千里之行，始于足下。第2頁/共2頁精品文檔推薦英語本科畢業(yè)論文愉快教學(xué)法在初中英語教學(xué)中的研究本科畢業(yè)論文

愉快教學(xué)法在

初中英語教學(xué)中的研究

學(xué)生姓名：

學(xué)生學(xué)號：200310206081院（系）：外國語學(xué)院

年級專業(yè)：20XX級英語本科1班

指導(dǎo)教師：

二〇〇七年五月

OnHappyTeachingMethodInJuniorSchoolEnglish

ZhuYuanhong

UndertheSupervisionof

TangGuoping

SchoolofForeignLanguagesandCultures

PanzhihuaUniversity

May2007

Contents

AbstractI

KeyWordsI

摘要II

關(guān)鍵詞II

Introduction1

I.TheOriginofHappyTeaching3

II.TheCausesofHappyTeaching5

A.AnOutcomeofEducationalReform6

B.TheRequirementsofStudents6

C.AnInevitableTrend7

III.FunctionsoftheHappyTeaching7

IV.TheApplicationoftheHappyTeachinginJuniorSchool8

A.SeveralGamesforStudentsinClass9

B.ASituationfortheStudentstoStimulateTheirImagination9

C.UseofMultimedia10

D.InterestingStoriesfortheStudentsinClass10

E.EnglishContests10

F.RolePlaysfortheStudents11

Conclusion12

Acknowledgements13

Bibliography14

Abstract

DuetotheshortageofEnglishteachingmethod,theHappyTeachinghasbeenappliedwidely,especiallyinjuniorschools.Sinceitisapplied,ithasposedagreatchallengeforthetraditionalteachinginChina.

AlthoughtheHappyTeachingispopularwiththeteachersandstudentsinChina,itstillhasalongwaytogo.TheauthorofthepaperbeginswiththeimportanceofEnglish,theoriginofHappyTeaching,introducessomefunctionsofHappyTeaching,andmainlybringssomeadvicesabouthowtoapplytheHappyTeachingMethodinjuniorEnglish.

KeyWords

HappyTeaching;juniorEnglish;thetraditionalteaching

摘要

英語作為一門語言工具，在國際交流中扮演著別可替代的作用。英語的教學(xué)自然成了中國老師和學(xué)生共同關(guān)注的話題。愉快教學(xué)法在初中英語的運(yùn)用受到廣闊師生的歡迎。

愉快教學(xué)法在中國已慢慢為人們所同意,尤其在中學(xué)已得到廣泛應(yīng)用.本文作者從英語的重要性開始,談到了愉快教學(xué)法的起源,作用,及愉快教學(xué)法的具體應(yīng)用。

關(guān)鍵詞

愉快教學(xué)法;中學(xué)英語;傳統(tǒng)教學(xué)

Introduction

Atpresent,thedefectsofduck-feedingmethodhavebeenexposedgradually.Thus,theChinesegoverXXXentistryingtocarryouttheeducationalreform.Admittedly,traditionalteachingdoesmuchharmtostudentsincertaindegree.Indetails,studentsinChinadooutperformAmericanstudentsinrudimentaryknowledge,buttheyfindithardtoworkoutcreativeideas.Therefore,anewteachingmethod,HappyTeaching,comesintobeing.ThosewhoarenotfamiliarwithitmayaskwhatHappyTeachingis.Inshort,HappyTeachingmeansjoyfulstudy,entertaining,educating,andenriching.

“Invigoratingournationthrougheducation,scienceandtechnology”isasloganthathasspreadeverycornerinChina.Beingawareoftheimportanceofeducation,alargenumberofscholarshavedevotedtheirtimeandenergytothecourseoftheeducation.However,asthesayinggoes:“Thereisnoroyalroadtolearning.”Soiseducation.Educationisnotacoursethatcanbeeasilyachieved.Itisalwaysfullofchallenges.Nowadays,theUnitedStatesistheonlysuperpowerintheworld.Withoutdoubt,Englishisconsideredastheinternationallanguagetoexchangeinformation.Asacitizenofadevelopingcountry,Chineseparticularlyneedtolearntheadvancedtechnologyfromthedevelopedcountries.Therefore,ChinesestudentsoughttomasterEnglishwelltocontributetomotherland.What’smore,afterChinaentersintoWTO,sheisplungedintoaninternationalcompetitioninmanyaspects.Thus,inordertokeeppacewiththeworld,ChinesestudentsalsooughttolearnEnglishwell.Asamatteroffact,EnglishistaughtasaforeignlanguageinChina.StudentslearnEnglish,rangingfromprimaryschool,secondaryschool,andcollege.

AsforEnglishlearning,itisaheadachebothforteachersandstudentsinChina.Ontheteachers’part,theyareexploringthemostsuitablewaytoteachstudents.Onthestudents’part,somethinkthatpronunciationisverydifficult;whileothersclaimthatgrammarismuchmoretedious.Differentpeoplehavedifferentviews.Franklyspeaking,EnglishismorecomplexinsomeaspectscomparedwithChinese.Justtake

invertedsentencestructureforexample;therearealotofrulesforstudentstoremember.Whenandhowtouseit?ItisveryhardtounderstandforChinesestudents,fortherearenosuchcomplexinvertedsentencesinChinese.Asaresult,Chinesestudentsalwaysfeelpuzzledattheprocessoflearningandcannotuseitcorrectly.Especially,Englishismostdifficultforjuniorstudents,fortheyarephysicallyandemotionallyimmature.Theycannotconcentratethemselvesonthetediousgrammarfor45minutesandmayeasilylosetheirpassionandinterestinEnglish.Accordingly,reformandadjustmentareneededatonce.

I.TheOriginofHappyTeaching

AsfarastheoriginoftheHappyTeachingisconcerned,itcanbedividedintotwopartsbothinChinaandinwesterncountries.

InChina,theoriginofHappyTeachingcanbedatedbacktotheSpringandAutumnPeriod.GreateducatorConfuciussaidlikethis“學(xué)而時習(xí)之,別亦樂乎?”“知之著別如好之者，好之者.”Itsuggeststhatlearningitselfisfullofpleasureandstudentsareabletoobtainsatisfactioninemotion.Atthattime,Confuciushasrealizedthattheinterestoflearnerplaysanimportantroleinlearning.AndheregardstheHappyTeachingasthehighestrankoflearning.Later,hisconceptoflearningissucceededandexpandedbyhisstudents彥淵(YanYuan).“樂之入人也深，其化也”,whathemeansisthatmusichasmagicwhichcanimprovestudents’spirit.Andthereisafamousbooktheoldtext學(xué)記.ItexplainstheHappyTeachingindetails“道而弗牽則和，強(qiáng)而弗抑則易，開而弗達(dá)則思。和，易以思，可謂善于矣.”Inthissentence,“和”meanstheharmoniousrelationshipbetweenteachersandstudentsandthecontradictintheprocessoflearningshouldbesettledproperly.“易”meansstudentsdotheirstudyinarelaxedatmosphereandthentheywillnotconsiderthestudyasaterrifiedchannel.“思”meansthementalactivitiesintheprocessoflearning.Teachersneveranswerthequestiondirectly;whileonlygivethestudentsahint.Thus,studentscouldworkouttheanswersbythemselvesandgetasenseofsuccess.

Infact,thehistoryofHappyTeachinginChinaisquitelong.Inthepast,“pouring-in”typeofteachingdominatedtheeducationalcareerallthetime.However,therewerestillsomeboldeducatorswhohadputforwardtheconceptofHappyTeaching,suchas王嚴(yán)墾(WangYanken).Fromhispointofview“今教童子，必使其趨向鼓勵，中心歡躍，則其進(jìn)自別能已；譬之時雨春風(fēng)，沾被卉木，莫別萌動發(fā)越，自然日長月化.”O(jiān)therwise,thestudentswouldbeafraidoflearningandregardtheschoolasahell.Tosatisfythestudents,moreandmorescholarsareagainst“pouring-in”typeofteaching.Amongthem,梁啟超(LiangQichao)criticizesthe

traditionalteachingstrongly“必立監(jiān)佐史以蒞之，正襟危坐，以圈之，庭內(nèi)湫隘，養(yǎng)氣別腳，圈禁拘管，有如重囚，對卷茫然，更無生趣.”HesuggestedthattraditionalteachingshouldbereplacedbyHappyTeachingatonce.Owingtothoseeducators,HappyTeachingcandevelopsofast.Ofcourse,therewerealotofscholarsinChinawhohadcontributedthemselvestothedevelopmentofHappyTeaching.Herejustlistsafewofthem.

AsforthehistoryofHappyTeachinginwesterncountries,itoriginatedinancientGreek.SocratesisthefirstpersontoputforwardtheconceptofHappyTeachinginwesterncountries.Inhisopinion,theworkofteachersisnotonlyconfinedtotransmitthetruthandknowledge,theyshouldalsobeproducerofnewconcepts.HismindissucceededandexpandedbyhisstudentsAristotle.FromAristotle’spointofview,educationshouldbeconsistentwithstudents’naturaldevelopment.HealsogivesconsiderableexamplestoshowthepossibilityandnecessityofHappyTeaching.ThemostimportantcontributiontothedevelopmentofHappyTeachingishismusicalconcept.Later,withEuropeentryintoRenaissance,agroupofhumanismeducatorscallforthenatureofhumanbeings,whileabandoningreligiouseducation.Asanexplorerofteachingtheory,ComeniusexpoundswhatHappyTeachingissystematically.Hecriticizestheschoolsasslaughterhouseoftalentedstudents.HeexpresseshisopiniononteachinginthebookOnGreatTeachingthatteachingisawonderfulart.Hetriestoleavemoretimeandscopeforstudents.

Attheendofnineteenthcentury,AmericanscholarLorkexpoundshisview“Curiosityisthemotivetopursueknowledge”HerbertSpencerclaims“Teachingshouldbefullofjoy.”Whetherthestudentshaveobtainedpleasurefromlearningisanimportantcriterionforteaching.InGermany,Diesterweythinksthat“`thenatureofteachingdoesnotlieinteaching,butmotivation”HedemonstratesaseriesofprinciplesofHappyTeaching.Atthebeginningoftwentiethcentury,thereexistsseveralschoolsaboutconceptofteaching,buttheyshareonethingincommon,thatwas,allofthempaymuchattentiontoHappyTeaching.Deweyarguesthatteaching

shouldbeonthebasisofchildren’sinterest,forinterestisthesignalofcertainability.Themainjobofteacheristohelpstudentsfindoutsuchability.Besides,hesays“Schoolteachingisajointcoursethatneedsthecorporationbetweenteachersandstudents”.FormerSovietUnionscholarMakarovaKeexpresseshisidea“themostexcitingthinginlifeisfuture’sjoy.”Hedividesthehappinessintotwolevels,thelowerandthehigher.Thelowerlevelofhappinesscomesfromthebasicneeds,whilethehigherlevelcomesfromthesenseofsatisfaction.Heputsmuchemphasisonchildren’sindividualismandnaturaldevelopment.AftertheWorldWarII,withtherapiddevelopmentoftechnology,educationencountersnewchallengesatthattimeanditleadseducationexperimenttobecomeahotissuethen.HappyTeachingisputintopracticeandtestedintheexperiments.Sukhomlinputsforward“studentsshouldenjoythesenseofsuccess”.Teachersshouldtrytomakethestudentsengageinlearningunderaneaseatmosphere,feelsurprisedinfrontoftruthandrealizetheirpowerofwisdomduringlearning.Healsogivessomeconcreteinstructionstoteachers“Beseriousofchildren’scuriosityandgivethemcertainawardswhentheyachievealittle.”ThecoreoftheHappyTeachingisthatthestudentsarewillingtolearnandreadytoovercomethedifficulties.Inhisopinion,optimisticattitudewouldbringouthighspiritwhichisusefultostudy.Incontrast,fromthefamouseducatorBruner’spointofview,insidemotivationplaysthemostimportantroleinlearning.Interestinmaterialisthebestmotivationforstudents.Iftheyfindallthesubjectsareworthwhiletolearn,theywouldbeabsorbedinit.Toconclude,differentpeopleholddifferentviewaboutHappyTeaching,however,allofthemaccepttheinfluenceofit.ThehistoryofHappyTeachinginwesterncountriesisaslongasinChina.InDarwin’sopinion:“thefittestsurvive.”Withoutdoubt,HappyTeachingisthefittestanddevelopingdaybyday.

II.TheCausesofHappyTeaching

WhenitcomestoHappyTeaching,thecausesforitmaybecomplex,butthere

arethreemainreasonswhichcanaccountforit.

A.AnOutcomeofEducationalReform

InChina,itiswell-knownthatstudentsareoverburdenedwithhomeassigXXXents,crammedwithagreatnumberofintellectualfactsandworkingblindlyforhighergradesunderanossifiedteachingmethod.Consequently,studentsbecometiredoflearning.Theyhavenothingtodointheclassbutlisteningtotheteachercarefully.Gradually,theyfeeltedioustoattendtheclasses.What’smore,therelationbetweenteachersandstudentsarebecomingmoreandmoreintense.Nevertheless,howtochangetheterriblesituation?HappyTeachingisthebestchoice.Thankstoeducationalreform,HappyTeachingcanbepaidattention.HappyTeachingisdifferentfromtraditionalteaching.HappyTeachingstressesonintegrityandabilityequally.Anditisaimedatmaki