English reading teaching in senior high school involves not only the cultivation of reading ability, but also many psychological qualities of learners, such as attention, observation, perseverance, interest, motivation and emotion, as well as social and cultural qualities such as ideology, morality and artistic aesthetics. Then, in the teaching of reading in senior high school, how to mobilize students' subjective initiative and stimulate students' subjective consciousness, so as to cultivate students' ability and improve their quality? This paper expounds some thoughts on how to mobilize students' subjective initiative and stimulate students' subjective consciousness in senior high school English teaching;
First, design issues to stimulate students' subjective thinking
Question design is an important means of English reading teaching and the starting point to help students understand and appreciate articles. Teachers' design should follow the principle of step by step, base the problem on students' attention and interest, and serve the goal of improving students' quality in an all-round way. Most senior high school English texts are very long. The content of the text is rich in aesthetic and scientific education. In these knowledgeable, interesting and thoughtful reading classes, carefully designing a series of questions that can both inspire and arouse students' interest can enlighten students' brains, stimulate students' thinking and cultivate students' habit of active learning.
For example, when teaching story articles, students can answer story details and facts from the outside to the inside, and finally ask inductive questions. Through such questions, we can infer some contents that are not written in the text but closely related to it, which can deepen and broaden students' understanding of the characterization and theme expression in the text and stimulate them to think and explore actively. When designing problems, teachers should stick to the teaching materials and advance at different levels, with a certain ideological gradient. In the process of asking and answering questions, teachers should inspire and guide students to activate their thinking desire and help them understand and comprehend.
Second, teach according to law and give students the initiative to learn.
Traditionally, the teacher's task is to impart knowledge, and according to Han Yu's statement, it is "preaching and teaching to solve doubts", but just imparting knowledge is not enough. To improve students' quality, it is necessary to cultivate students' ability. Therefore, English reading teaching should emphasize the word "learning", from making students "learn" to cultivating students "know how to learn", giving them methods and giving them the initiative to learn. Mr. Tao Xingzhi also said: "I think a good teacher is not teaching, not teaching students;" Is to teach students to learn. "It is very important for students to learn how to study. Only when students master scientific and effective learning methods and accept new knowledge can they draw inferences from others, transfer knowledge better and benefit students for life.
1. Guide students to preview carefully.
Reading texts in senior high school is long and difficult, with many abstract concepts, less thinking in images and more complicated grammatical phenomena. Therefore, it is extremely important for students to preview carefully. If students are not ready to enter the classroom, then learning must be passive, and students will listen to what the teacher explains; What the teacher demonstrates, the students watch. What is the initiative of learning like this? Preview seems to be a student's business, but careful guidance from teachers is very important. Teachers should teach students the methods of preview, guide students to preview carefully, write self-study notes, and put forward difficult problems encountered in self-study. For example, arrange students to prepare for some related questions and ask them to preview new words with reference books before class. In this way, students can enter the classroom on the basis of preview, and their learning can be changed from passive to active. In the past, students followed the teacher blindly in class, but now the teacher should adapt to the students' learning and development.
2. Encourage students to actively participate.
Students actively participate, and the most important thing is that teachers should fully respect students' personalities and give full play to teaching democracy. Therefore, teachers should properly guide and try their best to guide students to participate in the process of exploring knowledge to the maximum extent. To this end, we must do:
(1) We should create a good environment for participation and a relaxed, harmonious, harmonious and equal learning atmosphere.
(2) Leave enough time and space for participation. Teaching should not be "cramming" or "questioning". Students should try their best to talk about what they can. If students can move, try to make them move.
(3) We should create good conditions for participation, provide suitable opportunities for participation, and organize students to think independently and discuss collectively. In the teaching of reading class, teachers can let students set up scenarios for each other and discuss topics of interest in groups, so as to achieve the goal of full participation. For example, in teaching, students can be given such topics to express different views. Such a discussion can push classroom teaching to a climax. During the discussion, the students spoke freely, which not only enlivened the classroom atmosphere, but also exercised their thinking and laid the foundation for reading.
3. Cultivate students' inductive understanding
The purpose of reading is to obtain written information. Therefore, when reading, you can't analyze grammar word by word, but you should read the tree material quickly, grasp the main idea, and then understand the content deeply. When reading, teachers can guide students to adopt different inductive forms according to different themes and genres of reading materials, so as to capture the information of articles quickly and accurately and cultivate students' good reading habits. Because of the different themes and genres of reading materials, we can also summarize and understand the contents of the materials from different angles, such as summarizing verbs and showing the course of events; Summarize the characters in the article and highlight the key characters. So as to constantly improve their reading comprehension ability in reading practice.
Third, increase language practice and expand English reading space.
It should be said that the articles selected from every reading text in senior high school are good and excellent, with rich content and wide coverage. The Chinese and foreign cultural customs, biographies of world celebrities, sports competitions and dietary hygiene habits reflected in the text attract the attention and interest of senior high school students. However, from the perspective of cultivating reading ability, it is far from enough to limit reading teaching to text books. The classroom teaching content of reading class should not only stay in closed classrooms and narrow books, but also face wider social life, broaden the perspective of reading content, get rid of the shackles of traditional English reading textbooks and improve students' ability and quality. One way: choose three to five books with moderate difficulty, knowledge and interest every week, print them out and send them to students for reading after class, and ask them to do corresponding reading comprehension questions. Method 2: Elective courses of English works are offered in senior high schools. First of all, make great efforts in selecting materials, and broaden the scope of topics by combining students' interest characteristics, acceptance and expression ability. Choose reading materials from newly published English newspapers and magazines, and you can also use some audio-visual books and audio-visual reading materials (VCD, MTV, video tape, etc.). These materials are characterized by diverse themes and rich contents, which can grasp the characteristics of the times, arouse students' interest and stimulate their initiative in learning.
Fourthly, English reading teaching should permeate personality education, which is one of the goals of quality education at present.
The English reading textbook for senior high school is a good set of ideological, scientific, interesting and practical textbooks. Reading teaching should combine teaching content with ideological and moral education in English reading teaching to improve students' political and ideological quality. Therefore, teachers should try their best to tap the ideological education factors in textbooks, take knowledge as the carrier, and timely and appropriately infiltrate ideological and moral education and patriotism education.
Next, I will only talk about my understanding of oral English evaluation in primary schools based on my teaching practice in primary schools.
First, a correct understanding of the purpose of primary school oral English evaluation
Evaluation is not to give teachers or each student a final score, but to let teachers find problems, improve teaching and improve teaching quality. More importantly, let every student be encouraged to improve their interest in English learning through assessment tests. Evaluation is a means for students to diagnose themselves and stimulate their study. The oral evaluation of the graduating class in our school pays attention to the correctness and fluency of the language. The correctness of language includes pronunciation and intonation, vocabulary and grammar; Language fluency includes language flow and the ability to use language. Therefore, the purpose of primary school oral English evaluation is to stimulate students' interest in learning English, improve students' enthusiasm for learning English, make students speak English happily, boldly and more idiomatic English, and prepare them for lifelong learning English.
Second, the use of scientific and comprehensive oral evaluation methods
1, Value Health Report
Two students are invited to give an English speech five minutes before class every day, and then the whole class asks them questions. Finally, the whole class will evaluate their performance with the teachers. Point out their good expressions first, and then point out their shortcomings. This is a process of mutual review and learning from each other's strengths. Students learn others' good pronunciation and intonation, good expression, wonderful topic ideas and keen English questions and answers in a relaxed and happy environment, and at the same time find mistakes that they or their classmates are prone to make. Finally, teachers and students grade the two students from four aspects: pronunciation and intonation, grammar, topic conception and gfd. The evaluation of value report is the interaction between teachers and students and the cultivation of students' English "speaking" ability.
2. Classroom performance
Every weekend, English teachers will record students' classroom discipline, answering questions and using English in class in the home-school contact book, so that students and parents can keep abreast of students' English learning. This is a teacher's short-term evaluation of students' English learning at ordinary times, and it is an interaction among teachers, students and parents. This kind of evaluation promotes students to better understand their progress, and parents can further help students study better and enhance their confidence.
3. Extracurricular application
The key to oral English is to apply what you have learned. Students must apply what they have learned to real life in order to truly learn and understand. The evaluation of extracurricular use not only evaluates students who speak English well, but also aims to encourage those who dare not speak English. Many timid students, driven by their English-loving classmates, have learned a lot from not speaking English at ordinary times to speaking English and using newly learned English.
4. Self-evaluation and peer evaluation.
At the end of each semester, we let all students take part in the oral English assessment in the form of a form, which is evaluated by students themselves and peers. The design of the table is based on the objectives related to the new curriculum standards. Students fill in the form themselves and also fill in the form for their classmates. This evaluation shows that students become the masters of learning, and each student has the right to evaluate himself and others. This is a process of self-awareness and self-improvement, which also urges students to learn from each other, supervise each other and help each other.
5. Parental evaluation
The evaluation of oral English can not be limited to the activities of students' schools. After the students return home, the parents will evaluate the students' pronunciation and intonation, fluency, use of pictures and sentences, and the actual use of English on weekends, and write them in the receipt column of the home-school contact book. It doesn't matter even if parents don't know English. He should also supervise students to finish their oral English homework. This evaluation method allows parents and students to feel the little progress of students in English learning, and urges students to form the habit of listening to and speaking English every day.
Although I have only worked for four years, I have gained a lot in teaching and felt deeply. The new curriculum reform is both an opportunity and a challenge for me. The new curriculum reform advocates holistic teaching, emphasizing that curriculum teaching should promote the healthy development of each student's body and mind and cultivate students' good quality lifelong learning ability; The new curriculum reform advocates constructive learning, pays attention to scientific inquiry learning, and advocates exchange and cooperation and independent innovation learning. Compared with the compulsory education stage, the new senior high school English curriculum emphasizes further developing students' basic language application ability according to their cognitive characteristics and learning development needs, focusing on improving students' ability to obtain information, process information, analyze and solve problems in English, gradually cultivating students' ability to think and express in English, and creating necessary conditions for their further study and development. This puts higher demands on teachers' teaching ability. I reflected and improved my teaching from the following points.
First, interest cultivation
As English teachers, we should respect students and pay attention to emotional teaching in teaching. Teachers should create a good learning atmosphere as much as possible, so that students at different levels can have fun in learning and get a sense of accomplishment. In the teaching process, we should fully tap the interest of teaching materials, arouse students' emotional resonance and stimulate students' interest in learning. Don't stick to one model, adopt different teaching methods according to different teaching contents, create a language environment suitable for students' interests, and carefully design various exchange activities, so that most students have the opportunity to creatively play and use what they have learned.
Second, cultivate students to develop good language learning habits
1, the habit of using reference books, you should have good reference books.
2, habit preview, careful guidance to students, and gradually standardize the requirements. In the preview method, guide students to analyze words, phrases, sentences, texts, doubts and so on. That is, students are required to learn to look up words in the English dictionary, solve new words by themselves, list important phrases and phrases, make sentences, record sentences with strict structure and beautiful words in the text, and read, copy and recite them.
3. Sort out the habit of wrong questions and improve the purpose and consciousness of students' error correction.
4. The habit of reading extracurricular books and excerpts, and guide students to choose English reading materials suitable for their own level and interest. Take it with you, read it and take notes.
Third, the teaching steps: reading class
1, lead-in, through questions, discussions, situations, performances and other purposes, stimulate students' interest and curiosity in learning, and initially perceive the content of the text.
2. Train students' reading ability through speed reading, skimming and intensive reading, design questions and answers, sort or fill in the form according to the text, design some reading comprehension questions similar to the college entrance examination, guide students to sort out the context of the text and analyze the general idea of the paragraph.
3. Read the whole article to express the output, let students use keywords or pictures to guide students to read the text, and train students' thinking with discussion, debate and expression skills.
Fourth, a lively classroom with teachers as the leading factor and students as the center.
1, for all students, meet different needs, and lay the foundation for students' all-round development and lifelong development. Students are different in intelligence, interest, personality, attitude, basic language ability and learning style, so I put forward different requirements for different students according to their individual differences in teaching. For example, for poor students, I try to ask them questions with moderate difficulty and try to get them to answer some questions. When they answer correctly, I always say "very good", "very good" and "very good". If they answer incorrectly, I will also say "thank you". It doesn't matter. "In this way, their confidence will be greatly increased by encouragement, their sense of participation will be strengthened, and their fear will be gradually eliminated. As for gifted students, I put forward higher requirements for them, for example, the error rate of word tests should not exceed 20%, and more questions should be asked after class to increase reading.
2. Create a relaxed and harmonious atmosphere. In the process of teaching, we should pay attention to communication with students, so that students can eliminate their fear of English learning. Only when they are interested in English can they keep their motivation of learning English and achieve good results. Rigid learning will not only affect the effect of English learning, but also make them hate learning English. Therefore, creating a relaxed and harmonious learning atmosphere is conducive to English learning. Encourage students to speak English boldly and take a tolerant attitude towards the mistakes they make in the learning process. This has exercised students' English expression ability and courage, and also cultivated students' ability to communicate in English invisibly, and cultivated their habit of using English creatively and flexibly.
3. Cultivate students' ability of inquiry learning. Before class, I let the students preview and find out the language points; Organize and summarize notes after class, and find the important and difficult points.
4. Establish a good relationship between teachers and students, and often reflect on the shortcomings in the learning process with students and correct them. Teaching and learning are a pair of contradictions, and how teachers and students as both sides of the contradiction coordinate the relationship between teachers and students is very important for the completion of teaching. In the first week of school, I asked my classmates to give my teaching suggestions anonymously. After class, I often go deep into the students and ask them about their listening effect and learning situation, so as to improve their teaching methods and maximize the teaching quality.
Fifth, reflection on the effectiveness of classroom teaching.
1. You can't ignore the cultivation of emotional goals and skill goals when preparing lessons. According to the characteristics of high school students' cognitive ability development and the requirements of academic development, the new curriculum standards should focus on improving students' ability to obtain information, process information, analyze problems and solve problems in English, with special emphasis on improving students' ability to express their thoughts in English. Therefore, teachers should define three-dimensional goals (language knowledge goal, language skill goal and emotional goal), guide students to participate in the virtual situation created by teachers for students, and cultivate students' ability to solve real life by using the language knowledge and language skills they have learned.
2. Multimedia should not be used excessively in classroom teaching. You can't use pictures, music, video materials and so on to attract students' attention. In the process of using multimedia, teachers should grasp a principle: the picture and music are strong, and the updated stimulus design should aim at the key and difficult points of teaching.
3. Classroom teaching language should be clear enough. You can't speak English. You must explain some simple mandatory language in English. It is good to use English. If it is too difficult, students can understand it better in Chinese, so that Chinese can serve English.
4. Classroom teaching should pay attention to the guidance of learning methods. Students are the main body of students, and teachers should take students as the center, guide students to learn methods and teach them to fish. Only in this way can they really stimulate students' thirst for knowledge, maintain their lasting learning motivation and lay a solid foundation for their lifelong learning.
The four-year teaching practice has made me deeply realize that a good teacher should not only have excellent professional knowledge, but also integrate theory with practice, and constantly improve his own quality, so as to make English classroom teaching more effective, closely combine teaching with the goal of curriculum reform, constantly update his ideas and grow together with the new curriculum.
As a primary school English teacher, especially a fourth-grade English teacher, if he is only satisfied with the concept explanation and program analysis of words and sentence patterns, and does not resort to the infection and image description of the scene, the classroom language will be dull, the atmosphere will be dull, and students will not be able to devote themselves to English learning. Then, students' original interests and good wishes to learn English well will soon be lost. Therefore, we should absorb the advantages of direct teaching and attach importance to situational teaching.
Children are young, lack knowledge and experience, abstract thinking is not developed enough, image thinking is dominant, and concrete and intuitive images can attract students' attention best. In teaching, I usually use visual scenes such as objects, pictures, headdresses, toys and stick figures. For example, when teaching words such as pens, pencils, books and rulers. , intuitive physical presentation is particularly important. Only through intuitive demonstration and comparison can students quickly understand and master; For example, when teaching vocabulary of apples, pears, bananas, melons and other fruits. Teaching in kind; For example, when teaching verbs such as singing, dancing, drawing and writing. Students are often fresh, their attention is immediately attracted and they can say relevant English words in a few minutes. This eliminates the intermediary role of mother tongue, thus promoting students to use mother tongue gradually in the process of psychological translation.
At the same time, teachers' correct body language is also an important part. Every gesture of the teacher is a real visual scene. The tone, posture and expression produced with the teacher's speech have strong explanatory power and suggestibility. It not only helps teachers to express their thoughts and opinions more accurately and vividly, but also is an effective means to connect things directly in English without mother tongue as an intermediary. For example, in a guessing game, let children design their own body language to perform, and then let other children guess what it is through body language. As a result, children not only cultivate their performance ability, but also improve their enthusiasm for learning.
In order to make students have innovative consciousness, teachers must have innovative spirit and dare to conduct new exploration and research on teaching materials, instead of being slaves to teaching materials. If children's songs are introduced into the classroom, when teaching numbers, let the children make up their own digital children's songs, so there will be one, two, three, Icanread；; Four, five, six, I can write; Seven, eight, nine, I can jump; Ten, Levin, twelve, I can draw. As a result, there are more and more "English doctors" in my class, and my interest in learning is greatly enhanced. Another example is the nursery rhyme in this class, which is expanded on the basis of consolidating new knowledge, so that students can understand "Whathaveyougot?" And "what is it?" The meaning of these two sentences has been innovated on the basis of not forgetting the fundamentals. The teaching concept of "setting up situations skillfully, stimulating interest and striving for innovation" should be implemented from beginning to end.
Essay on English Teaching Log in Primary School 5 Language comes from life, and language teaching should be closer to life. In class, we should create realistic life scenes for students as much as possible, so that they can experience the language used in the scenes. Teachers and students work together to create a language environment, so that the language from life can return to real life.
In the process of creating a language environment, you can use pictures, photos, paintings, objects, languages, role-playing, dynamic video materials and other teaching AIDS to operate. For example, in the "family" class, ask students to bring photos of themselves and their families to practice the sentence pattern "Whoishe/she?" . Teachers will also prepare photos of teachers familiar to students and singers, movie stars and sports stars of school leaders. Step by step to help students master the sentence patterns they have learned, and most of these characters live around us, and we contact them almost every day. Their photos endow the teaching with authenticity. Another example is "making a phone call". In this class, when students master sentence patterns, teachers can take out their mobile phones and call their friends to show students how to talk in English. Then let them personally try to talk to people who understand English to see if the knowledge they just learned is useful. After the experience, students will find that the knowledge in books is closely related to daily life.
In English class, teachers often use games and competitions to arouse students' enthusiasm and play a positive role in classroom atmosphere and entertainment. If these activities are designed to be close to real life, they will receive unexpected results. In organizing the competition, in order to encourage students to speak enthusiastically, I will design such a scene: Students from Group A, Group B and Group C go to Guishan Island for an autumn outing, and they find a hill, so they decide to hold a climbing competition to see who can reach the top of the mountain first. I draw a hill on the blackboard and represent three groups with magnets of three different colors. Students begin to say words and answer questions, and a clever group will walk to the top of the mountain. It was not until all the teams reached the top of the mountain that I said, "Because an uncle with no sense of public morality threw a cigarette butt at the foot of the mountain and lit hay, which caused a mountain fire." Now the fire is so fierce that it is impossible to go down the mountain. The teacher will immediately fly the helicopter and use the ladder to save you, but only the group that raises their hands to answer the questions can be saved. After climbing on the plane, I said I needed to skydive when the fuel ran out. I fell into the sea and the shark chased me. After landing, I found that I had no money to go home by car and asked the teacher for money. Let students become the protagonist of the story, use their English knowledge to tide over the difficulties and finally reach the other side of success.