有着强大的理论基础。Role-play is compliance with these two concepts: Role playing is a collaborative learning: it requires group work and learn to work together for the same goal. students are required to use English to talk , on the basis of mutual mutual discussion and mutual understanding.

17、 At the same time, role-play has in common with the Communicative Approach: student-centered, to foster communicative competence as the goal, meaningful and narrative learning, as well as active learning methods. This is the role-playing pedagogy has a strong theoretical basis.“角色”概念来源于社会心理学的角色理论。社会

18、心理学认为,每个人在社会中都要扮演一定的角色,都要与周围的人交际,而个人对自己以及他人的角色的认识和行为方式又会影响社会交际的效果。"Role" concept comes from the role of social psychology theory. Social psychology thinks that everyone must play a certain role in society and communicative with people around. But the role of individuals own and the awarene

19、ss of others and behavior will affect social communication effect.但是从国内外角色扮演的理论和实践研究来看,交际教学法是角色扮演教学的直接理论来源,角色扮演是交际法中社会交际性活动的典型活动形式。要深入研究角色扮演,就必须深刻把握交际法理论。But from the theoretical and practical researches on role-play, communicative learning is the direct sources of theory on role-play. Role-play is

20、a typical form of activity communicative approach in social communicative activities. To further study the role-playing, we must profoundly grasp the Communicative Approach.英语教学的目的是培养学生用英语进行交际的能力,而角色扮演则是培养学生交际能力的一种有效途径。它可以使学生在模仿真实社交情景中扮演不同的角色,通过语言运用获得交际能力,为以后在真实环境中运用英语打下基础。The purpose of English tea

21、ching is to train students 'ability to communicate in English. And role-play is an effective way to cultivate students' communicative competence. It allows students to play different roles in imitation of the real social scenario, obtained communicative competence by the use of language to l

22、ay the foundation for the future use of English in a real environment.角色扮演教学法使用多种交际方法来培养学生语言流利程度,提高课堂的互动性和学生的主动性,具有较强的灵活性和丰富的想象余地。它能培养学生在各种语言环境中的听说技巧和能力。Role-play uses various communication methods to train students level languages fluently, improve classroom interaction and studentsinitiative and w

23、hich also has strong flexibility and rich imagination room. It can develop students skills and abilities in a variety of locales.角色扮演是交际英语教学中经常采用的教学活动。它模拟现实生活中出现的情景,目的是让学生在这些真实情境中正确使用英语。里特尔伍德曾说过:“这些角色扮演活动是要学生想象发生在课堂外的某个情景,它可以是在街上遇到朋友,也可以是举行商业谈判;在这个情景中扮演一个具体角色;扮演时要符合真实情景中的角色要求。Role playing is often u

24、sed in communicative English teaching . It simulates real-life scenarios arise to allow students the to use English in these real situations in a right way. Ritter Wood once said: "The role-play requires students: imagine a scene outside the classroom, which may be encountered in the street wit

25、h friends, it can be held in commercial negotiations; play a specific role in this scenario; when playing the role required to comply with the real situation.合作学习合作学习是目前国际上比较流行的、具有创新性和高效性的教学策略。Cooperative learning is currently the more popular, innovative and efficient teaching strategies.美国斯莱文认为:“合

26、作学习是一种课堂教学手段,学生在小组中合作从事学习活动,并依靠整个小组的成绩来取得认可。”Slavin said: "Cooperative learning is a classroom teaching methods, students engage learning in cooperative group activities, and rely on the performance of the whole team to get recognition."美国研究合作学习课题的戴维约翰逊和罗杰约翰逊认为:“合作是共同学习来完成同样的学习目标。在合作的环境下,个

27、人追求对自身和小组其他成员都有益的成果。”David Johnson and Roger Johnson who study cooperative learning said:“The cooperation is learning together to accomplish the same learning objectives. In a collaborative environment, the pursuit of individual has beneficial results for themselves and other team members.”我国黄政杰博士认为

28、:合作学习是一种有结构、有系统的的教学策略,根据学生性别能力等因素,将学生分配到不同的小组中,鼓励同学间相互协助,互相支持,从而提高个人的学习效果,并达成团体目标。Dr. Huang Zhengjie said: cooperative learning is a structured, systematic teaching strategies. According to student gender, ability and other factors, teachers can assign students to different groups, and then encourag

29、e mutual assistance among students and support each other, thereby enhancing the individual's learning effect so that reach the target group.大陆著名学者王坦对合作学习给出了这样的描述:“以学习小组为基本组织形式,有效利用教学动态因素之间的互动来促进学习,把团体成绩为评价标准,共同达成教学目标的活动。”Mainland famous scholar Wang Tan on cooperative learning gives this descri

30、ption: "In the study group as a basic organizational form, the effective use of interaction between the dynamics of teaching to promote learning, the group results for the evaluation criteria, to achieve the common goal of teaching activities . "尽管他们界定定义的角度不同,但在本质上是一样的:Despite having diffe

31、rent definition, but in essence is the same:小组需要成员共同协作、共同努力而实现的共同目标;The members of the team need to work together to achieve common goals.合作学习强调小组成员要积极创建共同目标,并且共享的资源,合理分配任务,使个人和同组成员的学习效果都得到提高。Cooperative learning emphasizes that group members need to actively create common goals, shared resources an

32、d rational allocation of tasks, so that individual and group members can be improved.同时小组成员都要认识到每个人都必须尽职尽责,小组的成功不能仅仅依靠一个人的努力就可以实现,所有人都要付出努力。While team members must recognize that everyone must fulfill their duties, and the successful of team not rely solely on a person's efforts but everyone has

33、 to effort.小组成员应该相互帮助、互相支援、相互促进、分享信息、共同提高,互相信任、积极主动。Team members should help each other, support each other, promote each other, share information and improve together.个体必须积极主动地加入到组织活动中。Individuals must actively join the activities of the Organization.教师根据学生的表现进行公平有效地评价和奖惩。Teacher evaluates and ince

34、ntive fair and effective based on student performance.最后小组成员需要探讨怎样才能更好地完成目标和保持成员之间的有效合作关系。Finally, team members need to explore how to better accomplish the goals and maintain effective partnerships between members.由此我们可以看出合作学习的理念一直贯穿角色扮演教学法的始终。From this we can see that the concept of cooperative le

35、arning always runs through role-play.角色扮演教学法要求教师通过分组组织教学活动,学生之间相互合作来完成任务。ole-playing pedagogy requires teachers to organize teaching activities by grouping, mutual cooperation between the student to complete the task.另一方面,当一组学生在表演的时候,其余的学生观察他们的表演,从而在学习经验教训的同时也提出意见。On the other hand, when a group of

36、students during the performance, the rest of the students to observe their performance, resulting in learning lessons and alsocomments.我们认为,角色扮演英语课堂教学符合社会学习理论和合作学习理论的基本主张。We believe that the role-play is in line with the basic ideas of social learning theory and the theory of cooperative learning.St

37、udies on Role-play AbroadThere are many researchers abroad who have been showing great interest in studying role-play concerning the concept, patterns and characteristics. Quite a few researchers express their advocates to role-play and they describe the effect of role-play in different ways. Rivers

38、 (2000 indicates, "Students receive practice in using a language when their attention is focused on conveying and receiving authentic messages. These messages contain information of interest to speaker and listener in a situation of importance to both"(Rivers, p. 102. Emst-Slavit & Wen

39、ger (1998 consider role-play "allowed students to improve their language skills andloosen inhibitions about speaking in front of others. Students also developed nonverbal communication skills, such as the use of appropriate gestures and body language, to help them express themselves more vividl

40、y across a language barrier" (Emst-Slavit & Wenger, pp.30-33. Larsen-Freeman, in her Techniques and Principles in Language Teaching, discusses the significance of role-play, "Role-plays are very important in the communicative approach because they give students an opportunity to practi

41、ce communicating in different social contexts and in different social roles" (Larsen-Freeman, 2000, p. 137. Fumess describes that a child can benefit and get pleasure from a role-play experience "in terms of improved communication skills, creativity, increased social awareness, independent

42、 thinking verbalization of opinions" (Furness, 1976, p. 19. Sadow points out role-play activities have the advantage that "they are relatively easy to formulate and can more or less replicate true-to-life experiences that the students might encounter in the target culture" (Sadow, 200

43、0, p.3 3. Davies and Pearse comment role-play in this way, "Languages are seen mainly as a means of communication in specific situations. They are acquired by hearing them used in communication and using them yourself (Davies & Pearse, 2002, p. 192.These researchers all agree that role-play

44、 can grant the students more chances for communicating in classroom. The drawbacks of role-play as well as its advantages are presented by the following researchers in theirstudies. Livingstone have elaborated three major advantages of role-play in language classroom:1(Role-play can maximize student

45、 activity;2(Role-play can prevent discipline problems by ensuring that classroom material is relevant and interesting;3(Role-play can be accessible to students of different ability levels (Livingstone,1983, pp.25-27.At the same time, he indicates some shortcomings of role-play, for instance, organiz

46、ation and time,which makes role-play seem impossible to some teachers who teach classes which lead up to examinations. In Livingstone's opinion, the major objective of this activity is oral proficiency.Van Ments have conducted a further and more detailed research on the use of role-play, and lis

47、ted thirteen advantages and eight disadvantages in his The母介dive Use of Role play. The major advantages are "positive and safe in dealing with attitudes and feelings, relates closely to the outside world, and highly motivating"(Ments, 1989, p.21. The major disadvantages, based on his resea

48、rch, include the effect that using role-play may have on the atmosphere and conventions of the classroom; accuracy and relevance of what is learnt and the degree to which the teacher or trainer must be in control of what is being learnt and the recourses. Furthermore, Van Ments acknowledges "it

49、 becomesincreasingly unsatisfactory as a technique once numbers rise above twenty to twenty-five students although there are always exceptions" (Menu, 1989, p.26.Brown's studies also concerns about the conduction of role-play. He argues that role-play minimally involves "giving a role

50、to one or more members of a group and assigning an objective or purpose that participants must accomplish" (Brown, 1994, p.183. He also makes a suggestion that role-play could be carried out in various forms: by one single person, in pairs or in groups and each student would be assigned a role

51、to accomplish an objective.Studies on Role-play in ChinaAfter China's opening policy, many theories about language teaching have come to the vision of Chinese researchers, and CLT, as one of the most important theories, has years' research and practice. Thus, the main feature of this period

52、is combining CLT withteaching practice closely.Jia Yuhong, a professor from Cangzhou Normal College, in her Role play the动active Method in Oral English Teaching(1997, proposes a standard procedure forrole-play activity in English class. According to her opinion, seven steps are prerequisitein carryi

53、ng out a successful role-play: "language input-setting of situation-allocation ofroles-practice-demonstration-practice-feedback-follow up activity", meanwhile sheindicates that the role of teacher ought to be changed properly, teacher as informant,teacher as conductor, teacher as observer

54、and teacher as advisor". Moreover, she also putforward some internal problems about using role-play.Many scholars and frontline teachers elaborate on the application of CLT in specificcourses such as grammar teaching, oral training, comprehensive skills and tests, and theyalso discusses the pro

55、blems existing in the real practice from different aspects, whichenrich China's studies on CLT. Meanwhile, some colleges have continued to conductCLT and accumulated more first-hand data, which boost the development of CLT inChina.From 21 st century, the studies on CLT have gone deeper and deepe

56、r.A great deal ofresearch achievements have appeared and some studies on role-play have been carried outin this period.Fan (2000, a lecturer from Sichuan Post and Telecommunication College, in her OnRole play in Foreign Language Teaching, analyzes how role-play interests and motivatesthe college students in a communicative way. She indicates that role-play hasmufti-functions and puts forward several opinions on how to apply role-play in foreign language teaching. Cai (2004 introduces her experience of u