论文部分内容阅读
学法指导包括两个方面，一是学法，二是指导即教法。学法指导，是指教育者通过一定的途径对学习者进行学习方法的传授、诱导、诊治，使学习者掌握科学方法，并灵活运用于学习，教会学生学习方法主要途径是充分利用教材进行课堂教学。主要可概括为以下几点：
1 归纳指导法
高中学生已具备相当的逻辑思维能力，这就使得他们在语言学习过程中对语言认识形成系统化成为可能。因此使用归纳法完全符合中学生的心理特点和认知规律。教师可让学生反复接触某一语言现象，使学生形成初步的感情认识，然后引导学生加以归纳，如：要求他们找出规律性的东西或共同的东西。例如，在学过去分词作状语时，教师可让学生接触这些句子：
（1）Seen from the hill, the town looks beautiful.
（2）Born and bred in the city, he found it inconenient to lie in the countryside.
（3）Gien another chance, I will do it better.
（4）Dr Watson and I will spend the night locked in your room.
（5）The lady returned home, followed by Mr.Holmes and Dr.Watson.
（6）If bitten by a dog, you should go to the hospital.
（7）When asked to make a speech, he said he would be glad to do so.
（8）The room, although supposed to be kept locked, was often left open.
然后让学生总结句中过去分词的用法，通过归纳，学生会总结出：句中过去分词均作状语，并且可作时间状语，原因状语，条件状语，方式状语，伴随状语或用在连词后。这样比教师直接告诉学生过去分词的用法要好得多。
2 对比指导法
教学中教师除及时点拨，引导学生发现语言规律外，对一些相似但又有不同的语言点，教师可引导学生进行对照比较，弄清它们的区别，加深对语言现象的印象。
以学“a great deal of”的用法为例：
教师可让学生比较“lots of”,“a lot of”,“plenty of”,“a large quantity of”,“a large number of”和“a large amount of”的用法，让学生比较下列句子：
（1）We hae still plenty of eggs left.
We hae still plenty of water left.
（2）The rich lady has large quantities of clothes.
We hae large quantities of rain this summer.
（3）She has spent a great deal of (a large amount of) money on herclothes.
（4）A large number of settlers from France reached Canada in 1534.
（5）There's lots of rain here in spring.
At noon lots of students go to the reading-room to read.
通过比较这些句子，学生会明白“lots of”，“a lot of”，“plenty of”和“a large quantity of”可以用在可数名词和不可数名词前，“a great deal of”和“a large amount of”只可用在不可数名词前，“a large number of”只可用在可数名词前。
3 解答说理法
提出一种语言现象，一个问题，让学生分析这种现象，寻求正确答案，并找出选相应答案的理由，这是培养学生思维能力的一种手段。
4 启迪思维法
我们要培养学生创造思维品质，培养创造的方法与才能，只让学生打勾勾，划叉叉，寻求标准答案是不行的。创造的火花多产生于求异之中，产生于发散思维之中。这种创造品质需要多角思维的方法去训练。
5 讨论活动法
讨论法可用于解决学生对语言现象的疑问，对课文的理解，也可用来对语言现象的操练、深化。学生在讨论活动中互相启发、互相学习，不断提高语言活动的质量。
例如，在学主语从句时，可让学生分组讨论下列句子中所含从句有什么共同点：
（1）Who will go to the conference is not important.
（2）What we need is more time.
（3）How they went to the USA remained a question.
（4）When the power station will be ready is uncertain.
（5）Why he took Swiss nationality is a question that interests us.
（6）Whether the other scientists would accept his ideas was unknown.
（7）It was quite clear that it was impossible for him to lie in Germany.
（8）That light traels in straight lines is known to all.
然后，教师收集各组讨论结果,进行总结。
1 归纳指导法
高中学生已具备相当的逻辑思维能力，这就使得他们在语言学习过程中对语言认识形成系统化成为可能。因此使用归纳法完全符合中学生的心理特点和认知规律。教师可让学生反复接触某一语言现象，使学生形成初步的感情认识，然后引导学生加以归纳，如：要求他们找出规律性的东西或共同的东西。例如，在学过去分词作状语时，教师可让学生接触这些句子：
（1）Seen from the hill, the town looks beautiful.
（2）Born and bred in the city, he found it inconenient to lie in the countryside.
（3）Gien another chance, I will do it better.
（4）Dr Watson and I will spend the night locked in your room.
（5）The lady returned home, followed by Mr.Holmes and Dr.Watson.
（6）If bitten by a dog, you should go to the hospital.
（7）When asked to make a speech, he said he would be glad to do so.
（8）The room, although supposed to be kept locked, was often left open.
然后让学生总结句中过去分词的用法，通过归纳，学生会总结出：句中过去分词均作状语，并且可作时间状语，原因状语，条件状语，方式状语，伴随状语或用在连词后。这样比教师直接告诉学生过去分词的用法要好得多。
2 对比指导法
教学中教师除及时点拨，引导学生发现语言规律外，对一些相似但又有不同的语言点，教师可引导学生进行对照比较，弄清它们的区别，加深对语言现象的印象。
以学“a great deal of”的用法为例：
教师可让学生比较“lots of”,“a lot of”,“plenty of”,“a large quantity of”,“a large number of”和“a large amount of”的用法，让学生比较下列句子：
（1）We hae still plenty of eggs left.
We hae still plenty of water left.
（2）The rich lady has large quantities of clothes.
We hae large quantities of rain this summer.
（3）She has spent a great deal of (a large amount of) money on herclothes.
（4）A large number of settlers from France reached Canada in 1534.
（5）There's lots of rain here in spring.
At noon lots of students go to the reading-room to read.
通过比较这些句子，学生会明白“lots of”，“a lot of”，“plenty of”和“a large quantity of”可以用在可数名词和不可数名词前，“a great deal of”和“a large amount of”只可用在不可数名词前，“a large number of”只可用在可数名词前。
3 解答说理法
提出一种语言现象，一个问题，让学生分析这种现象，寻求正确答案，并找出选相应答案的理由，这是培养学生思维能力的一种手段。
4 启迪思维法
我们要培养学生创造思维品质，培养创造的方法与才能，只让学生打勾勾，划叉叉，寻求标准答案是不行的。创造的火花多产生于求异之中，产生于发散思维之中。这种创造品质需要多角思维的方法去训练。
5 讨论活动法
讨论法可用于解决学生对语言现象的疑问，对课文的理解，也可用来对语言现象的操练、深化。学生在讨论活动中互相启发、互相学习，不断提高语言活动的质量。
例如，在学主语从句时，可让学生分组讨论下列句子中所含从句有什么共同点：
（1）Who will go to the conference is not important.
（2）What we need is more time.
（3）How they went to the USA remained a question.
（4）When the power station will be ready is uncertain.
（5）Why he took Swiss nationality is a question that interests us.
（6）Whether the other scientists would accept his ideas was unknown.
（7）It was quite clear that it was impossible for him to lie in Germany.
（8）That light traels in straight lines is known to all.
然后，教师收集各组讨论结果,进行总结。