First, change the teaching methods.
To improve students' learning ability, we must first change our traditional teaching methods. Students learn passively under the control of teachers for a long time; Everything revolves around the teacher's ideas. In other words, students are in a passive learning state. The teacher even takes care of everything for the students. For example, teachers teach words and phrases; Explain the translated text, grammar and language points in detail. The teacher talks a lot, and the students listen silently and take notes carefully. Students' classroom activities are not developmental and creative. Such students only know how to listen to the teacher silently and recite and train mechanically. Nowadays, students have used new textbooks, but our teaching methods are still the old traditional teaching methods. Traditional teaching methods restrict students' creativity. Therefore, only by changing the traditional teaching methods can we fundamentally change students' learning methods and cultivate their learning ability. The teaching process is tolerant. Teachers should proceed from reality, freely determine the teaching process, adopt various styles and effective teaching means and methods, give full play to their personal creativity, and realize the overall improvement of English teaching effect at different levels. Dialogue, text, language teaching, etc. The overall teaching method of a class is by no means a fixed stereotype, but a collection of diverse, multi-level and colorful teaching means and skills. As long as teachers carefully study the rules and structure of English learning process, adhere to the principle of overall teaching concept, overall teaching design and maintaining the integrity of teaching content, and implement the unity of teaching process and learning process, they can give full play to their personal creativity, adopt various and effective teaching methods according to their own teaching practice, and realize the overall improvement of English teaching effect in schools at different levels.
2. Stimulate students' interest in learning.
To cultivate students' learning ability, we should also stimulate students' interest in learning. Because the key to the cultivation of learning ability is to have interest in learning. How can we stimulate students' interest in learning?
1. Cultivate students' thinking before reading.
In each reading class, I give students five minutes to read quickly, and then discuss this article. Then simply repeat the text. Students can also tell humorous stories to pave the way for reading. These preparatory trainings can stimulate students' reading enthusiasm. Now let's take "Movie" as an example in Unit 5, Book 1 of the ninth grade English textbook for junior high schools in Oxford. We can encourage students to tell some stories about Hepburn and let them speak freely and tell some things about Hepburn. Many students admire Hepburn's spirit. Some students worship Hepburn's simple and interesting life. Contact our class through the discussion of Hepburn. Which student has Hepburn spirit? What can we learn from him? Let's take unit 1 "Life on Mars" in the second volume of the ninth grade as an example. Let me ask the students to imagine what our future life will be like. A student said to his partner, "Go to another planet." I asked him why, and he replied, "Because there is less energy and more people on the earth." Another student said, "In the future, I will stay at home and use the computer to do what I want, and there will be robots to do it for me." Other groups have heated discussions.
In listening and reading classes, students' learning initiative is also very important. If students can take the initiative to learn, then students can actively practice oral English in oral class; Reading class can also actively and quickly enter the reading state.
2. Cultivate students to finish a series of tasks after reading.
Take Unit 5 "Movie" as an example. When the students finish reading this lesson, I ask them to repeat the text at a certain time. Students will try their best to prepare. They will read supplementary materials, rewrite, recite and find the words or phrases they want to use after class. This undoubtedly trains and cultivates students' positive reading habits.
Self-study under the guidance of teachers is also an indispensable part of cultivating students' learning ability.
In junior high school English reading teaching, the main purpose of teaching is to let students read simple articles. How to guide students to learn the text is very important. Especially the guidance of learning methods. Design some questions for students before reading, and let them read with these questions. Students who have difficulty in answering questions can be designed as "yes" and "no" questions. Sometimes, some "why" questions that can develop students' thinking are designed for students to think about and try to answer. If students have difficulty in completing the task, the teacher should guide them. For example, students watch "movies" for the first time. I asked the students to complete some questions to fill in the words in the sentence. Or abbreviate the text after the students finish these tasks and let them discuss the story about Hepburn. The difference is that when reading the article "Life on Mars" in Unit 1 in the second volume of the ninth grade, I asked the students to write the general idea of each paragraph. If students are in trouble, I will help them.
How to guide students to learn new language knowledge points is another ability to cultivate students. I do this: let the students find out the meaning of the new words they meet in their study; First find out the new language knowledge points that you don't understand, and then I ask students to make sentences with these new words. According to the situation, you can do oral training or written training. Of course, after students find the meanings of new words and sentences they don't understand, they don't mean that the teacher will explain them immediately, but that they should read them carefully word by word, and then if the students don't understand them, it is necessary for the teacher to explain them. Then use these sentences to retell a sentence or a paragraph in the text. This method is to provide students with the help they need.
Third, communicate emotional education with equal and selfless teacher-student relationship.
1. A good teaching process is a process in which teachers and students communicate with each other, thus enhancing the emotional integration between teachers and students and promoting students' learning ability. In teaching, we should establish a democratic and equal relationship between teachers and students, create a harmonious and relaxed learning atmosphere, and make students have a sense of trust, closeness and intimacy with their teachers. Teachers can reveal the charm of English textbooks easily and happily through the artistry, visualization and interest in English teaching, thus mobilizing students' enthusiasm and initiative. For example, in the seventh grade, students should review some simple daily expressions, such as meeting, saying goodbye, thanking, apologizing, family members' names, time, age, gender, etc. In order to encourage them to use these terms in time and properly, we should communicate with them patiently, eliminate their fears and worries about learning English, and make students feel that we are their equal partners, not "teachers", so that these students may soon have a strong interest in English learning.
2. The healthy, enthusiastic and cheerful image of teachers is the premise of emotional education. Teachers should not only educate students by word of mouth, but also pay attention to the exemplary role of words and deeds. Teachers' words and deeds have a strong appeal to students. Imagine a teacher with a straight face all day, how can students get close to you, let alone let them walk into the classroom with you and actively think and answer questions; A teacher who is absent-minded all day regards his work as a chore, and it is even more impossible for students to be physically and mentally integrated with you, and it is even more impossible for students to devote themselves to their studies in a proactive manner. Whenever we walk into schools and classrooms, we should feel a sense of responsibility and sacredness, consciously and sincerely follow professional ethics, meticulously teach and read every word, explain every knowledge point, and patiently and meticulously answer every difficult question; Full of enthusiasm from beginning to end, thus unconsciously infecting every student and inspiring every student. In the subtle words and deeds, devote yourself wholeheartedly to your emotions. In our class, teachers and students should get information and live in harmony. In this teaching atmosphere, the teaching results will increase year by year.
3. "There is no education without love", and emotional education must take "love" as the core. In English teaching, the students' grades in the whole class are uneven, which is an unavoidable reality for many teachers. Teacher love is not only reflected in excellent students, but also in "students with learning difficulties". In Class 9 (2) in 2007, Wang Cheng and other students fell behind in English learning in the last semester of Grade 8. I have specially formulated a learning method suitable for them, and adjusted my teaching design accordingly, so as to face the majority as far as possible and give consideration to "two ends" in teaching, so that students at all levels can gain something in class and avoid a large-scale decline in their grades after entering the ninth grade.
4. Emotional education focuses on the whole process of teaching, but the communication time between teachers and students is limited after all. Individual emotional education is not easy to carry out. Therefore, emotional input after class is very important. Through common communication with students or their parents, unexpected results will often be produced. In the seventh grade of 2005, there was a student named Wang Lin. Because I was interested in English in primary school, I learned some simple English words in advance. After entering junior high school, I was very interested in English learning at first. He answered questions actively in class and was praised for his neat handwriting. However, after half a year, English scores have declined. The reason is that I am tired of reciting and think it is "rote learning"; After knowing his real thoughts, I communicated with his parents and allowed him to recite his "opinions" and write them in every class instead; After a while, he felt that endorsement could help him form a good "sense of language", so he consciously came to me for endorsement. Because of his true feelings, his English scores have picked up again. It can be seen that expanding emotional education outside teaching is rich and helpful to teaching.