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How to scientifically use and flexibly handle junior high school English textbooks published by People's Education Press in teaching practice
Establish a correct view of teaching materials and deal with junior high school English teaching materials flexibly

The new curriculum reform requires English teachers not only to have relevant professional knowledge, understand the basic rules of English learning and related teaching theories, but also to be able to properly use various teaching methods and skills; At the same time, it should also have the ability to compile, evaluate and supplement various teaching resources according to students' characteristics and teaching purposes. As an important teaching resource, teaching materials not only provide materials for teaching and learning, but also provide certain teaching ideas and methods. The national English new curriculum standard points out: "Teachers should be good at using teaching materials flexibly and creatively according to the actual teaching needs ..." Therefore, the correct understanding and creative treatment of teaching materials is an essential teaching ability for English teachers and an important teaching method and means to achieve English education goals.

First, the current situation analysis

(A) several improper ways to deal with teaching materials

In the traditional teaching concept, both the "teacher-centered theory" and the "student-container theory" are derived from the "textbook Bible theory", and whether teachers stick to textbooks in teaching has become a "curse" in teaching. Therefore, in order to teach textbooks well, there are several methods to deal with textbooks that are incompatible with the new curriculum reform:

1. Only the textbook is subordinate. This kind of teachers think that teaching materials are authoritative and must be faithful objects in teaching. Say everything that appears in the textbook. Some even ignore the students' reality, gulp down the dates, blindly seek perfection and blame in the teaching materials, and are "exhausted" for the teachers and students who have been rushing to finish the teaching materials.

2. Blind and random. This kind of teacher has no plan in teaching, and can't grasp and deal with the teaching materials as a whole. In teaching, they behave as "where to go, where to rest", unable to complete the teaching plan on time and achieve the teaching purpose on time.

3. Add or delete textbooks at will. Compared with the first two types of teachers, this kind of teachers' initiative in understanding and handling textbooks is worthy of recognition. They are aware of the need to deal with textbooks flexibly, but as for how to deal with them, they lack the control and grasp of "degree". First, they add a lot of boring grammar knowledge and deviate from the purpose of English teaching; Some even arbitrarily delete some basic knowledge and skills training tasks, such as listening training and group exercises, depriving students of the right to communicate in English in class.

4. "Wear new shoes and take the old road" type. Such teachers generally have many years of teaching experience and have an instinctive rejection of new textbooks. In dealing with teaching materials, grammar and translation are the main lines, and each task activity is the accumulation of grammar knowledge, ignoring the cultivation of students' English application ability and cultural literacy.

(B) the reasons for improper handling of teaching materials

1. Wrong view of teaching materials. The main reason for the improper handling of teaching materials is the wrong understanding of teaching materials. The traditional teaching concept holds that teaching materials are the only basis for teaching, and teachers' teaching task is to complete the teaching of teaching materials; The authority of the textbook is beyond doubt, and the textbook cannot be adapted.

2. Wrong view of students. The fundamental reason for the improper handling of teaching materials is that teachers lack the "people-oriented" teaching concept, fail to proceed from students' actual level and acceptance ability, and still regard students as containers for passively accepting knowledge.

3. Limitations of teaching experience. For young teachers who have just stepped onto the podium, they can't understand and grasp the teaching materials as a whole because of their lack of teaching experience. Some dare not deal with textbooks flexibly, while others don't know how to deal with them.

4. Limited by the characteristics of current textbooks. Use the now widely used "go"

! "For example, there are some characteristics, such as large vocabulary, scattered grammar knowledge, many language points, and frequent occurrence of advanced language phenomena, which makes it more difficult for teachers to master and handle textbooks.

Second, my opinion on the flexible handling of junior high school English textbooks

(A) update the teaching concept, take the initiative to understand the teaching materials, read through the teaching materials.

Language is the most important tool for human thinking and communication, and it is also an important condition for people to participate in social activities. Learning English is of great significance to promoting people's all-round development. We must realize that English course learning is not only to enable students to gradually master English knowledge and skills through English learning and practical activities, but also to improve their practical language application ability; Moreover, it is a process that they broaden their horizons, enrich their life experiences, promote the development of thinking, exercise their will, cultivate their sentiments, develop their individuality and improve their humanistic quality. Therefore, in teaching, we should not only pay attention to the overall design goal, but also pay attention to flexibility and openness; It not only highlights students' subjectivity, but also respects individual differences. In the use of teaching resources, teachers should be the masters of teaching materials, not the slaves of teaching materials, and should not be restricted and bound by teaching materials. We should not only delve into the teaching materials, but also design the teaching outside the teaching materials. The understanding and treatment of textbooks should be: teaching English according to textbooks, not mechanically copying. Establish the view of teaching resources and get out of the misunderstanding that "teaching materials are the Bible". Textbooks are not the only teaching resources, but a kind of material for teaching and learning. Teachers should "teach with textbooks" instead of "teaching textbooks". It is not necessary to grasp three aspects of teaching: not everything written in the textbook should be taught; You don't have to remember everything you have to teach, and you don't have to take exams. To change the concept of "deadlock textbook", teaching must combine regional conditions, school conditions, class conditions and students' original cognitive level, and use textbooks flexibly and creatively.

(B) Several common teaching materials processing methods

Under the new curriculum concept, the use of teaching materials is "one syllabus and many books", and teaching materials are no longer the only basis for teaching and examination. This provides more space for teachers to use teaching materials creatively. Since the fall of 2003, I have used

"Go ahead!" It's been six years and two rounds. According to my own teaching experience and my colleagues' skills in dealing with teaching materials, I can roughly sum up as follows:

1, delete some contents. . In teaching, large vocabulary (for example, in grade eight, some units have more than 70 new words) is a common headache for teachers and students. According to the students' reality, deleting some words that don't need to be mastered (such as names, places or other non-keywords) or lowering the requirements for non-keywords is the solution to this problem. In addition, some complex activities (such as discussion and investigation) are limited by the vocabulary that students need to express themselves, and the other is that students have no relevant life experience and it is difficult or impossible to carry out them. At this time, it is not necessary to complete all the tasks and activities in the textbook step by step, but to delete inappropriate tasks appropriately, so as to make teaching smooth and improve classroom efficiency.

2. Adjust the order of teaching content. Generally speaking, the adjustment can be divided into three ways: first, the adjustment of the teaching order between each unit of each textbook, second, the adjustment of the order of each unit and each part, and third, the adjustment of the activity order of each part. Inter-unit adjustment refers to breaking the unit order of textbook arrangement in teaching and adjusting units with the same or similar theme to adjacent units; Or adjust two grammatically identical or related units together; You can also teach in advance according to the correlation between teaching and recent current events. The adjustment of each part in the unit is mainly self.

Inspection, reading and chapter A, the basic part of the chapter

B adjustment, according to the students' cognitive rules and the intention of textbook arrangement, I personally think that paragraph A, Section

The order of B is best not to be adjusted. As for the adjustment of the order of teaching content in each class, for example, in Section A, section

In part B teaching, in order to make the teaching conform to students' cognitive characteristics, and for the sake of teaching fluency, after the presentation of new knowledge, you can do the exercises of 1a and 1c first, and then do the listening of 1B, 2A and 2B; After reading the short passage in 3a, the order of discussion and writing can also be adjusted.

3. Expand and supplement the teaching content. Since the textbook can be deleted, it can certainly be expanded and supplemented according to the facts. The content of some units may be too simple or the capacity is not enough, so it is necessary to supplement or expand relevant knowledge, such as Unit in Grade 8.

2. Talk about problems and give suggestions, because the first volume of teaching has already involved relevant content, which is relatively easy for students to master. Besides the use of could, suggestions should be mentioned in the textbook, and we can also make suggestions for other sentence patterns such as why.

You don't ... Why don't you ... I did.

Better ... and so on, to help students build a complete knowledge system. Another example is in section A, paragraph.

Articles and reading in B.

After the article, sometimes the reading task given in the textbook is too simple or mechanical. We can add some reading comprehension questions, one is to cultivate students' thinking habits, and the other is to improve their reading ability. There are also supplementary writing training, listening practice and so on. However, it should be noted that it is very important to grasp the "degree" in the supplement and expansion, and we must teach students in accordance with their aptitude according to the actual situation of students and classes.

4. Adaptation and replacement. It is mainly aimed at some difficult tasks, which can be replaced by other activities after deletion to achieve teaching objectives. For articles that are difficult to read, we can find relevant articles to replace them, or adapt the original text to reduce the difficulty of teaching.

In short, "teaching has laws but teaching can't", and so does the treatment of teaching materials, which requires us to actively explore in combination with our own reality. However, any treatment method must be based on the overall grasp of the teaching materials and the full understanding of the students' situation. Enhance the initiative of using textbooks, update the concept of textbooks, use textbooks flexibly and creatively, and constantly optimize teaching methods, and English teaching will be handy.

refer to

1. Ministry of Education. English curriculum standards (experimental draft) [Z]. Beijing Normal University Press, 2003

2. Gong Yafu Luo Shaoqian. Task-based language teaching [M]. People's Education Press, 2003

3. Chen Yafen. On how to creatively use junior high school English textbooks [J/OL]. English teaching and research in primary and secondary schools

Last revision date: March 20th, 2008

4. Yun Ge. Hot issues in the use of new junior high school English textbooks and their countermeasures [J/O L]. English teaching and research in primary and secondary schools

Updated: 2007- 12-3 1

5. Zixian. Development and Thinking of School-based English Textbooks for Junior High School [DB/O L] Update: .2007-8-27

Source: New Thinking Network