When we are learning English, we all have this experience: in order to remember the pronunciation of that, we put the Chinese character "kill him" next to it, and in order to remember Thankyou, we put the Chinese character "three pieces of meat" on it. Students are eager to find some connection between English and their mother tongue. However, this way of "English-Chinese translation" did not bring them into a suddenly enlightened English world. In confusion, they spent the best interest period in English learning. Based on this problem, Ma Cheng made repeated research in teaching practice, and finally formed the basic theoretical framework and specific operation steps of the English "Trinity" teaching method. 1982, Ma Cheng formally put forward the trinity teaching method of letters, phonemes and phonetic symbols, which was taught in the English specialized class of Xuanwu Branch of Beijing Institute of Education for the first time as a teaching method class. Then at that time, many schools in Dongcheng Foreign Languages Institute, Xicheng Education Branch, fangshan county, Daxing County and Changping County also invited Ma Cheng to talk about the Trinity Teaching Method. With the publication of Ma Cheng's "Efficient English" series of textbooks, Ma Cheng's "Trinity Teaching Method of Letters, Phonemes and Phonetics" videos and tapes have also been published one after another. On the basis of the trinity teaching method of letters, phonemes and phonetic symbols, videos and audio tapes of the trinity teaching method of vocabulary, grammar and reading have also come out one after another. From 65438 to 0985, the trinity teaching method began to be popularized in Henan and Shandong. In 1990s, this teaching method entered a mature stage. In this period, it is characterized by integrating teaching methods, learning methods and teaching materials, and taking teaching materials as the carrier of teaching methods. The trinity teaching method of letters, phonemes and phonetic symbols, also known as the small trinity teaching method. This method organically combines the teaching of letters, phonemes and phonetic symbols. Learn 26 letters first, draw phonemes on the basis of being familiar with reading letters, draw phonetic symbols when learning to spell words, and then connect phonemes with phonetic symbols. The main purpose is to help students solve the problems of pronunciation and memorizing words. The first "bit" is the teaching of letters and names. Letters are the smallest units that make up words. Every letter has a name, which is called the letter name sound. The sound of letter names is both sound and tangible; Phoneme is the pronunciation of letters in words, and phoneme is the concept of sound, which is judged by auditory organs. There are 48 phonemes, much more than letters. Phonetic symbols are written symbols of phonemes, and each phoneme has a corresponding phonetic symbol. For example, the word blackboard has 10 letters B, L, A, C, K, B, O, A, R, D, but only b-l-a-ck-b-oar-d7 phoneme; They are represented by the corresponding seven phonetic symbols. In teaching, Ma Cheng uses the common sense that children are already familiar with to draw 26 letters of name sounds, and the teaching task can be easily completed in only one class. The second "position" is phoneme teaching. Phoneme teaching is the core part of the trinity. Phoneme shows the essential characteristics of speech. When Professor Ma Cheng teaches phonemes, he learns the phonemes of consonants according to the names of letters, which embodies the unity of letters and phonemes. He used the following methods to learn the pronunciation of consonants in words: pinching, reading the name sounds of consonants, removing the first sound, and the rest sounds are the pronunciation of letters in words, such as Ff[ef], [e][f], and removing [e] and [f]. Pronunciation by suffix, such as Bb[bi:], [b][i:], [i:] in [b]. Contrastive pronunciation refers to the difference between it and Chinese Pinyin. You can learn five consonants, such as G, H, Y, W and R, by contrast. The pronunciation of comparative method is designed according to the theory of cognitive method. Cognitive approach holds that learning a foreign language must be compared with the mother tongue. Find out the similarities, similarities and differences between the two languages in comparison. There are many similarities between English and Chinese pronunciation, especially the consonants of English and the initials of Chinese Pinyin. For example, G, H, Y, W, R can be remembered by letter combination. The third "position" is pronunciation teaching. When students are familiar with the short sounds of five vowels, the long sounds of five vowels, the pronunciation of 265,438+0 consonants and four common letter combinations, there are 35 phonetic units, which lays a solid foundation for speaking 48 phonetic symbols and clears most obstacles. Teachers can learn other phonetic symbols by teaching students to sing English phonetic songs, such as short vowel songs and long vowel spelling songs. Students can easily learn letters, phonemes and phonetic symbols in the process of reading, speaking, singing and playing. The trinity teaching method of letters, phonemes and phonetic symbols simplifies the teaching process of phonetic symbols, pays attention to the internal relations and cross relations among letters, phonemes and phonetic symbols, takes teaching 26 letter names as the basis of learning phonemes, and takes mastering phonemes as the premise of learning phonetic symbols. Students can master the correspondence between letters and phonemes from the beginning. Students can remember the sounds, shapes and meanings of words together, so that words that can be read can be written and words that can be written can be read. In this way, students' sense of language can be formed early and their enthusiasm for learning English can be greatly improved. At the same time, it also starts with cultivating students' reading ability, gradually increasing vocabulary and effectively reducing the burden of students' mechanical memory. In addition, the trinity teaching method pays attention to the pronunciation of letters in words, allowing students to read and write words regularly, thus cultivating students' reading ability and achieving "knowing their shapes by hearing their voices". Because this teaching method teaches phonetic symbols to students as early as possible, students can preview words and learn texts through phonetic symbols, thus cultivating their self-learning ability. The basic idea of the trinity teaching method of letters, phonemes and phonetic symbols-"beginners can't learn English through natural acquisition" is scientific to some extent. As psychologist Ausubel said when discussing "avoiding mother tongue" in second language teaching, "It is unrealistic and ineffective to try to avoid the intermediary role of learners' mother tongue in learning a second language. However, it should be noted that students must be proficient in their mother tongue when using transfer method in English teaching. The trinity teaching method of vocabulary, grammar and reading, that is, the trinity of vocabulary, grammar and reading, is also called trinity teaching method. Including the following components: vocabulary coding, memory in advance. Ma admits that the biggest obstacle for China students in listening, speaking and reading is vocabulary. Students recite words in advance to clear the way for listening, speaking and reading. Memorizing words first involves coding and needs to be memorized in the order of sounds. According to the order of sounds, the problem that words can be read can be solved first, and the overall memory must inspire students' thinking and follow the rules of memory. Understanding and reasoning are one of the important factors to effectively remember words. The so-called understanding is to establish a logical connection between what is being studied, what has been studied and all parts of the material being studied, form a system, sum up the rules, and grasp the sound, shape and meaning of words from a deep level. If you can't remember what you don't understand, or remember it temporarily, the forgetting rate will be quite high. Reasoning, on the basis of understanding, through logical judgment, achieves the purpose of knowing the new from the old, from the former to the latter, and thus turns the mechanical dead learning into an understanding and meaningful living learning. Students can remember words by inductive memory, associative memory, synthesis and decomposition. Grammar is briefly explained in advance, and it is explained in depth with the progress. Let's talk about grammar briefly in advance, and the focus is on how to talk about tenses briefly. If you only speak one tense for half a year, it will be useful to systematically understand and use one tense and lay a solid grammatical foundation for students, but it will greatly lengthen the period of learning tenses and make it difficult for students to enter the conversation stage and reading stage. Tenses are relatively concentrated on tabulating and formulating grammar, and summarizing sentences into affirmative sentences, negative sentences, interrogative sentences and answer sentences, which are simply yes, no, question and answer. First, let the students remember the names of eight tenses in logical order, and briefly introduce the meaning and brief definition of each tense, not seeking perfection. Then introduce the suffix changes of regular verbs, and then use affirmative sentences, negative sentences and question and answer as a system for training. According to this memory system, learn eight tenses and form eight memory chunks in students' minds. Because it is a linear sequence, we can immediately associate the present tense with the past tense and then with the future tense. After reciting the basic formulas of eight tenses, practice them repeatedly, and arrange a class each semester to focus on other grammar contents, so as to clear the obstacles for conversation and reading. Ma Cheng participated in the compilation of junior high school English experimental teaching materials for nine-year compulsory education, arranged relatively concentrated grammar content in advance, and made the grammar structure clear. At the same time, the textbook also provides students with specific methods and ways to pay attention to grammar: to summarize complex grammatical phenomena into tabular and formulaic memory chunks; Combine the basic concepts of grammar with the application in a certain context. In this way, students can see vivid grammar instead of boring grammar concepts. Reading is closely related to vocabulary and grammar teaching. Memorizing words in advance to eliminate vocabulary obstacles in the new lesson, and speaking grammar in advance to eliminate obstacles in communication and reading. Intensive reading and extensive reading are also arranged in junior middle school English experimental textbooks. Intensive reading is the reading of textbooks, and the grammatical content of intensive reading is prominent with the progress, that is, the grammatical content mentioned briefly in advance is deepened and expanded according to the normal teaching progress, with emphasis on application. Extensive reading is the content of expanding knowledge, that is, extracurricular reading materials, which reflect the grammar teaching content briefly mentioned in advance. Simply put, intensive reading should be "precise" and extensive reading should be "extensive". Both intensive reading and extensive reading should emphasize synchronous reading, that is, reading with learned vocabulary, grammar and sentence patterns. At the same time, the reading vocabulary is gradually expanded, which is transitional and allows students to read gradually and quickly. The teaching of each unit constitutes a trinity learning model of "structure-dialogue-reading". Without good structure, there is no good communication. Language structure is a quasi-communicative form, and conversation is real communication. For students, communication includes communication between school and social life, while reading is a comprehensive embodiment of structure and communication content. Vocabulary concentration, grammar concentration and reading synchronization greatly speed up students' English learning, arouse their enthusiasm, broaden their horizons, especially improve their self-study ability and reading ability, and enhance their self-confidence in learning English. Content of this page: online viewing and downloading of trinity teaching method/edu/111/2568/

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