Paper Keywords: English teaching pressure

Abstract: Senior three students are a special group, and the teachers are also the objects that parents and leaders care about. The pressure of English teaching in senior three is hard to let go. This paper mainly analyzes the teaching pressure from two aspects: teachers and students, and finally puts forward the people-oriented teaching requirements.

Senior three students have always been a group of great concern to the society. Many factors, such as the pressure of entering a higher school, the competition among classmates, the ardent expectations of parents, and the diversified value orientation of society, make the psychological pressure of senior three students extremely heavy. The mental sub-health of senior three students needs the attention of parents, teachers and society. Only by reducing students' psychological burden can we really reduce students' burden in essence. Therefore, in addition to studying classroom teaching, senior three teachers should shoulder the responsibility of psychological decompression for senior three students.

Facing the pressure of college entrance examination, there are still many problems in English teaching in senior three in China, mainly in the following aspects:

First, the problems in the teaching of English teachers in senior three

In our country, there is a common phenomenon that English teaching in senior three takes a lot of time and has little effect, which is closely related to the misunderstanding of English teachers in senior three in their understanding and teaching practice.

1. Have a serious tendency to take exams.

Because of the baton of the college entrance examination, English learning in senior three is all about reviewing and doing problems, and there is almost no new knowledge to learn. Take the textbook of senior three in People's Education Press as an example. The book has unit 16, and most teachers usually stop at unit 10. Even the teaching of the first ten units focuses on explaining grammar and morphology. Crowd tactics are widely used, and all kinds of simulated test questions are flooding. In senior three English classes, there are few opportunities for teachers and students to communicate in English, let alone the tasks assigned by teachers to students to complete in English.

As a result of this exam-oriented training, students' skills and ability to do problems have indeed been strengthened, but their ability to actually use English language is extremely limited. Because examination is regarded as the only way to evaluate English learning, students are no longer exposed to fresh language materials, but only boring exercises; Students are not trained how to use the language, but how to guess the answer and how to cope with the exam.

2. The teaching forms and methods are outdated.

The author observed three open English classes in three different provincial model high schools, including a writing class, a reading class and a unit knowledge review class. Judging from these three carefully prepared classes, the English teaching methods in senior three are too old. As for other conventional English classroom teaching in senior three, this is especially true. In class, teachers tend to concentrate. After 45 minutes, the students had only a few pages of notes left.

English teachers in senior three seldom use various teaching forms and means. According to the author's investigation of our school and surrounding schools, the multimedia utilization rate in senior three schools has dropped sharply. The courseware made by teachers who use multimedia in class is basically the same. According to the author's analysis of most authoritative English teaching network senior three English courseware, more than 90% courseware simply piles up and lists the review points, turning the blackboard writing into a screen demonstration, from which no teaching innovation can be seen at all.

Second, senior three students in English learning problems

After entering senior three, students themselves become eager for quick success and instant benefit. What they want from the class is guidance on how to do problems and how to take exams. They think that teachers who improve their grades are good teachers. Therefore, there are many misunderstandings about English teaching and learning.

1. Pay more attention to knowledge learning and less attention to application ability.

There is a common phenomenon in senior three English learning, that is, students pay special attention to the topic selection of pronunciation, although this item only accounts for 10% of the total score of the college entrance examination. In their view, in order to ensure the accuracy of the problem, we must thoroughly master all kinds of grammar knowledge, various usages of sentence patterns and the meaning analysis of similar words. So they hold a thick English notebook and read it many times every morning and evening before they feel at ease. Once, I asked a classmate, can you really memorize so many entries and grammar rules every day? She replied, "I can still remember it at that time, but I forgot it when I was doing the problem." However, if you don't look at these, you always feel weak. What should I do if I am admitted? "

One month after I took over two experimental classes, I asked my classmates to write down their opinions and suggestions on my teaching without signing their names. A student wrote: "In your class, we feel relaxed and happy, and really exercise our English listening and speaking ability. However, after I was happy, I was more worried, because I didn't take many notes, and my heart was too lacking. Can such a class improve my problem-solving ability? "

2. Negative attitude and lack of motivation

Senior three students began to learn English from the fifth grade of primary school, but after seven years of contact, many students, especially science students, still have no interest and enthusiasm for English. They prefer to spend their time on improving their grades in math and physics, because these subjects can see progress in a short time. Indeed, language learning cannot be achieved overnight, so some students have made great efforts in English, but when they find that their academic performance has not improved or even declined after tests and examinations, they lose their interest and confidence in learning and fall into extreme pessimism and anxiety. Very few students even have resistance to English. They think that the study of English subjects has no practical significance to the development of life. So they are looking forward to the end of senior three and don't have to learn English anymore.

Third, measures to relieve stress.

In teaching, especially in senior three English teaching, if teachers can pay attention to the cultivation of students' good psychological quality, they can help students reduce their learning pressure. Based on this teaching experiment, the following suggestions are put forward: 1. Create an environment to stimulate students' motivation to learn English.

Teachers should create an environment for students to actively participate in learning activities. Every class starts with what students are interested in, and arouses students' emotions from the beginning of the class. Only when students actively participate in learning activities can their learning motivation and enthusiasm be stimulated.

2. Pay attention to students' individual differences and teach students in accordance with their aptitude.

Teachers need to clearly grasp students' existing knowledge level and students' interests, and link the teaching content with students' interests. At the same time, teachers should have different teaching plans when designing teaching, so as to create opportunities for success for each student and gain a sense of success.

3. Guide learning strategies to promote students' efficient learning.

"It is better to teach people to fish than to teach people to fish." Teachers should give proper training and guidance to learning strategies, so that students can master correct learning methods, thus improving learning efficiency and achieving twice the result with half the effort. This will invisibly increase students' self-confidence in learning, thus reducing the pressure of learning.

4. Carry out various teaching activities to enrich English learning channels.

Through various English teaching activities or extracurricular activities (including special activities of psychological expansion training), students' interest and enthusiasm in learning English are stimulated, so as to eliminate students' fear of English, reduce anxiety and achieve the purpose of relieving stress.

Fourth, call for humanized teaching.

Humanistic psychology is a psychological trend of thought that rose in the United States in 1950s and 1960s. The main representatives are A. Maslow and C. R. Rogers. Humanism emphasizes the importance of caring for human dignity and paying full attention to human subjectivity, will and views. It is emphasized that the basic principle of learning is to respect students, and learning is the full development of individual potential and personality. The educational goal of humanism points to students' creativity, purpose and significance, and it is to cultivate people who are positive, happy, psychologically healthy and can adapt to the changes of the times.

The enlightenment of humanistic learning view to English teaching is that when designing English teaching activities, we should take students' needs and interests as the starting point and design activities suitable for students' development, so that students are no longer afraid of learning English subjects, but full of expectations, so that students can learn English knowledge in interesting and relaxed activities and cultivate an optimistic and positive attitude.

References:

1. Douglas Brown. Teaching according to principles. Interactive language teaching method. Beijing: Foreign Language Teaching and Research Press, 200 1.

2. Encourage students to learn. Gravehill company, 1998.

3. McDonough.jo. Materials and methods in English teaching, a teacher's guide. Beijing beijing University Press 2004.

4. Chen Jialin, et al. Guidance on Senior High School Psychological Education, Nanjing: Nanjing Normal University Press, 2002.

5. Chen Lin. Interpretation of English Curriculum Standards in Senior High School (Experiment). Nanjing: Jiangsu Education Press, 2004.

6. Dong Yanping. Psycholinguistics and foreign language teaching. Beijing: Foreign Language Teaching and Research Press.

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