论文部分内容阅读
Learning is a complicated process. Generally speaking， the scholars usually divide the learning procedure into four steps： knowledge acquiring； knowledge understanding； knowledge consolidation and knowledge applying. However， the order of the steps is totally different in the traditional class and the flipped class. In the traditional class， the learning procedure has two steps： knowledge acquiring in class and knowledge absorption after class. While in the flipped class， the step of knowledge acquiring is taken ahead of class and the step of knowledge absorption is taken in class. Whichever learning procedure we choose， our teaching should focus on the learning procedure， which means in language teaching； we should help the students to have the learning motivation， learning ability， learning willingness and creativity.
As a teacher， it’s my responsibility to motivate the students to discover the knowledge， to cultivate their ability， to make them enjoy the learning procedure and to think creatively. So in the following passage， I’d like to present some practical methods in my teaching in developing these characteristics.
1. To enable the students to have the motivation to learn， I often use relevant questions to draw their attention and influence them automatically.
The students are attracted by these questions. So they are motivated to interact with the teacher. And the motivation can help them discover the knowledge by themselves. In Lead-in， Grammar of Unit 4 Global Warming， Book 6， I use three questions to motivate the students to discover the structure—Emphatic Sentence. As soon as I step into the classroom， I ask student A： “A， Was it you that broke the cup？” The students’ interest is aroused. And A answers immediately， “No， it’s B and C that broke the cup”. B and C both deny， “No， it was not me that broke the cup.” I write the sentence down on the blackboard， thus presenting the emphatic sentence to the students. Then， the second question comes up， “Who was it that broke the cup？ Please use the structure on the blackboard to answer.” The students answer actively because they know that accident. Finally， the last question is raised： “When and how do we use this structure？” Students discover that when we want to emphasize something， we put it between “It is/was” and “that”. So， using three questions， the students gain the motivation to discover the sentence structure automatically.
2. To enable the students to have the ability to learn， I often use a way called “Observing & Concluding”. By observing， the students can find details they haven’t noticed before. And by concluding， they can get the general language rules. The course of observing and concluding is also the course of cultivating their learning ability. Again in Exploration of the same Grammar-Emphatic Sentence， I show the students a picture—a lovely dog， Knut， and a sentence： Knut was born in the zoo in December. I underline Knut， in the zoo， and in December， asking the students to emphasize them. Their answers are as follows：
a. It was Knut that was born in the zoo.
b. It was in the zoo that Knut was born.
c. It was in December that Knut was born.
Then， the students are guided to observe： Can we leave out “that”？ What will happen if we leave out “It was ... that”？ Can we leave out the preposition “in”？ The students observe carefully， discuss heatedly and then draw their conclusion： （1） “That” is a must no matter what we emphasize. （2） When we leave out “It was ... that”， the sentence is still complete and makes sense. （3） The preposition can not be left out. Then， I ask the students to look at the sentence on the blackboard “It was me that broke the cup”. They immediately notice that when they leave out “It was ... that”， this sentence is not correct， so， we should change “me” into “I”. So， using observing and concluding， the students gain the ability to understand the structure better.
3. To enable the students to have the learning willingness， I often use a method called “Group Competition”， which requires students to cooperate and compete with each other.
The cooperation inspires them to communicate with others， meanwhile the competition stimulates the students to learn and show actively. They enjoy the cooperation and competition very much. In Consolidation part of Emphatic Sentence， I give them an assignment— to make up as many sentences as possible according to the given pictures. If he/ she gets the correct sentence， he /she will get one point， adding one more point to his/her group. And I notice that as soon as I give the instruction， the students get started. They discuss in pairs or groups and put up their hands quickly. Afterwards， they answer the question confidently and the competition is fierce. Of course， at the end of the class， I award the winner group a gift for their wonderful performance. So， by using group competition， the students will be more willing to join in the learning procedure.
4. To enable the students to have the learning creativity， I often use role-play to simulate real-life situations. The real-life situations inspire students to be more creative in using the target language by applying what they have learnt to a new situation. It is really a good way to test how much the students have learnt. In Application part， Unit 5 First aid， Book5， I set a situation for the students： If your friend is having a nosebleed， what can you do to help him？ Give as many tips as possible and try to act it out. After preparing for some time， the students act the situation out， and give many useful tips， such as sitting up and squeezing the nose； putting the feet in warm water； one boy even stood up and leaned his head back， using the tissue to stop the nosebleed. Anyway， the more involved they are in this activity， the more excited and creative they are.
Eventually， I will reflect on my teaching. In language teaching， to focus on the learning procedure means focusing on the students’ motivation， ability， willingness and creativity. Actually， I think my teaching methods are effective because the students perform well and they do get the certain knowledge by themselves. However， there is a new question： Learning procedure not only happens in class， how can we guide the students to learn effectively ahead of class and after class？ Perhaps this is what we are going to explore later.
参考文献
[1] 冯夏婷. 学习的本质及过程[J]. 现代教育论丛， 1999（09）.
[2] 蔚爱华. 教学英语应注重学习情趣的培养[J]. 山西大同大学学报（社会科学版）， 2007（08）.
[3] 王文. 注重学习过程的教学范式——三大构成教学中主题教学法的运用[J]. 邢台职业技术学院报， 2014（12）.
[4] 桑代克著，李月甫译. 人类的学习[M]. 杭州：浙江教育出版社， 1998.
（作者单位：湖北省水果湖高级中学）
As a teacher， it’s my responsibility to motivate the students to discover the knowledge， to cultivate their ability， to make them enjoy the learning procedure and to think creatively. So in the following passage， I’d like to present some practical methods in my teaching in developing these characteristics.
1. To enable the students to have the motivation to learn， I often use relevant questions to draw their attention and influence them automatically.
The students are attracted by these questions. So they are motivated to interact with the teacher. And the motivation can help them discover the knowledge by themselves. In Lead-in， Grammar of Unit 4 Global Warming， Book 6， I use three questions to motivate the students to discover the structure—Emphatic Sentence. As soon as I step into the classroom， I ask student A： “A， Was it you that broke the cup？” The students’ interest is aroused. And A answers immediately， “No， it’s B and C that broke the cup”. B and C both deny， “No， it was not me that broke the cup.” I write the sentence down on the blackboard， thus presenting the emphatic sentence to the students. Then， the second question comes up， “Who was it that broke the cup？ Please use the structure on the blackboard to answer.” The students answer actively because they know that accident. Finally， the last question is raised： “When and how do we use this structure？” Students discover that when we want to emphasize something， we put it between “It is/was” and “that”. So， using three questions， the students gain the motivation to discover the sentence structure automatically.
2. To enable the students to have the ability to learn， I often use a way called “Observing & Concluding”. By observing， the students can find details they haven’t noticed before. And by concluding， they can get the general language rules. The course of observing and concluding is also the course of cultivating their learning ability. Again in Exploration of the same Grammar-Emphatic Sentence， I show the students a picture—a lovely dog， Knut， and a sentence： Knut was born in the zoo in December. I underline Knut， in the zoo， and in December， asking the students to emphasize them. Their answers are as follows：
a. It was Knut that was born in the zoo.
b. It was in the zoo that Knut was born.
c. It was in December that Knut was born.
Then， the students are guided to observe： Can we leave out “that”？ What will happen if we leave out “It was ... that”？ Can we leave out the preposition “in”？ The students observe carefully， discuss heatedly and then draw their conclusion： （1） “That” is a must no matter what we emphasize. （2） When we leave out “It was ... that”， the sentence is still complete and makes sense. （3） The preposition can not be left out. Then， I ask the students to look at the sentence on the blackboard “It was me that broke the cup”. They immediately notice that when they leave out “It was ... that”， this sentence is not correct， so， we should change “me” into “I”. So， using observing and concluding， the students gain the ability to understand the structure better.
3. To enable the students to have the learning willingness， I often use a method called “Group Competition”， which requires students to cooperate and compete with each other.
The cooperation inspires them to communicate with others， meanwhile the competition stimulates the students to learn and show actively. They enjoy the cooperation and competition very much. In Consolidation part of Emphatic Sentence， I give them an assignment— to make up as many sentences as possible according to the given pictures. If he/ she gets the correct sentence， he /she will get one point， adding one more point to his/her group. And I notice that as soon as I give the instruction， the students get started. They discuss in pairs or groups and put up their hands quickly. Afterwards， they answer the question confidently and the competition is fierce. Of course， at the end of the class， I award the winner group a gift for their wonderful performance. So， by using group competition， the students will be more willing to join in the learning procedure.
4. To enable the students to have the learning creativity， I often use role-play to simulate real-life situations. The real-life situations inspire students to be more creative in using the target language by applying what they have learnt to a new situation. It is really a good way to test how much the students have learnt. In Application part， Unit 5 First aid， Book5， I set a situation for the students： If your friend is having a nosebleed， what can you do to help him？ Give as many tips as possible and try to act it out. After preparing for some time， the students act the situation out， and give many useful tips， such as sitting up and squeezing the nose； putting the feet in warm water； one boy even stood up and leaned his head back， using the tissue to stop the nosebleed. Anyway， the more involved they are in this activity， the more excited and creative they are.
Eventually， I will reflect on my teaching. In language teaching， to focus on the learning procedure means focusing on the students’ motivation， ability， willingness and creativity. Actually， I think my teaching methods are effective because the students perform well and they do get the certain knowledge by themselves. However， there is a new question： Learning procedure not only happens in class， how can we guide the students to learn effectively ahead of class and after class？ Perhaps this is what we are going to explore later.
参考文献
[1] 冯夏婷. 学习的本质及过程[J]. 现代教育论丛， 1999（09）.
[2] 蔚爱华. 教学英语应注重学习情趣的培养[J]. 山西大同大学学报（社会科学版）， 2007（08）.
[3] 王文. 注重学习过程的教学范式——三大构成教学中主题教学法的运用[J]. 邢台职业技术学院报， 2014（12）.
[4] 桑代克著，李月甫译. 人类的学习[M]. 杭州：浙江教育出版社， 1998.
（作者单位：湖北省水果湖高级中学）