The first part of English teaching in secondary vocational schools: "Insert the wings of emotional education into English teaching in secondary vocational schools"
Abstract: Teachers should lose no time in emotional education. English teaching in secondary vocational schools has given emotional education wings to English teaching in secondary vocational schools.
Keywords: emotional education, English teaching in secondary vocational schools
The new English curriculum standard for secondary vocational schools clearly puts forward that emotion is an important means to realize English teaching and the key to success in English learning. Thesis daquan, English teaching in secondary vocational schools. It is also one of the purposes of quality education to cultivate students' lofty ideals, strong interests, happy emotions, strong will and good study habits. The process of actively learning English is a process of mobilizing all students' psychological activities on the basis of the coordinated development of intellectual factors and emotional factors to improve learning efficiency. It is very important to stimulate students' learning motivation in teaching, which can promote students' active learning. A relaxed and pleasant classroom atmosphere and harmonious feelings between teachers and students can stimulate students' strong interest in English and actively participate in teaching activities, so that students can get emotional satisfaction and better accomplish their learning goals, as advocated by American educator Spencer? Happy education? In that case, education should try to stimulate students' interest in learning, let students learn knowledge with happy emotions and regard knowledge as a happy thing. Students will encounter all kinds of difficulties in the process of learning English, and even some students fall behind in the difficulties. Teachers should patiently help students overcome difficulties, cultivate their strong will, encourage them to move forward, train their will through listening, speaking, reading and writing activities in teaching, be strict with them, strengthen their self-control, cultivate their good study habits, and improve their learning efficiency and grades. Therefore, emotion plays a key role in the success of teaching.
In addition, emotional factors are an extremely important aspect of the relationship between teachers and students. Sue Holinsky once said that studying in school does not mean mechanically transferring knowledge from one mind to another, but that teachers and students are in spiritual contact all the time. Spiritual contact and communication can shorten the psychological distance between teachers and students, and produce friendly, close, ringing and trusting effects, which plays a great role in the teaching process and is a catalyst. Teachers' happy mood and passive teaching will make students have corresponding psychological effects. Zankov also proved with a large number of facts that a good teacher's mood will inspire students' spirit, while a bad teacher's mood will inhibit students' intellectual activities. Thesis daquan, English teaching in secondary vocational schools. In addition, the emotional harmony between teachers and students can also be a lubricant to regulate teachers' own behavior. I have this personal experience: if you like a class of students, get along well with a class of students, and get along well with a class of students, you like taking classes in this class. This emotion urges you to prepare lessons more carefully, take care of every student with a spring breeze, organize classroom teaching with full enthusiasm, and do every class well, so that you will feel that class is a kind of enjoyment and never tire of it.
So how to cultivate a good emotional relationship between teachers and students? Through the teaching practice in recent years, I think we should do the following:
First, communicate the feelings between teachers and students and establish a good and coordinated relationship between teachers and students.
Psychology believes that being loved is a universal psychological need of people. Teachers should love, respect and trust students, establish equal and cooperative relations with students, and stimulate students' love for knowledge and learning with teacher love. If every student can always feel the teacher's love and respect for his personality, it will stimulate healthy emotions, become full of vitality, have positive motivation to learn English, and be more confident in his ability to learn English. Practice has proved that under the premise that teachers' teaching ability and professional level are basically the same, students prefer teachers with kind attitude and full of teacher love. Thesis daquan, English teaching in secondary vocational schools. Teachers' love and respect for students will prompt students to sprout a kind of? If you can't learn English well, will you be sorry for the teacher's hard work? Inner emotional experience, thus improving students' interest and consciousness. Teachers' love and respect play a special role in secondary vocational school students. We should respect and care for secondary vocational students who feel inferior or rebellious, ask them as many difficult and appropriate questions as possible, and use them without hesitation? Okay？ 、? Wonderful? Words of praise like this encourage students in personality, let them gain emotional strength, enhance their self-confidence in English learning, and make continuous progress on the road to success.
Therefore, whether in class or after class, teachers should show their love for students with practical actions. A kind look, a thoughtful greeting, a sincere smile, an inspiring encouragement and a surprise home visit will make students excited and feel the sunshine-like teacher's love. This kind of teacher love can actively eliminate students' negative emotions such as timidity, formality and anxiety in English class. This kind of teacher love can create a relaxed and happy classroom atmosphere, thus improving the teaching effect.
Second, smile at the students
It is true that teachers should be serious in class, but it does not mean that teachers must keep a straight face in class, and students should obey orders completely like a group of puppets. This will inevitably lead to a dull, boring, depressed and lifeless classroom atmosphere, making students timid, nervous and anxious, and they are on pins and needles. You know, every teacher's smile can bring clear sky and Wan Li to students' mood, make students feel like a spring breeze, thus generating healthy and positive emotions and helping students to participate in various teaching activities with a more positive attitude.
Third, improve teachers' own quality.
In order to create a relaxed and happy learning environment for students in teaching, teachers should first have certain qualities, such as speaking, singing, jumping and drawing, being open-minded and agile, having certain organizational skills, designing a relaxed and harmonious environment for students, trying their best to make the classroom lively, making teachers and students feel relaxed and happy, and making students learn knowledge in seemingly fun.
Fourth, be good at discovering students? Highlights? Establish students' self-confidence in learning English.
Teachers should be student-centered and always consider students' psychology and needs. Thesis daquan, English teaching in secondary vocational schools. When a student with poor academic performance occasionally answers a question correctly, even if the question is simple, the teacher should praise him in time, even if he says so? Okay, good, good, good. Wait a minute. For this? Poor students? On the whole, it is tantamount to a great encouragement. Is this correct answer for students? Highlights? Teachers must be good at exploring and seize the opportunity to praise. At the same time, the teacher's practice can also make other students eager to try and raise their hands, thus activating the classroom atmosphere and greatly mobilizing the enthusiasm of students. In the process of constant encouragement, students' self-confidence and curiosity are undoubtedly established, thus cultivating their interest in learning.
Fifth, excavate the emotional factors in the teaching materials and shape the personality.
The textbooks for secondary vocational schools contain rich emotional factors, profound philosophy and vivid beauty and ugliness. Teachers should guide students to understand the elegance of English language and the beautiful feelings conveyed by the author, inspire students to accurately reveal their emotional value and profound moral beauty through language representation, help students improve their appreciation ability, understand the harmony between language form and content, and cultivate students' noble aesthetic taste. For example, Volume 1 of Basic Module of New English Textbook for Secondary Vocational Schools and Unit 5, Reading by an Honest Lady, are the stories of the author's personal working experience. Tell the author's experience as a cashier in a shopping center after finishing his studies in a secondary vocational school. In this work, the author met an honest lady, and the author gave her more 10 yuan, and then the lady gave it back to her. Thesis daquan, English teaching in secondary vocational schools. Teachers should seize the opportunity to carry out emotional education and guide students to be honest and trustworthy in their daily lives.
To sum up, emotional education should be implemented in English teaching to create a relaxed classroom atmosphere, so that students can maintain a good, healthy and upward psychological state and engage in learning happily. Thesis daquan, English teaching in secondary vocational schools. Practice has proved that this is an effective way to mobilize students' positive emotions, stimulate students' progress and improve English teaching effect.
On Emotional Education in English Teaching in Vocational Schools (Ⅱ)
Abstract: People's emotion is a kind of potential motivation, which plays an important role in stimulating, inducing and regulating people's behavior. The success of English teaching depends not only on learners' intelligence factors, but also on learners' emotion factors. Teachers must pay attention to cultivating students' positive emotions and correct attitudes, and cultivate students' interest, motivation, self-confidence and willingness in on-the-job English classes.
The spirit of harmonious cooperation can stimulate students' enthusiasm and innovation in learning English and improve the effect of English teaching.
Keywords: emotional education, teacher-student relationship, English teaching
With the development of modern quality education, English, as a language subject with the ultimate goal of communication, pays more and more attention to emotional problems in teaching. In senior high school English class, teachers must pay attention to cultivating students' positive feelings and correct attitudes towards the subjects they study, and cultivate students' interest and motivation.
Self-confidence, will and spirit of cooperation. Stimulate students' enthusiasm and innovation in learning English and improve English teaching effect. Emotion is an important aspect of psychological quality, and human emotion is a potential motivation, which plays an important role in stimulating, inducing and regulating human behavior. Emotional education plays a very important role in English teaching.
First, pay attention to stimulate students' interest in learning methods
People often say? Interest is the best teacher? Indeed, interest is the driving force of learning. The stronger students' interest in learning, the higher their enthusiasm for learning and the better their learning effect. If interest becomes a psychological need for students to learn, can he put tradition? Want me to learn? Become? I want to learn? . Therefore, students' interest is an important factor affecting teaching.
Teachers must activate students' interests and make them everywhere in teaching. Teachers should, according to the characteristics of English subjects and students' basic level, adopt flexible and diverse teaching means and methods, create colorful teaching situations, and use the art of education to guide students' interest and attention in English learning. To do this, we can work hard from the following aspects.
1. Adopt various teaching methods. In addition to the traditional dictation methods, we can combine audio, video and multimedia teaching methods to improve students' interest in learning. Among them, multimedia, with its powerful technical functions, vividly displays words, sounds and images in three dimensions, which can maximize the classroom? Live broadcast? rise
2. Carefully design the classroom.
First of all, the introduction of the text should be wonderful, so that students have a feeling of wanting to read on. For example, when we talk about the voice of the world, we can use the method of music introduction to make students have an impulse to explore the culture behind music after enjoying the wonderful music from all over the world. More importantly, teaching is to put the past? A word? Change it to student's? Group chat? . Let students sum up and brainstorm by themselves, so that students can feel that they are discussing their own future, so as to participate more enthusiastically and greatly improve their interest in class.
3. Rich extracurricular activities.
Colorful extracurricular life is conducive to cultivating students' interest in learning. Like starting? English corner? Watch English movies, run English tabloids, rehearse English programs, etc. These exercises can not only cultivate students' interest, but also exercise students' ability and improve their communicative competence. It is conducive to achieving the goal of cultivating all-round development talents.
Second, love, understand and respect students and establish a harmonious relationship between teachers and students.
English teaching is both a cognitive process and an emotional process. Teacher-student relationship is the most important interpersonal relationship in teaching. Good teacher-student relationship is the premise of effective teaching interaction. Teachers should care about their students with maternal love. To establish a harmonious relationship between teachers and students, teachers should do the following:
1. Respect students. Teachers should treat students equally, let students speak in a democratic way, and replace arbitrariness and dignity with equality and democracy; Dare to expose and admit shortcomings in front of students and establish the concept of being teachers. A threesome must have a teacher? .
2. Understand students. Teachers should be open-minded, show acceptance, accommodate different opinions, ideas and emotions, have empathy and be able to put themselves in the students' shoes.
3. Get along well with students. Specifically, it is to treat students sincerely, actively and accurately, and to be timely.
Communication and harmonious communication. In short, teachers should be strict in politics and ideology, be patient in study, be considerate in life, give students warm guidance and education, and never be cynical. Practice has proved that teachers' love will definitely win students' interest in learning.
Third, the teaching language should be vivid and emotional.
English teachers should pay special attention to their own teaching language, which should be enlightening, scientific, educational and artistic, and more vivid and emotional. First of all, let the tone of classroom language be kind, soft and rhythmic. Rhythm should be based on emotional changes, consistent with the teaching content, with appropriate speed and height, and be good at controlling the speed, rhythm and charm of speech.
In addition, English teachers should pay attention to attracting students' attention with subtle and interesting language. Language is interesting not by piling up gorgeous vocabulary and playing vocabulary games, but by being meticulous, vivid and interesting. At the same time, teachers should also use fresh and lively spoken English, choose vivid examples and adopt novel and interesting metaphors to make their words fresh, flexible, artistic and interesting.
Fourth, praise and encourage more to enhance students' self-confidence in learning English and reduce their anxiety.
For students in secondary vocational schools, self-confidence is very important to improve their English successfully. In English teaching, teachers should pay attention to cultivating students' self-confidence. In the classroom, teachers should use the language art of evaluation to mobilize students' emotional factors and give affirmation and encouragement in time.
When students answer questions, teachers should use more compliments to protect students' self-esteem, smile and listen carefully, so that students can feel the teacher's attention to him, thus bringing the relationship between teachers and students closer, instead of appearing indifferent; Feel free. If students answer correctly, teachers should praise them, such as: well done, great, very good-teachers' words will give students the joy of success, thus constantly strengthening students' confidence in participating in communication.
If the student answers wrong, can't the teacher just say so? No? With expressions of concern and encouragement, you can use? Don? Don't worry? Or? Try again? If you protect students' self-esteem, praise them for their positive thinking and daring to speak. In addition, in the teaching process, teachers should try their best to use friendly language, rich expressions, trusting eyes and bright smiles to create a relaxed and happy atmosphere for students, which is conducive to alleviating students' anxiety, relieving students' psychological pressure, enhancing students' self-confidence and making them study happily.
In short, teachers should attach importance to the unity of emotion and cognition in English teaching in secondary vocational schools. Emotion is a kind of language teaching? Sorcerer's stone? Teachers' good mood can trigger students' positive emotional response. If students take the initiative to learn, teachers should be good at creating a good atmosphere of emotional integration, inject more affection and love into daily education and teaching, let students feel infected and take the initiative to stay in a learning environment full of strong atmosphere, thus creating a real emotional classroom for teaching and opening up another beautiful sky for English teaching in vocational schools.
English Teaching in Secondary Vocational Schools Part III: On English Teaching in Secondary Vocational Education
English is listed as the main course of education and teaching in China, so what is the status of English teaching in secondary vocational schools? I often hear some secondary vocational teachers complain that students are becoming more and more difficult to teach, with poor foundation, and they often doze off in class. The classroom atmosphere is getting worse and worse. Teachers often write their own scripts, direct their own performances, and students are onlookers, asking questions without knowing. But while blaming students, as a part of the teaching subject, we have to think about this development problem and try to change this situation in teaching.
First, the English status of secondary vocational schools
(A) student level analysis.
At present, the students in secondary vocational schools in China are mainly junior and senior high school graduates who have no hope of further study, and they have almost no scores when they are admitted. Many of these students are not interested in English, and their English scores are very poor. Students have serious problems in basic knowledge and subjective factors. First, the basic knowledge of English is poor, and there are great deficiencies in pronunciation knowledge, vocabulary accumulation and grammar; Secondly, in terms of subjective factors, some students think that it doesn't matter whether they learn English or not, so there is no such thing in English teaching in vocational schools? I want to learn? This phenomenon makes English teaching more difficult.
(2) English teaching mode and teaching material analysis.
At present, English teaching in vocational schools mostly follows the teacher-centered teaching model, with outdated teaching methods and rote memorization of words, sentence patterns, grammar and texts. The exam adopts a closed-book exam that dominates the world, which makes students blindly rely on textbooks and teachers and lack thinking and initiative.
The starting point, difficulty and emphasis of English textbooks are inconsistent, and many textbooks have been written for a long time, and the content has not adapted to the needs of modern teaching, which makes the content of English courses out of touch with the content of professional courses. On the other hand, the contents of specialized English textbooks are duplicated with those of basic English textbooks. Basic English textbooks do not choose the content that is closely related to students' daily life and suitable for the interests of contemporary teenagers as a topic of communication. On the other hand, on the basis of considering professional characteristics, professional English textbooks do not highlight job characteristics, and lack a large number of materials that students will come into contact with after graduation, such as product introduction, operation instructions, maintenance guides and so on. So much so that computer majors don't know English and mechanical graduates who often appear on computer screens, but they can't read equipment manuals and other embarrassing phenomena.
(3) Analysis of English teachers.
In recent years, great achievements have been made in the construction of teachers in vocational education, but there are still some aspects that are incompatible with the reform and development of vocational education: the number of teachers is insufficient. With the strengthening of the state's emphasis on vocational education, the scale of secondary vocational schools and the number of students are also increasing year by year, but English teachers are far less than professional teachers, and most of them are hired from outside. In most schools, English as a basic course is only offered for one semester, and English teachers are often unstable, which brings difficulties to the completion of teaching tasks. On the other hand, some English teachers in vocational education are not up to standard, and most of the external teachers are students who come to secondary vocational schools for internship. They lack teaching experience and understanding of English teaching in vocational education, so it is difficult to adapt to English teaching in vocational education. Finally, some leaders of administrative departments have no correct understanding of vigorously developing vocational education. Have a high fever all over? The re-emergence of English teachers has made experienced and high-level English teachers turn? Gopp? The inclination leads to the instability of English teachers in vocational education and the decline of their overall quality.
Second, cultivate students' interest in learning English.
Einstein once said? Interest is the best teacher? And then what? Learning without interest is tantamount to hard labor. ? In other words, being forced to study without interest will stifle students' willingness to master knowledge. Interest in learning is the most realistic and active component of learning enthusiasm and the driving force of learning. Therefore, English teachers should pay special attention to cultivating students' interest in learning. So how to cultivate students' interest in English teaching?
First, cultivate feelings, establish a harmonious relationship between teachers and students and create a harmonious teaching environment.
Psychologists' research shows that the relationship between teachers and students directly affects students' learning mood. Teachers' moral character or prestige can even determine whether students learn, like or hate a subject. Therefore, it is very important to communicate the feelings between teachers and students and realize the two-way understanding between them. Teachers should adopt a kind, friendly and generous teaching attitude and humorous classroom language to make students enter the best learning psychological state. After class, we should talk with students in a planned way, understand their learning attitudes, difficulties and experiences, respect and understand them, and encourage them to express their views and requirements on teaching.
Second, really understand them in action and help them rebuild their confidence.
In the growth and learning process of most secondary vocational school students, there are insults, misunderstandings and accusations from all sides to varying degrees. They are used to accepting negative and suspicious eyes and treating themselves with negative and suspicious attitudes. In the process of learning English, they all suffered setbacks and gradually lost their interest and confidence in learning English. Therefore, it is very important to help them regain their confidence. Discover and explore their respective advantages and specialties, so that students can feel the joy of being affirmed, gradually eliminate their inferiority complex, and enhance their learning motivation and interest.
Thirdly, enliven English classroom atmosphere and improve classroom efficiency.
In the traditional English class, teachers talk more and students practice less, and students are beaten by teachers in a boring atmosphere. Irrigation? After a class, you have to accept your homework unconditionally, and your learning motivation is insufficient and your efficiency is low. This teaching method still exists in general high school teaching, but it can never be used in vocational teaching, because vocational students themselves have poor foundation and high weariness of learning. Even if students learn grammar and sentence patterns, they are far from meeting the requirements in practical application. Then how teachers mobilize students' enthusiasm and let them actively participate in classroom teaching is an important way to change students' weariness. In classroom teaching, let students actively become? Say, practice and use? Subject, let students learn happily through art teaching means. This can stimulate students' self-confidence and sense of responsibility, and let them actively participate in and enjoy the whole process of classroom teaching.
First of all, create a strong English teaching atmosphere and use intuitive teaching methods, such as objects and cards, to deepen the impression, enhance the memory, help understand and enliven the classroom. You can also use the teacher's own body language, such as expressions, movements and gestures, to help students understand and arouse their enthusiasm for learning to the maximum extent.
Secondly, classroom activities and exercises should be diversified. For example, we can play games, solitaire, guessing games and so on. , can not only enhance interest, but also stimulate students' enthusiasm for learning.
Third, open up a second classroom. Just 45 minutes of class is not enough to stimulate interest. We should set up interest groups on a voluntary basis and regularly carry out different forms of extracurricular activities, such as short English conversations, diaries and essays. Each activity can not only help students consolidate what they have learned, but also arouse their enthusiasm to varying degrees.
Finally, the traditional closed-book exam is also a psychological obstacle for students in the process of English learning. Many students still have a headache during the exam, even though they think they study well. In view of this actual situation, I have tried another form of examination. The time, content and form of the exam are all decided by the students themselves, with various forms, such as short dialogue, self-introduction, and even English songs. Many students feel that this kind of examination is novel, showing great enthusiasm and actively preparing for the exam. Evaluate immediately after the exam, give affirmation and suggestions, and relieve students' psychological pressure.
In short, secondary vocational school students have poor foundation and have their own characteristics compared with ordinary high school students. Therefore, in English education, as long as we are willing to use our brains, foster strengths and circumvent weaknesses, pay attention to mobilizing various means, strive to cultivate students' interest in learning, and protect their enthusiasm for learning, we will certainly be able to overcome students' weariness of learning, successfully complete teaching tasks, and cultivate a large number of high-quality skilled talents.
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