As for some psychological problems in English teaching, we know that it is more beneficial for students to master students' psychology and design teaching procedures through psychology in English teaching. Here are some psychological problems in English teaching!
On several psychological problems in English teaching 1 intermediary psychological problems In the process of learning English, Chinese has always existed as an intermediary psychological phenomenon. Whether teachers teach or students learn, they must consciously apply the principle of Chinese intermediary psychology in order to scientifically improve the efficiency of English teaching to the greatest extent.
For example, the relationship between the concept of English words and their material shells is consistent with the Chinese phenomenon, but it is also inconsistent. For example, the Chinese-English translation of the word "a desk" is a typical English-Chinese phenomenon, and it is not difficult for students to learn this word formation.
However, when the concept expressed by words is inconsistent with the phenomenon of Shell English, such as "a bag of rice", students tend to make mistakes like a bag of rice, or translate "soon" into no long and "a few days ago" into before some day.
As for "one English book" using A instead of an, it is quite common for "several books" to use Book instead of S, which is an obstacle to Chinese intermediary psychology.
In sentence structure, English-Chinese translation with the same English-Chinese phenomenon has little interference, but when it is inconsistent, this kind of intermediary psychological interference is great. For example, "This is not a book" and "The book is on the desk" can be easily translated into "This is not a book" and "The book on the desk".
The definite articles and conjunctions in Chinese word order are ignored, which shows that primary and secondary school students, as a language model, are used to Chinese concepts, which causes psychological obstacles in learning English everywhere and urgently needs the guidance and inspiration of English teachers.
From the perspective of scientific research, learning English is essentially a psychological process of connecting English materials with the Chinese system in your mind, and then establishing a new contact system.
1, psychological problems of language sense
Some people think that it is still impossible to cultivate a sense of language in primary and secondary schools, but it is not. Because the sense of language itself belongs to one of the factors contained in reading ability.
As long as the syllabus has the teaching purpose of requiring reading ability, it will encounter the problem of language sense, because language sense is the basis and essence of reading ability, that is to say, the level of reading ability.
In essence, it is the strength of foreign language sense and an intuition of language. Therefore, it is an urgent task for English quality education to cultivate students' language sense psychology and improve their reading ability.
For example, in English, if you add "s" to the singular third person of an action verb, people with a strong sense of language will blurt out "He workshard". But some students forgot to add "s" after the teacher repeatedly pointed out. When asked about this grammatical rule, almost everyone will say that they know it. But once used, people with different language senses behave differently.
Another example: "We saw a bear dancing on the stage." Some students can immediately think of an interesting picture of a bear wriggling on the stage.
Thus vividly remember this sentence, and some students need the teacher to explain the grammatical analysis of "see sb doing" to understand, and the memory is not deep, which is caused by the difference in the psychological maturity of language sense.
Therefore, our English teaching should get rid of the misunderstanding of "pure grammar" and strengthen the teaching of reading ability and language sense psychology, which is a way of quality education reform to improve the English learning quality of primary and secondary school students.
2. Psychological problems of migration
The basic condition of migration is whether different skills have common factors. In the process of English learning, first learn (acquired knowledge, skills, etc. ) often affects the follow-up study (learning new knowledge, such as skills, etc. ), which is called "learning transfer" in educational psychology. Cultivating students' mature psychological quality of transfer is an important subject in English teaching reform.
If the first learning has a positive impact on the subsequent learning, it is positive transfer, and vice versa.
In English teaching, it is of great practical significance to correctly understand and deal with the transfer of learning, promote the formation of students' positive transfer psychology and prevent the occurrence of negative transfer.
Therefore, when learning English, we should make full use of its positive transfer when dealing with English language that is consistent with Chinese language phenomenon or not beyond the scope allowed by habit.
Where the phenomenon is inconsistent with the Chinese language, including the English language unique to English, we should try our best to prevent negative transfer in order to achieve the effect of nip in the bud.
Therefore, how to introduce Chinese level of migration into English learning, the effect level of transfer varies with learners' Chinese level, so as an English teacher, if students want to learn English well, they should attach importance to it and learn Chinese well at the same time.
This is because if students have a good Chinese foundation, it will be easier to reveal the internal relations of English and the mistakes will be more regular, so it will be very easy to correct them.
In addition, it is also important to promote the transfer of follow-up learning by using the English knowledge learned first. The combination of these two kinds of transfer will certainly play a great role in promoting students' English learning.
Several psychological problems in english teaching. The Application of Educational Psychology in English Teaching
If we understand and master students' psychology in English teaching and design classroom teaching procedures according to the principles of educational psychology, so that students can keep up with teachers' ideas, then classroom efficiency can be optimized, which is of great help to reduce students' burden and improve teaching effect.
At the same time, in the communication with students after class, teachers should also pay attention to the psychological characteristics of students, find the starting point of conversation, communicate effectively with students, and try to be a teacher that students like, which will be beneficial to the teaching of this subject.
In my English teaching career, on the basis of continuous reflection and summary, I applied the theory of educational psychology to my teaching practice and achieved good results. Specific practices and ideas are as follows:
First, intuitive teaching and the establishment of error files
English is a subject with strong practicality and skill. To learn English well requires a lot of time and energy to memorize and practice. Psychologist Thorndike believes that there is a connection between external stimuli and responses, and the essence of learning is the connection between situations and responses.
According to this theory, I think that when a student accepts new English knowledge for the first time, he must make this stimulus have a strong reaction in his mind, that is, a deep impression.
Teachers can use real objects in real life, or create real language scenes, or use audio, pictures, dynamic multimedia computer courseware, wall charts, stick figures and other intuitive and vivid teaching methods, so that students can be attracted at once and unforgettable for a long time.
At the same time, Thorndike also pointed out that learning is a process of trial and error, a process of increasing application rate and decreasing failure rate.
According to this theory, I ask students to establish a file of wrong questions, so that students can summarize the wrong questions in their usual exercises and quizzes into a book, ponder and understand them repeatedly until they master them.
Before each exam, let the students review the questions in the wrong book, so that the repetition rate of their trial and error is greatly reduced and the accuracy is greatly improved.
Second, interest teaching.
1, introducing competition
Middle school students are competitive and have a strong sense of participation. It is of great significance to introduce the competition into the classroom and run through it to improve students' learning enthusiasm. Teachers can divide the class into several groups and start the competition between groups by means of competition points.
The content of the competition can include required questions, answers, dialogue performances, word recitation and so on. Summarize before the end of each class. The winners of the competition give praise and encouragement, and the laggards are not to be outdone. They will work hard and perform better in the next competition.
In the course of the competition, every student will actively prepare for the honor of the whole group, and there is little distraction or inattention in class, and the competition also gives them an opportunity to show themselves and satisfy the students' sense of accomplishment.
2. Intuitive teaching
In class, we use objects, wall charts, stick figures, projections, multimedia and other means to make the language more real and concrete, create an atmosphere for learning English, immerse students in it, and cultivate English thinking unconsciously.
For example, personal pronouns and possessive pronouns in senior one are confusing and difficult to master. We can practice with some wall charts, such as Einstein, Madame Curie and other people familiar to students. Who is this? He/she is … What's his/her name?
You can also designate several students to practice in the class, so that students can understand and accept it easily.
3. English songs
It is a good way to consolidate knowledge and increase interest to summarize the content and key points of a lesson with catchy and easy-to-learn song melodies.
For example, use melodies such as Finding Friends, Losing Handkerchiefs and Two Tigers to compose the key and difficult points of the textbook into lyrics, so that students can consolidate their knowledge and feel interesting in singing.
4. Extracurricular activities
The cultivation of students' interest in English should not be fixed in just 45 minutes in class. Extracurricular activities are an important way to achieve educational goals and an extension and supplement of classroom teaching. Therefore, we should make full use of the radio, watch English programs and rehearse English sketches, solve riddles on the lanterns, respond quickly and deliver packages.
Students not only have fun while playing games, but also can review and consolidate their English knowledge easily. In this way, students' interest in learning English will become stronger and stronger, and their initiative in learning will be greatly enhanced.
Third, hierarchical teaching.
Confucius attached great importance to teaching students in accordance with their aptitude, so we should also study and analyze the individual differences of students in teaching practice, and adopt different methods according to their different learning ability, learning level and psychology, which is the layered teaching we advocate now.
According to the different levels of students and the principles of ability and acceptability, I divide students into three levels: good and poor, and adopt different teaching methods and put forward different requirements for students at different levels. Let students with good grades do some difficult exercises in classroom teaching to achieve the purpose of improvement;
Let secondary school students do some exercises to protect their enthusiasm for learning; Let the students with poor grades do some easier exercises to enhance their self-esteem and self-confidence.
In this way, every student has the opportunity to practice foreign languages. In terms of extracurricular tutoring and homework requirements, there are also different requirements according to the different levels of students. For students above the intermediate level, we should ask them to do some extra-curricular exercises and encourage them to read more original English books to expand their knowledge.
Ask some students with poor learning ability and poor grades to master the most basic words, phrases and sentence patterns in the textbook. In short, the strategies of "letting go", "pulling away" and "holding away" are adopted for students of high, middle and low levels respectively;
Especially for poor students, we should pay more attention to "preference", because the homework of poor students is very important to improve the overall performance of the class, so in class, no matter whether the students' grades are good or bad, I treat them equally.
In teaching, we should give priority to praise and encouragement, and don't hurt students' self-esteem in public. Take different measures to help and coach some students with poor knowledge and skills after class.
Fourth, stimulate motivation and strengthen memory.
According to the principle of educational psychology, the learning stage is divided into motivation stage, understanding stage, acquisition stage, association maintaining stage, memory stage, generalization stage, operation stage and feedback stage. Among them, the motivation stage ranks first in the learning stage, which shows that learning motivation affects learning effect.
Stimulating correct learning motivation is the key for students to learn English successfully, so we should activate students' learning motivation and make clear their learning goals.
The current social demand for high-quality English talents, the 2008 Olympic Games will be held in Beijing, and studying abroad for further study are external factors that stimulate students to learn English, while students' subjective wishes and needs are internal motives for learning English.
External causes work through internal causes. If students' learning purpose is not clear and they have no desire to learn, then their learning will be passive and their grades will be poor.
Therefore, we should do ideological work for students to change their ideas, enhance their international awareness and broaden their international horizons through English learning.
The fifth stage of learning is the memory stage, and there are many things to remember in English, so this stage is particularly important for English learning. In order to strengthen memory and overcome forgetfulness, I made the following attempts:
1, take small steps.
The content of ordinary memory should be controlled in quantity and degree. Too much, too much to digest, too little to remember. Therefore, proper concentration and repeated circulation should be carried out.
In the teaching process, dictation five minutes before class is an effective method. After a brief summary of the knowledge learned the day before, students will dictate in time the next day, which is not long and the amount is not large, so it is easy for students to remember.
2. Interesting memories
Interesting memory method is to highly summarize the difficult knowledge, and then link its main points, laws and changing laws in the form of poems and rhymes to guide students to consolidate their memories.
For example, when teaching ordinal word formation, I teach my students "one, two, three, pay special attention, eight to t, nine to e, ty to tie, ve to f, add the words th, including the ordinal word formation rules from the first to infinity."
For example, when I was teaching infinitives without to as verbs with insufficient objects, I explained the simple sentence "feel, listen, listen, let, make, have, look, pay attention, look and help" word by word with examples.
In fact, this is a knowledge point with high error rate, and it has always been a headache for me, almost every year. Now it is solved in a simple sentence, which is easy to remember and not easy to forget.
3. Play implicit memory.
Psychology believes that people's implicit memory, that is, unconscious memory, is very important and can give full play to students' implicit memory.
At ordinary times, students' reading range can be expanded, and the content can involve various language materials, which can not only read textbooks, but also increase extracurricular reading and improve students' reading comprehension ability.
If the ability permits, you can read the original English. In short, you should read more and input more information, which is very helpful to cultivate students' sense of language.
Fifth, establish a grand grammar view.
Bruner, an educational psychologist, believes that teaching should promote students' understanding of the basic structure of the subject, so teachers should give students a framework when imparting knowledge, so that students can have an overall grasp and understanding of the knowledge, which is especially instructive for the review of the graduating class of Grade Three.
In the second semester of grade three, all the textbooks have been finished. Under normal circumstances, the teacher will start reviewing. How to make students have a clear, comprehensive and systematic concept of English knowledge is very important, which requires teachers to make a comprehensive and systematic summary of various grammar items.
Such as part of speech, tense, clause, sentence structure, voice, infinitive, etc. Let students have a general framework and systematic understanding of grammar, let students have a big view of grammar and learn to analyze sentence structure from the perspective of grammar.
In a word, I think in teaching practice, we should increase the study of educational theory, especially educational psychology, study our educational objects and broaden our horizons.
And try to apply the educational theory to teaching practice, and use scientific theory to guide your teaching practice, which will save a lot of detours.
I believe that every teacher can have a set of teaching methods suitable for him as long as he constantly enriches himself with theory and constantly explores and summarizes his teaching experience and gains and losses.