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  • 《儿童智能英语》的教学特点(2004-5-20)
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    《儿童智能英语》与传统教学的区别
    更新日期:2004年5月20日                    浏览次数:91

    《儿童智能英语》与传统和习惯了的教学方法比较起来,有如下十个方面的不同:
    Compared with the teaching ways that we were used to, our present method has the following ten differences
    一, 过去的教学十分注意听、说、读、写的并举,要求学生同时完We used to make the students learning to listen, to speak, to
    成这些任务。可《儿童智能英语》教学系列则要求学生分段进
    read and to write all at the same time, and yet, our present series of
    行。虽然到小学毕业时必定能够达到掌握大约1000个单词及
    Children’s ID English have cut it into stages. With the “four
    短语,并形成“四会”的能力,但在小学低年级阶段却暂时不
    abilities” of skillfully using about 1000 words and phrases upon
    要求阅读和书写。因此,在第六册以前,低年级阶段,教师并
    graduation, the students don’t have to read and write at the first
    不要求学生拼写和做书面作业。这样做的结果,使小学生在
    Stages. And so, while learning, the children of lower grades do not
    开始学习英语之初就能形成较浓厚的兴趣。
    have any burden of word spelling or written homework. As a
    result, they will feel it’s a fun to learn English.
    二, 教师心里有教学目标。他象体育教练一样为达目标而教学。
    As a sports coach, the teacher has a target to achieve in his mind.
    过去,教师的备课主要是备课文,围绕课文走。成功地将课文
    In the past, while preparing our lessons, we focused on the text and we would feel we have successfully fulfilled our work once we
    讲解清楚、练习好,这样,就算是比较成功的教学了。而现在
    have explained the text and given certain exercises around the text.
    But now, it’s quite different. The teachers should have their
    不同,教师要备的不仅仅是课文,还有学生。作为整体的学生
    students in mind while preparing their lessons. For instance,
    weather or not the progress of the whole class is proper, how far
    能力进度如何,距离本学期的目标还有多远。作为具体的个体
    are they now from their target education. Is there any possibility of
    学生,他们是否还有余力、有吃不饱的现象,哪些还有困难,
    supplementing more, or are there any children who are still in need
    为什么暂时跟不上,需要怎样的加强,等等。这些都是备课的
    of reinforcement. And all these are something that a teacher should
    主要内容之一。
    have in mind while preparing his work.

    三, 我们习惯上将考试当作是考察学生学习水平的手段,所以考试
    We used to test the students’ ability through examination paper.
    一般在期中和期末进行。可是《儿童智能英语》教学要求则不
    Therefore, we have mid-term and final examinations. But now, we
    need to have constant tests upon the students’ abilities in classes.
    同,对学生的测试在课堂教学中不断地进行着。因此,考试不
    And so, the final examination will be one of the many tests that the
    过是将课堂上经过的许多次练习重做一次而已。所以学生对于
    children have experienced in class. And that, of course, will not
    考试并不会产生精神负担。
    worry the children.
    四, 过去,比较优秀的课堂教学方法往往是:通过提问、练习等方
    Our traditional way of evaluating a demonstration class is to see if
    the teacher follow a certain procedure, which might be: Beginning
    with questions, and through which the children may have some
    式复习旧课,用巧妙的方式引入新课,突出重点的练习和讲解,
    chance to review the materials that they just learned in the last
    period, and by an invention of excellent joint work, the children are
    perhaps to be led to the new text. The teacher is supposed to
    加强难点的讲解,再进行新课内容的复习、总结,然后课堂结
    pick out some important points and problems, emphasize them, so as
    to make sure that the children keep them in mind before class is over.
    束。但《儿童智能英语》教学方法则与此不同,它要求教师
    However, we provide a different picture for this. We invent games
    注意将课堂教学的时间基本上都用来进行实践性游戏。游戏
    in which the children are led to practice for almost all the time. The
    purpose of which is to encourage the children to use again and again
    的目的是为了让学生们熟练地运用所有曾经学过的表达方法。
    the expressions they have learned in the past. The games might be
    游戏的方式可以是多种多样的(可以唱唱跳跳,但不一定非唱
    of much difference (they are not necessarily singing and dancing)
    When the teacher prepares the lesson, he might purposely choose
    唱跳跳不可),教师在准备课程时就注意选择过去所学习和使
    and adopt the words, phrases and expressions the children have
    用过的词汇、短语、表达方式等,使它们出现的次数越多越好。
    learned and put the words to use. The more the better. This is a
    这种方式虽是复习,但更是训练。而每次上课所应当加入的新
    kind of training rather than reviewing. The teacher doesn’t have
    的内容,也就是新课的内容,却不需要花费太多的时间。因为
    to spend too much time in teaching the new materials, for the
    以后还会用大量的时间去使用它们。如果以每一节课40分钟
    exercise of that might be put off until the future classes. If
    计算,大约五分之四的时间用来进行实践性练习,五分之一的
    there’re forty minutes in each period, there must be four fifths of
    the time devoted to the practical exercises, while one fifth of the
    时间用来上新课。因此,从这个意义上讲,课堂教学中并没有
    class time used for the text reading or explaining. And in this sense,
    什么“重点和难点”。
    we don’t have anything like “important points and problems”.。
    教师脑子里不断记住本学期的阶段目标和最终目标。以
    The teacher has the target education of the stage and of the whole
    达到和熟练地达到目标为满足,而不仅仅是以完成课本上面的
    primary school days in mind, and he should not be satisfied with
    内容、课文内容为满足。
    what they have done with the texts.
    五, 因此,坚持每一节课都能运用过去所学过的东西进行实践,使
    Therefore, the children will have a time of practical speaking and
    listening with the material they have learned. The practice is with
    实践游戏化、多样化,培养交流气氛,这样,许多害羞、胆小、
    fun, with a variety, and the class will be full of communicative
    atmosphere. And thus, some shy and timid children, children who
    不愿意在公众面前说话的孩子们都会变的开放起来。
    don’t like to communicate will become open and active.
    六, 坚持训练下去就行。少数学生有些慢并不要紧。学生个人的程
    So long as we persist in doing this, we will soon find we can reach
    somewhere. If some children are slower, we are not to be worried.
    度都在变化之中,这一节课不行,下一节课行,现在不行将来
    For every child is in the process of changing and developing. He is
    today slow, but perhaps in the next period, he is not. He seems to
    行,本学期不行,下学期行。正因为它是一种反复训练的教学
    be dull now, and he might become bright in the future time.
    Because we are persist in training and training, the parents and the
    方式,因此家长和教师都不必为学生的暂时落后而着急。
    teachers don’t have to be worried for the temporary unsatisfactory
    feedback.
    七, 在学生的起步阶段,每一课都是一个主题,其主题所涉及的表
    On the first stages, each text provides a theme, around which there
    达方式其实很多,而课文的内容又不可能涵盖一切,所以,一
    are other relevant expressions. The teacher would not just follow
    个好的老师,不会象教书匠那样依照课文的进度按部就班地
    the text itself. He might give more, to make the students more
    走下去,还应当增加必要的表达方法,强化方法,从而使自己
    expressive. Whatever he gives, he should memorize them, have
    的教学更加富有创造和效率。可是,所增加的东西应当记下来,
    them in mind, so that they should be used in
    以便将来经常地使用它们。
    the future practices.
    八, 用老的方法可以使用中文讲解英文的概念,指导学生做题。但
    In our old ways, teachers spend a part of the class time to explain,
    and often with Chinese, telling the students how to pass the exam.
    现在,为了训练学生,教师必须使自己有一个准确的发音,必
    But now, to train the children, one should have a good
    须不断提高自己的口语水平。
    pronunciation, have a good command of oral English. And in this
    way, the teachers will have a chance to improve their English.
    九, 由于有了前面的听、说阶段,所以到了后面的阅读理解和书写
    Because of the first stages of listening and speaking, the children
    阶段,教师相对比较轻松。 因为学生已经对相同的语言现象有
    won’t have as many difficulties when they come to the stage of
    了听和说的经验,所以,当要求他们书写和阅读时,他们仍有
    reading and writing. For they have already frequently used those
    熟悉的感觉。所以,教师可以在继续加强口语训练的同时,逐
    words and expressions, and they are quite familiar with them.
    渐进入书写阶段。让孩子们不感到英语很难。
    And during this period, the oral ability is still important, while the
    reading and written work come by naturally without baffling the
    children.

    十, 对于音标,就象对待文字一样,让它们先在学生的眼前出现,
    As what we have dealt with words, we let the international phonetic symbols appear in books for some semesters, let the
    待出现一段时间之后,再让学生会认,会读。但并不要求他
    children see them. And then, we tell them how to recognize and
    how to read individual symbols. And yet, they don’t have to be
    们会写、能背。对于语法,我们遵循“先实践后总结”的原则,
    able to write and memorize them. As to grammar, we act
    according to the principal of “practicing first and summarizing
    先让孩子们接触,然后引导他们去总结规律。总结规律的目
    followed.” We let them contact the grammatical structures,
    understand the sentences, and then, we lead them in finding out
    的是为了句子使用正确,而不需要去记忆语法规则,不用考
    the rules. We know the rules, not for the purpose of passing
    examinations, but for the purpose of using correct English. That’s
    核学生对于语法概念的掌握。
    why the children do not have to memorize the conceptions of
    grammar.




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