[Keywords:]: English classroom teaching, problems, causes, countermeasures
English classroom teaching in middle schools is an important way to improve students' interest in learning English, and it is also the key to improve the quality of English teaching. How teachers teach and how students learn in class has always been an important issue for researchers. In recent years, English classroom teaching in middle schools has been reformed and summarized, and good results have been achieved. However, many problems still exist. The author intends to analyze and discuss these problems, and put forward solutions to seek advice from peers.
First, the main problems in middle school English classroom teaching
At present, the main problems that affect and hinder the improvement of English classroom teaching quality in middle schools are:
1, cramming. Some teachers talk a lot in class, the blackboard is full, and students keep taking notes. This kind of spoon-feeding and spoon-feeding teaching method brings many disadvantages. Teachers talk too much, and the less opportunities they can provide for students to master knowledge and actively train their abilities. Students are often in a passive position and have no time to think, digest and absorb in time. Of course, what they have learned cannot be consolidated. And talk too much, the key points are not prominent, students can't grasp the main points, the classroom atmosphere is dull, and students are easy to get tired.
2, the old style. Some teachers stay in the primitive teaching state, without modern means such as language lab, slide show and computer to assist teaching, or even use tape recorders less. It is impossible to arouse students' interest in learning only by the teacher's telling from beginning to end.
3. Take the exam. Students take the senior high school entrance examination and the college entrance examination, and only take the written examination, not the listening and speaking ability. Many teachers do not attach importance to listening and speaking training in order to meet the requirements of students' papers. Students are full of grammar, sentence patterns and rules, and their listening and speaking skills are poor.
Tired of teaching. Some teachers don't have a thorough grasp of teaching materials, lack flexibility in text processing, inflexible teaching methods and are not good at learning from others and updating their knowledge. They are tired of repeating this kind of teaching for years. In addition, some teachers have heavy teaching tasks, such as being the head teacher, teaching several classes in the same class, and being busy with teaching and other affairs for a long time, which is also easy to produce boredom.
5, tired of learning. Students learn by rote. Some students don't even know phonetic symbols and can't spell words. Always write new words in alphabetical order, just like reading a phone number. As a result, students' "efforts" can't achieve the expected effect, the words they have learned can't be pronounced accurately, and the new words can't be pronounced. In addition, too much homework, the more you learn, the more difficult it is, which will lead to fear, disgust and even resistance.
6. Mother tongue. Some teachers use their mother tongue to teach more and turn English classes into Chinese classes. In the foreign language teaching of senior one, because the teaching content is easy to understand, it is easy to teach in an intuitive way, and it is not necessary to turn to mother tongue translation everywhere. However, in high school, some teachers are still used to teaching and explaining in their mother tongue, and the atmosphere of learning foreign languages in senior grades has not yet been well formed.
Second, the reason analysis
The above-mentioned main problems in English classroom teaching in middle schools are caused by complex reasons. There are objective reasons as well as subjective reasons, which are embodied in:
1. Teachers are used to traditional teaching methods. The most striking feature of traditional teaching method is the spoon-feeding and backward teaching method, because this traditional teaching method is simple and convenient, and it can be taught without using more brains and advanced teaching equipment. Although some schools have many advanced teaching equipment, some teachers don't seriously think about teaching reform and don't want to touch teaching equipment. They only rely on a book, a few pieces of chalk and a mouth to teach English, so that students can only be passively instilled in the classroom without advanced teaching equipment and means.
2. Follow the baton of the exam. Although students' test scores are an important basis for testing teachers' teaching effect and students' academic performance, teachers and students only pay attention to guessing questions and written test exercises in teaching and learning, ignoring English listening and speaking teaching, comprehensive basic knowledge teaching and comprehensive ability training. Some only pay attention to graduating classes, key classes and top students. In this way, it is empty talk to focus on the first day of junior high school and improve the quality of students' English learning on a large scale.
3. Teachers' teaching and students' learning tasks are too heavy. In the teaching of teachers, due to the relative shortage of English teachers in some schools, teachers have more classes and the task of correcting homework is very heavy. The teaching task only stays on the number of hours completed, and there is no energy to study the teaching quality. The content of the class is repeated back and forth, which makes the teacher tired of learning. In students' study, because of their monotonous study, they can't master new knowledge, and they have to finish a lot of homework every day, which makes students feel great pressure and makes them feel tired of learning.
4. Foreign language teaching is explained in mother tongue. English teaching should try to cultivate students' English thinking, that is, explain in English. But some teachers think that students don't understand. Except for reading the text in English, the other classroom explanations are basically in Chinese. Over time, students' listening ability can't be improved.
5. Students' enthusiasm for learning English has not been fully mobilized. The purpose of students learning English is not clear enough. I felt very fresh when I first started learning English, and I made some efforts, but I found it boring after studying for a long time. In addition, teachers do not guide students well in teaching, resulting in students' enthusiasm for learning English is not fully mobilized.
Three. Measures and countermeasures
Taking corresponding measures to overcome the main problems in middle school English classroom teaching will play an important role in comprehensively improving the quality of middle school English classroom teaching and enhancing students' interest in learning English. The author believes that we should start from the following aspects:
1, simplify and practice more, and combine guidance and practice. "Simplify and practice more" means that the teacher should explain the basic language concisely, don't cover everything, and pay attention to the beard and eyebrows. Intensive reading is to grasp the key points, doubts and difficulties, and the examples given should be concise, typical and practical, which is convenient for students to remember and imitate and use English flexibly.
"Combination of guidance and practice" means that teachers should carefully design training steps according to teaching requirements and organize students to carry out effective training. Design exercises should be close to the reality of life, vivid, interesting and attractive. To learn a sentence, you must really master it and blurt it out in communication, so the way of practice is very important. Teachers should absorb all effective methods to serve teaching.
In order to make students have a clear and profound impression on what they have learned, they should use what they have learned flexibly, stimulate students' interest and enliven the classroom atmosphere, so as to improve the classroom teaching effect. For example, when talking about reflexive pronouns, we should first make clear the teaching purpose, that is, let students learn the main usage of seven reflexive pronouns and appositives as subjects, and then determine the teaching methods according to the students' usual acceptance. In the link of "connecting the preceding with the following", a boy and a girl with poor English performance can write seven pairs of nominative cases on the blackboard, I-mine, you-yours, he-his, she-her, we-ours, you-yours, and they-theirs, which are used as adjectives. The teacher pointed to the boy and said to the class (and reminded the class to pay special attention to the last word and analyze its word formation), "He can write these words himself"; Then pointed to the girl and said to the class, "She can write these words herself"; Every reflexive pronoun introduced is written after the words written by the students. Then, the teacher writes that they can write these words on the blackboard and asks the students what to fill in this blank. Inspired by the previous example, some students fill it out by themselves, and some students fill it out by themselves. These two words do not exist in English. The teacher told them the correct filling method. At this time, the contrast between the correct filling method and the wrong filling method left a deep impression and memory on the students. Then, the teacher asked the class, "Can you all write your own words?" . When teachers hear someone answer, they use ourselves, ourselves and ourselves. Then he asked, "Can all of us write the source of these words?" After the students answered, the teacher said, "Yes. We can write these words ourselves. " In this way, we tell the students the correct reflexive pronouns ourselves. The teacher drew a stick figure on the blackboard and said, "I can draw a tree by myself." I can draw a car myself. " Then, the teacher asked a student, "Can you draw a cat yourself?" He used myself in his answer. So far, seven reflexive pronouns have been introduced. Now the teacher instructs the students to summarize the rules of the formation of reflexive pronouns, especially pointing out that oneself and oneself are exceptions. At this point, it points out the usage of reflexive pronouns as subject appositive.
When guiding students to carry out consolidation exercises, teachers contact with real life and ask students questions, such as "Do you do your homework yourself?" "Do you go to school by yourself?" Teachers also instruct students to practice listening, speaking, reading, writing, memorizing and exchanging sentence patterns. Create a language environment, when students look at pictures and say "Mike can find his shoes under the bed", they can't help being infected by vivid pictures, thus easily meeting the teaching requirements.
2. Strengthen the construction of English teaching equipment and organize teaching by advanced means. Today's society is an era of rapid development of science and technology, and English teaching is still in the primitive teaching state, which can no longer meet the development requirements of the times. At present, advanced teaching methods are widely used in language teaching in some developed countries, not only through language laboratory equipment, slides, tape recorders, video recorders and so on. , but also through computer teaching methods and computer examination methods. These advanced teaching equipment, especially computer teaching means and computer examination means, have not been widely used in English teaching in middle schools in China. In order to improve the quality of English teaching in middle schools on a large scale, we must strengthen the construction of English teaching equipment and organize teaching with advanced equipment.
3. Strengthen oral English teaching, but do not exclude mother tongue. The habit of learning Chinese in senior one has been basically formed, and the mother tongue has a great negative impact on English learning. Making full use of English to organize classroom teaching, creating a foreign language environment and minimizing negative transfer are undoubtedly one of the important links to improve the quality of English teaching.
Teaching practice shows that it is not only necessary but also possible to organize classroom teaching in English in a planned way in junior one English teaching. Because students can organize English training with simple English in grade one, and the teaching content is easy to understand, it is easy to use intuitive means to teach without relying on mother tongue translation everywhere. Of course, it is not only permissible but also necessary to use the mother tongue properly to dial words with abstract meanings and sentences with complex structures.
4. Adopt flexible teaching methods to cultivate students' interest in learning.
In order to motivate students to learn, it is not enough to preach the truth and clarify the purpose of learning. Teachers must also make their classes lively and interesting, attract students and keep their interest in learning. For junior students, interest is motivation. Cultivating students' interest in learning is the way to guide them to love this subject, and good teaching methods are an important factor to stimulate their interest. If teaching is boring, you won't study happily. Students' interest in learning largely comes from teachers' subjective efforts, which requires teachers to cultivate students' interest in learning throughout the whole teaching process through constant observation and summary. Teachers should pay attention to two aspects: first, the design of teaching plans should conform to the actual situation of students, carefully consider how the knowledge they speak will be understood in students' minds, and determine teaching methods according to this characteristic, and strive to achieve the unity of teaching and learning. For example, how to introduce new knowledge and new sentence patterns, how to explain a concept with familiar life phenomena, how to create scenes, how to summarize the learned knowledge and so on. , must conform to the students' reality, in order to arouse their interest. The second is to control students' attention in class. In my opinion, the success or failure of foreign language teaching in middle schools depends largely on whether teachers can maintain an active teaching atmosphere in the classroom. Only vivid can attract students' attention; Only liveliness can meet the psychological characteristics of students and make them feel the fun of learning. As long as it is conducive to stimulating students' interest and cultivating good study habits, all methods should be adopted. However, it is necessary to flexibly choose teaching methods according to students' knowledge feedback and classroom thinking activities, which requires teachers to pay attention not only to the imparting of knowledge, but also to the progress of students' thinking. For example, after I told the students the usage of can. To switch, I will train in the conversation immediately. I asked a classmate, "May I use your pen?" Answer: "Yes, yes." Pass me the pen. Then I borrowed a ruler, an eraser and a knife from him. His answer is the same. The faster I answer, the faster I suddenly ask. "May I use your head?" He also blurted out, "Yes, you can." There was a burst of laughter in the class, and he laughed himself. He immediately corrected: "Sorry. I then asked the class, "Can I go now?" A classmate stood up and answered, "No. You can't. " I then asked, "Why?" He thought for a moment and said, "We are having a class." When the bell rang, I asked another classmate, "Can I go now?" She said, "Yes, you can." I asked, "Why?" She said, "Class is over now." At this moment, although we are practicing, the students don't seem to realize it. But immersed in language communication, turning mechanical practice into creative practice. The students are very interested and the learning effect is greatly improved.
5. Establish a harmonious relationship between teachers and students and create a harmonious classroom atmosphere. Harmonious teacher-student relationship helps to create a harmonious classroom atmosphere, which requires teachers to make positive efforts subjectively. Teachers should be caring people of students, understand their psychological characteristics, care about their study and physical and mental health, understand their difficulties in learning English, and be good at motivating them.
Students entering middle school have an obvious psychological feature: strong self-esteem. Student-centered teaching should pay attention to these characteristics of students and establish respect for their thoughts. If teachers think they are "adults" and students are "children", or discriminate against poor students, they will consciously or unconsciously dampen the enthusiasm of students in their actions. In this way, it is certainly impossible to establish a harmonious relationship.
Students' English level is uneven, so teachers should be especially careful with poor students and don't give up their efforts. Teachers should try to find their bright spots, encourage them and help them build up confidence. Introduce them to some books on learning methods, teach them some exercise methods and improve their brain memory. There are many mistakes in homework. Don't simply mark an "X" with a red pen and deny it completely. Instead, mark the correct part and write praises such as "well said" or "good sentence" to make them feel that there is still hope, so as to maintain their enthusiasm for learning. For poor students, we should always give them opportunities to perform, even a little progress should be praised. Students don't simply pursue praise, but often regard the teacher's praise as their own concern and attention, thus stimulating the motivation to continue. Students have made progress and their feelings for teachers have deepened. Harmonious teacher-student relationship makes students feel relaxed in the classroom atmosphere and show their willingness to cooperate with teachers' teaching, so that teaching activities can be carried out well.
6. Teach students learning methods and cultivate their self-study ability. Teachers should not only impart knowledge to students, but also pay attention to teaching self-study methods. From junior high school, for example, they should teach students to memorize 26-letter sentences-an agile brown fox jumps over a lazy dog and provides a song memory verb be; Teach students to look up the dictionary; Help students master the rules of plural nouns and singular forms of the third person; Use graphic method to help students understand the present continuous tense; Instruct students to set up a study card of "learning by heart" and write down the synthesis and transformation of words, derivatives and antonyms, synonyms and homophones at any time; Help students to spell words with pronunciation rules through phonetic symbols; Insist that students listen to the tape before the new lesson and imitate the correct pronunciation and intonation. In senior high school, cultivate students' spelling, word formation analysis and reasoning ability; Help students have the ability to demonstrate, summarize and read; Improve students' syntactic analysis ability. In the ability of syntactic analysis, remind students to understand correctly, otherwise it is inevitable to lose thousands of miles. For example, some students misunderstand when I want you to be free: "I hope you let me know when you are free." Because they regard when you are free as an adverbial clause of time, in fact, this is the object clause of formed, which means: "I really want you to tell me when you are free." It can be seen that it is very important to cultivate students' syntactic analysis ability for self-study.
To sum up, in order to improve the quality of English classroom teaching in middle schools, teachers must work hard in classroom teaching, overcome the main problems and take corresponding countermeasures. At the same time, students should also cooperate with the teacher's classroom teaching and listen carefully to improve the quality of classroom learning. Only with the joint efforts of both sides can English classroom teaching in middle schools achieve good results.