I think there are the following aspects:
1, changing the different concepts of the old and new textbook systems.
For middle-aged and elderly teachers who have been engaged in teaching old English textbooks for a long time, it is really not easy to change from the "grammar translation method" of old textbooks to the "structure-function method" of new textbooks. The old textbook emphasizes English structural knowledge, mechanical practice and repeated use in teaching, while the new textbook emphasizes transforming language knowledge into skills to use knowledge and cultivate the ability to communicate in English. Communicative teaching method should be adopted in teaching, listening and reading activities should have a purpose, speaking and writing should have an object, and language knowledge should be learned in situations. Learning language knowledge does not forget function, using language knowledge does not forget appropriateness, using oral communication forms to train students to listen, speak, read and write, and always putting language practice first. This requires teachers to strengthen their oral expression ability. Basic skills of English listening, speaking, writing, reading and translation.
2, change the old and new textbooks require different concepts.
The old textbooks mainly focus on language teaching, explaining the meaning, part of speech, collocation and usage of new words comprehensively and thoroughly; Practice pays more attention to the structure than the setting of the scene; Grammar teaching is relatively concentrated and demanding, and the new syllabus requires senior high school students to "focus on cultivating reading ability". Reading skills are cultivated by reading the text and doing corresponding training, adding extensive reading and a series of exercises in the workbook. Through training, students can grasp the main points, understand the logical relationship of the article, the connotation of the language and absorb effective information; And gradually ask students to look up the dictionary to read the text, guess the meaning according to the context, try not to look up the dictionary to read the short passage, and cultivate and improve students' reading comprehension ability. Grammar knowledge is arranged in a circular way, grammar items are arranged in different teaching stages, and the difficulties are scattered, so that students can keep in touch in different contexts and master them step by step from perceptual to rational. This requires teachers to master a large number of vocabulary and idioms, and have a certain understanding of the social and cultural knowledge and customs of major English-speaking countries, understand the general situation of British and American literature, and have a preliminary reading appreciation ability.
3. Change the different concepts of the old and new teaching methods.
The guiding ideology of the old textbook teaching is: only by mastering the rules can the language be applied. Teachers pay more attention to the simple explanation and application of grammar rules, the collocation of words, the practice of right and wrong idioms and the practice of memory. In the classroom, the teacher's analysis and explanation are the main ones, that is, "full house irrigation", and students are listened to, read mechanically and take notes mechanically. As a result, students learn "dumb English". As long as the teacher has basic knowledge of pronunciation and reading and understands the grammatical structure, he can go to the podium. Although the students they teach can get high marks, their listening and speaking skills are poor, and they can neither understand nor speak. The appearance of new materials provides a material basis for changing this situation and makes it possible to cure the deaf-mute in English. However, in the face of the new system of new textbooks, many teachers feel that they can't continue teaching, and they are in a dilemma in the collision of old and new concepts, which is reflected in "too much content", "not enough class hours" and "less knowledge of language structure, not at ease". Some classroom language knowledge is complicated, pragmatic communication is less, and the classroom teaching atmosphere is dull, which leads to the situation of "wearing new shoes and taking the old road".
Second, how to change the teaching concept?
1, establish a correct view of language.
"Language is a tool of human thinking and the most important communication tool." To make good use of new textbooks, we must change the following three concepts: ① The function of language is to communicate, including oral English and calligraphy, rather than doing a lot of exercises; The purpose of language teaching is to teach students to use language, not to impart a lot of language knowledge; Language is a skill class, not a lecture. In junior high school, we should strengthen the cultivation of listening and speaking ability. Even in high school, we should continue listening and speaking training while strengthening our reading and writing skills. Therefore, the first part of each unit in junior high school textbooks is mainly dialogue. For example, the dialogue in lesson 2 1 in volume 2 (1) is mainly to review the common words of "calling" in daily communication. I was guided to ask myself and answer myself, and made a phone call with a book:
Hello, can I speak to Wu Tong?
I'm Wu Tong. Who's calling?
Hello, Wu Tong, this is Wang Lin. Please forgive me for calling you so late. I have something important to tell you.
Then give some content, such as borrowing books and asking homework. And ask students to make phone calls between ranks, between groups, between the front row and the last row. Then explain the usage of this/here, that/there in English, and pay attention to polite expressions. After listening to the tape several times, the students talk freely, fill in the blanks orally before writing, and finally project a telephone conversation and ask to write a paragraph to Wang Li according to its content.
The classroom atmosphere of the whole class is active and the students are highly motivated. Teachers organize teaching in English to train students' listening comprehension. Students can use communicative language through repeated phone calls and improve their writing ability when writing messages. Several students even called me in English, and we could communicate simply in English when we met. I deeply understand that language is "learned", not "taught".
2. Establish a correct teaching concept.
Communicative approach puts forward the teaching principle of "student-centered", which changes students from "supporting role" to "leading role" and teachers' status from "leading" to "guiding". We should know that this change does not mean reducing the role of teachers, who are directors, organizers and controllers. Teachers should not only grasp the timing and quality of classroom intervention, but also try their best to be skillful in speaking and practicing. The traditional "cramming" can no longer be adopted.
Teaching methods, especially in senior high school, because senior high school students have acquired a certain English listening and speaking ability and mastered a certain number of vocabulary and basic grammar, they should continue to carry out listening, speaking, reading and writing training while paying attention to cultivating reading ability. For example, when I was in the 74th class of Martin Luther King Jr., I introduced the cultural background knowledge for the first time (background, the situation of southern states, apartheid law, lynching, whites only, peaceful procession). First, read in a limited time to cultivate students' ability of "fast reading". This lesson is about 500 words, with a time limit of 10 minute. Then ask the students to retell the main idea of the article. Then I will demonstrate, say the main idea and project the content onto the screen. Secondly, do exercises to cultivate the ability to grasp the main line, understand the details and straighten out the article. If you ask and answer questions about the text: which group of people did Kim support and how successful was he? Take notes: name, birth, death, successful work
In order to straighten out the logical clues of the article, you can list the years 1929, 1865, 1964. Ask the students why 1929 is important to King. Finally, guide learning methods and cultivate inferential meanings, such as: peace-peace-peace is not allowed-prohibition; Understand the meaning of sentences, such as
The black man was liberated-free; The ability of reasoning and judgment can be trained by doing multiple-choice questions.
This kind of reading class is basically student-centered, but it does not weaken the role of teachers, but allows students to grasp the initiative of learning under the guidance of teachers and become the "subject" of learning. However, teachers' intervention and guidance should be purposeful, and the questions raised should be enlightening, which can guide students to actively think and explore. The cultivation of reading ability enhances students' self-study ability. Students can preview and study textbooks and extra-curricular books by reading quickly, which broadens their knowledge and improves their reading performance. In the 2008 National English Knowledge Competition, my Grade 3 (2) class participated in the competition. Five students won the first and second prizes in the country and eight students won the first prize in the district.
3. Update the concept of evaluation and learning.
At present, the main evaluation method for students is written examination, which is too simple and simplistic, leading to the prejudice of only looking at scores and not looking at actual ability. Therefore, as foreign language teachers, we should update our evaluation concepts, grasp the evaluation criteria and pay attention to the comprehensiveness of evaluation. In other words, we should not only pay attention to students' external performance, such as discipline and homework performance, but also pay attention to students' subjective efforts and study habits; It depends not only on the written test results, but also on the oral test results, as well as the ability test. Although this comprehensive evaluation can not be simply reflected in the scores on the students' report cards, it should also be understood by the students themselves and their parents. Only in this way can the positive role of teaching evaluation be brought into play and the teaching objectives required by the syllabus and textbooks can be achieved.
For us middle-aged and old foreign language teachers, it is particularly important to update our learning concepts, because we have received less formal training, and the cultivation of English quality and non-verbal quality and communicative language teaching method is not as good as the requirements of new textbooks and new syllabus. At present, many teachers are even not qualified for teaching tasks. Mainly manifested in the following aspects: in the rapidly changing classroom, due to the weak pragmatic ability, rigid teaching, unable to grasp the evolutionary teaching opportunity, small content capacity, slow pace, less thinking training and poor listening and speaking. Therefore, we should continue to learn and improve our professional qualities, such as English knowledge, skills, culture, translation, teaching and communication in English, educational ability, teaching and research ability and the ability to use modern media to meet the needs of new textbooks.
As long as we change our ideas, find the right goals, carefully understand and grasp the characteristics of new textbooks, improve teaching methods and persevere, we will certainly be able to make good use of new textbooks and improve the quality of foreign language teaching. We should also see that the reform of middle school English textbooks is the product of education facing modernization, the world and the future. The change of teaching materials activates the speculation of teaching ideas and methods, and the current anxiety and controversy will gradually penetrate, run in, develop and improve in teaching practice.