Paper Keywords: the new curriculum standard Chinese knowledge teaching to create a situation
The new curriculum standard points out that the goal of foreign language teaching is to cultivate students' ability to use language knowledge and skills in communication. Students' mastery of language knowledge directly affects the formation of language skills, which is an important basis for the development of language skills. This paper expounds how to teach language knowledge under the new curriculum reform. ?
The implementation of the new English curriculum standards not only provides a broader language learning platform for teachers and students, but also puts forward new requirements and challenges for English teaching. The new curriculum standard follows the principle of "applying what you have learned, applying what you have learned, applying what you have learned, and applying what you have learned", and provides students with a variety of learning methods such as inquiry, discovery and task, in an effort to gradually enable students to acquire the ability of autonomous learning. Each module of the new textbook revolves around a topic, organically integrating language knowledge objectives, language skills objectives, learning strategies, cultural background knowledge, emotional attitudes and tasks, and striving to embody vocabulary, grammar items, listening, speaking, reading and writing, so as to deepen memory, understanding and facilitate application. The new curriculum standard also describes the goal and specifies the vocabulary of language knowledge teaching at all levels. Its main purpose is to emphasize that students should learn to express their meaning, transmit information and exchange emotions with what they have learned in real language situations. Below, the author talks about his own views on how to teach Chinese knowledge under the background of the new curriculum reform.
First of all, teachers' teaching concept of language knowledge should be changed.
Language knowledge is the basis of forming language skills; Talking about pragmatic competence without language knowledge is a tree without roots and water without sources. In the classroom, the teacher is a teacher of language knowledge, but don't think that as long as the language knowledge of this class is instilled in the students, the teaching task is completed. In fact, this is far from enough. In the goal setting of senior high school English curriculum standards, the concept of "language use" is highlighted. Therefore, teachers should fully develop students' language ability and thinking ability in the process of imparting language knowledge, so as to improve students' comprehensive language application ability. Specifically, teachers should think about four aspects in teaching: (1) What kind of language knowledge does this course teach students? (2) How to teach these language knowledge is valuable? (3) What is the purpose of imparting these language knowledge? (4) What kind of knowledge, attitude and ability should students have? In short, only when teachers fully understand the curriculum standards and change their teaching concepts in time can they truly gradually implement the basic concepts of the new curriculum standards.
Second, language knowledge teaching focuses on acquiring communicative competence.
The most important function of language is that human beings exchange thoughts and feelings with each other and engage in social communication. Human beings learn and master languages for communication, and communicative competence is human.
The ability to communicate with others in language. Social linguist Heimers believes that foreign language learners only acquire "communicative competence".
Ability) is not enough. In English teaching, language is the carrier and pragmatics is the ultimate goal of teaching. Therefore, it is necessary to attach importance to and strengthen students' practical language use ability. In classroom teaching, teachers should carefully design various communication activities and dare to let students practice and explore boldly.
In teaching, teachers should not only attach importance to the form of language, but also ignore the meaning and function of language. For example, teacher: Tom, can you read this article? Student: Yes. The student answered "yes", but said nothing. Obviously, the teacher meant to ask the students to read the article aloud, but the students understood it as a question and only answered it literally. I also heard a joke: A foreigner saw a little boy from China reading an English magazine while walking in the park. He was quite surprised: at that time, the quality of foreign language education in China was so high that even children could read foreign language magazines, so he wanted to go forward and find out, but all he could think about was children. The little boy said politely, "I'm sorry." The foreigner quickly said, "I'm sorry, too." But just then, the little boy said without thinking, "I'm sorry, three." Then the following dialogue happened: Foreigner: What are you sorry for? "Boy:" Sorry, five. "We won't discuss the truth of this joke for the time being, but it also reflects from one side that sometimes our teachers only pay attention to the form of language teaching, just to cope with the entrance examination.
And blindly instill those boring and communicative language knowledge.
It can be seen that when teaching language knowledge, teachers should explain communicative application occasions to students, so that students can truly understand the communicative function of language. When teaching the Olympic Mathematics, the author designed the classroom teaching as follows: (1) Five students simulated the scene on the physical education class and gave a presentation to the students on duty. (2) Introducing new Olympic courses through sports performed by students.
Games. (3) Students' report preview content: sports knowledge and understanding of the Olympic Games and Asian Games. (4) Play the slides, let the students guess and teach the names of the sports represented by various pictures. (5) Turn off the slide show and let the students perform various sports one by one. Let the rest of the students answer first: "What sports?" Sports is one of the topics that students are deeply interested in, but students in rural areas know little about fencing, figure skating, judo and other sports. If our teacher only teaches some fragmentary sports words, but can't match the words with sports, then students only learn the language, but don't know its actual connotation.
Third, teaching should create situations.
The new curriculum advocates cultivating students' ability to do things with language. In order to cultivate students' ability, teachers should create meaningful classroom teaching situations to help students understand the meaning of language in real communication activities. The so-called context, Leech's explanation is: any background knowledge that the speaker and listener have that is useful for discourse interpretation.
Starting from the goal of developing students' comprehensive language ability, curriculum standards attach importance to emotion, strategy and culture as curriculum content. Emphasize students' experience and practice in specific learning methods, and emphasize students' language application ability at a certain level. This requires students to achieve communication accuracy, fluency and appropriateness in the context. Therefore, in the teaching of language knowledge, we should not only pay attention to the language form, but also fully consider the context. There are many polysemous words in English. Once these words leave a specific context, their meanings will be blurred. In the sentence "I'll drive you to the bank", the context of expression makes readers puzzled. If you add a sentence "This is a good place to swim" or "You can get money there" after it, the ambiguity will be eliminated.
Fourth, vigorously advocate the task-based teaching model.
The curriculum standard sets the teaching objectives at all levels with the expression that students can do something, and clearly emphasizes that teachers should avoid using the teaching method of simply imparting language knowledge, but should try to adopt the "task-based teaching method". Task-based language teaching is the mainstream of western progressive teaching schools in recent years and the development of communicative teaching method. The theoretical basis is based on the research results of language acquisition. Krashen emphasized that mastering language is mostly the result of knowledge in communication activities, rather than the result of simply training language skills and students' language knowledge.
According to this theory, task-based teaching method pays more attention to designing various tasks in classroom teaching. Students perceive, experience and explore language knowledge in the process of completing various tasks. Language knowledge is pragmatic, contextual and semantic, which is in line with students' real interests. In view of the practical difficulties in students' language use, the interaction between teachers and students will help students to use language knowledge and finally achieve the goal of mastering the language.