淺析培訓(xùn)機(jī)構(gòu)中的小學(xué)英語教學(xué)法概要

1、淺析培訓(xùn)機(jī)構(gòu)中的小學(xué)英語教學(xué)法以宜賓百思迪威為例摘要： 日前國家關(guān)于高考改革的消息讓風(fēng)靡中國幾十年的英語教學(xué)發(fā)生了翻天覆地的變化。不管是把英語高考分?jǐn)?shù)降到100分還是采用公共英語考試的模式，讓學(xué)生高中三年可以多次參加考試，取最高分，都使英語這一曾經(jīng)備受人們青睞的主要教學(xué)科目陷入了十分尷尬的境地。但是不管中學(xué)英語怎么變革，由于知識(shí)經(jīng)濟(jì)全球化和人們教育觀念的提升，小學(xué)英語在整個(gè)教學(xué)中還是受到人們?cè)絹碓蕉嗟闹匾?。然而，雖然學(xué)校英語教學(xué)在過去的幾十年里取得了不小的成就，但是小學(xué)英語培訓(xùn)機(jī)構(gòu)的迅猛發(fā)展，揭示了學(xué)校英語教學(xué)的缺陷和培訓(xùn)機(jī)構(gòu)在教學(xué)中的優(yōu)勢(shì)。本文通過對(duì)學(xué)校英語教學(xué)和培訓(xùn)機(jī)構(gòu)的對(duì)比，希望實(shí)現(xiàn)二者

2、的優(yōu)劣互補(bǔ)，以幫助學(xué)生更好地學(xué)習(xí)英語，真正的提高他們的英語能力。關(guān)鍵詞：小學(xué)英語教育； 培訓(xùn)機(jī)構(gòu)； 學(xué)校英語教育； 優(yōu)勢(shì)； 優(yōu)劣互補(bǔ)On Primary English Teaching Methodology of Training institutionTaking the Best Way for ExampleAbstractRecently, the news of the reform about college entrance examination system has provoked a dramatic controversy. No matter lowering t

3、he grade of English or changing the present college entrance examination mode that only attaches an importance to the grade of basic subjects such as Chinese, English, mathematics, or politics to two modes, one of which is the old mode, and another is the examination of professional craftsmanship, i

4、t seems as a high time for people to think about the present education. Although the middle school English education is in a very situation, as peoples teaching philosophy has constantly enhanced these years, elementary English education is receiving an increasingly attention. Primary English learni

5、ng plays an extremely role in the whole process of English study. But the rapid development of primary English training institution gives rise to the thinking why it emerges? The reason is that it possesses the advantages in terms of teacher, teaching material, teaching mode and teaching methodology

6、 while school teaching has its disadvantages, despite the latter has made some progresses as well during the past years. This paper, comparing the training institution with school teaching, aims to complement each others advantages for the purpose of helping Ss learn English better and indeed promot

7、e their English ability. Key Words: training institution; school teaching; advantage; complement; promote AcknowledgementsHow time flies, the time of graduating from this university, where I spend my four years and achieve many knowledge, is around the corner. At the end of the college life, I want

8、to express my deep gratitude to those people who are significant for me.Firstly, I have to show my appreciation from the bittern of my heart to my supervisor, Zhu Xiaojuan, who has guided me through the whole process of writing this paper. Despite we were not known for each other before, she patient

9、ly gave me directions and suggestion about my paper, and carefully revise my paper. With her help, I have learned the final lesson in my college study. Also, it is indispensible to thank all the teachers during my university study. It is your academic advising that build a foundation for my lifelong

10、 learning.Secondly, I have to be grateful for my dear schoolmates who gave me a hand when I got into trouble. Especially when I write this paper, you are so earnest that answer my stupid questions.At last, I would like to send my best wishes to my mother school-YiBin university. IntroductionTo some

11、extent, there exist some problems in most of the primary schools teaching, for instance, teacher, teaching mode, teaching material or teaching method. Under the circumstances, English training institutions emerge at the right moment and become a complement of school teaching. Some outstanding instit

12、utions play the role so much as surpassing the school teaching which we regard as the main body of education as a matter of course. Why can the English training institution, especially the primary English training institution develop in such a good trend? One reason is due to the defect of school te

13、aching and the other reason is based on the virtue of institution. This thesis, with the survey conducted by author on the several main training institutions in Yi Bin and her own teaching experience in the BEST WAY which is established only for primary English training, intends to lead to the merit

14、s of training institution from the present demerit situation of school teaching, and to combine the methods that both of the training institution and school teaching should learn from each other to promote Ss ability of English, stimulate their interests of studying and increase the efficiency of te

15、aching. This paper will be outlined into three main parts. After the introduction, the author is to firstly present the school demerits they are faced with today, which can directly lead to the merits of training institution that will be stressed in this paper. Having compared the primary English te

16、aching between primary school and training institution, the author is going to come up with some solutions to help school making perfections in its primary English teaching. . The Demerit of School TeachingDespite the primary school has made some progresses as well during the past years, inevitably,

17、 there are still some demerits of school teaching. Here the author will illustrate several aspects of the demerits as follows. A. The Weakness of Teachers ProfessionalizationTeacher is the principal part in teaching and is responsible for Ss, and according to Pedagogy, teacher is the facilitator in

18、Ss learning process(Li, 62), so possessing high-qualities is significant for teacher, and to build a teacher group of high quality is the fundamental assurance of primary English education. Nevertheless, the fact is that numerous teachers are reluctant to be a full-time primary school teacher for on

19、e reason that the low salary cannot afford their living expenses, and on the other hand, they believe that being a primary teacher makes them be devalued and fail to make their talents fully demonstrate. Therefore, not many teachers put their heart and soul into primary English teaching, even the fu

20、ll-time teachers, much less the amateurs who spare his time and vigor to other profession. For the sake of avoiding the embarrassment of no teacher, some primary schools redeploy teachers from one course to another or provide opportunities for teachers having lessons as their part time job, which ma

21、kes the so called “teacher” can not guarantee his or her English proficiency. The outcome of this measure only can be a tragedy for primary English teaching. (Statistics Canada, 73-80)B. The Unreasonable Arrangement of Teaching MaterialAlong with the promulgation of the Primary English Curriculum St

22、andards in 2002 to 2003, endowing different districts with the right to choose different teaching materials according to their matter of fact, the primary English teaching materials have been showing a trend of diversification. It would have been a good thing of being independent, whereas, some dist

23、ricts change their materials frequently and a number of the materials are unreasonably arranged so that school teachings are disabled to achieve apparent success for a long time. For instance, the lack of vitality makes it hard to draw Ss attention and interests, but in contrast, excessively attachi

24、ng importance to interests may cause formalism. Only a few schools can deal with it very well between knowledge and interests. They have headed to the two ultimates, -highly-knowledge or highly-interests, neither of which are beneficial for Ss. Furthermore, the unseemly arrangement of the difficulti

25、es brings Ss into trouble of understanding. When compiling the teaching material, some teachers cant be considerately aware of Ss distinctions of the knowledge they have controlled, let alone compiling the textbook on the foundation of their differences. In addition, a number of schools cant do well

26、 in the link and transition between materials so that Ss are incapable of keeping the pace with studying and have difficulty in producing some association of ideas within different knowledge. Last but not least, many contents of the teaching materials are separated from Ss real life. According to a

27、survey, 34 percent of the Ss reckon that their teaching contents are outdated and boring, being unable to keep pace of the development of society.(Tan,Ying. 7) On account of that school teaching materials are isolated from Ss real life, Ss become bemused and confused. They dont know what to learn an

28、d how to learn, thereby losing their studying interests and studying goals. C. The Demerit of Teaching ModeSchool teaching mode, firstly, following Herbarts teaching idea of teacher-centeredness and textbook-centeredness(Tan Dongqi. et al，13), emphasizes teachers unilaterally imparting knowledge int

29、o Ss without thinking about Ss reaction. This teaching mode, not only can not latch Ss subject consciousness, hampering their development of characteristics, but also cut off their connection and cooperation with each other which may cause the problem of learning English passively, thus existing gre

30、at discrepancies of their study. Secondly, for the class size, each class always contains dozens of Ss, and the so called small class usually at least is composed of thirty to forty Ss which makes it hard or even impossible for teacher to look after every student in the class, but only focuses on se

31、veral active or prominent Ss with ignoring the concerning on other “ordinary” Ss. (Ma,Xu, 182) Consequently, most of the Ss loss their interests of learning English due to teachers overlook. However, in such a multiplayer-accommodated class, the more mediocre you are, the more indifference you get,

32、causing a vicious cycle. . Advantages of Primary English Training InstitutionBeing contrary to school teaching, primary English training institution has its own unique overwhelming advantages in teachers, teaching material, teaching mode and especially teaching methodology which this paper will emph

33、asize on particularly. The reasons are as follows.A. TeacherFirst of all, although many teachers in training institution graduated from technical college or an obscure university, they, most of whom are young people, access to the opportunity of training before induction. So they are absolutely comp

34、etent for the job. Secondly, being different from the public school teachers who are guaranteed by the staffing level and become sluggish with his profession which means as what I have said previously, they cant devote all their heart and soul into primary teaching, training institution teachers are

35、 pressed from their accomplishment.(Liu Tiantian, 207) But even so, they are willing and enthusiastic to work in such a circumstance for the high salary that may be several times higher than that of school. More often than not, in order to strive for a better performance or earn more money, a variet

36、y of teachers more vigorously throw themselves into work. In training institution, for example in BEST WAY, teachers are offered different positions, some are specially responsible for teaching, and some take charge of administrating the whole class, such as dealing with a fight between students, or

37、 some are occupied with contacting with parents, informing them their childrens performances, including their studying achievements and learning states or some like that, and getting feedback from parents which can help institution be aware of their requirements and accordingly nurture their childre

38、n. In this way, teachers are able to absorbedly study their respective domain instead of supervising the mess of whole class by one teacher like school, thus, promoting their working efficiency. B. Teaching Material Material selections in training institution are usually prudent for achieving a good

39、 teaching result which is the source in attracting students. Their teaching materials, compiled by experts, are adopted to realize teaching effectiveness, and to some extent, have their own unique merit from Educational Psychological aspects. BEST WAY, for example, adopts a set of teaching materials

40、 written by Li Xiwei who is the professor in Beijing Normal University and has been engaged himself in primary English teaching for many years, also, is the founder of BEST WAY training institution. This series are divided into three phases, and each phase contains two books, as 1A, 1B, 2A, 2B, and

41、3A, 3B. From 1A to 3B, the difficulty of the knowledge increase with layers and each part has its respective emphasize. The phase one, grade 1A and 1B, are designed to form Ss sense of English in some English chant, songs, or some daily or common expressions which can also stir up Ss interests of le

42、arning English. And the phase two, named as voice crash course, is regarded as the most efficient and practical part which the school teaching material can not match. It aims to teach Ss the fundamental or common method in spelling and reading words with the massive vivid imaginary generalizations o

43、f the pronunciation rules, always, each generalization is equipped with a formulas. Such as the letter group of “ck”, are usually pronounced as “k”. And the formulas is 過年好，把頭磕，紅包拿來“k, k, k”（because the different pronunciation and rhyme between Chinese and English, this sentence would better remain

44、its origin）. By this way, it enables Ss the ability of recognition and improves their ability of remembering new words. As the phase three, is intended to teach Ss how to write a whole sentence, involving to some simple grammars that can be accepted by a child.C. Teaching ModeTraining institutions h

45、old the learner-centered teaching idea originated from the famous educatorDe Way(134-146). This is a teaching idea that calls for the importance of student who is the main part in education, and teacher plays a role as facilitator. Training institution pay more attention to the combination of heuris

46、tic education and interactive education, to facilitate the interaction between teachers and students, students and students which are professionally called longitudinal dialogue and horizontal dialogue. This teaching mode is popular with Ss because it is fresh and interesting for them. And on the ot

47、her hand, under the circumstance, the activities are easily carried out and going on. The so impassioned class atmosphere can take Ss passion out that makes them more spontaneous and active to take part in the collective learning and discussion. So we can constantly see the active atmosphere in trai

48、ning institution that Ss fall over each other to answer the questions asked by teachers or abandon themselves into a discussion as if there didnt exist their teacher. In addition, the size of class in training institution is usually marked out in different pattern. There are also large classes, smal

49、l class or even one-to-one mode. And even the large class, the number of Ss never exceeds thirty, which makes the teaching in training institution more target than school teaching. Regardless of the one-to-one pattern, lets look at the ordinary class. Owing to the relatively small number of the Ss a

50、nd the specific division labor of teachers, they have more vigor and time to care about almost every student in the class and accordingly to meet their demands. Indeed, in some training institution, each student is assigned to one teacher, that is to say, the teacher is responsible for this student.

51、 In BEST WAY, as the author know, the teacher has to call each parents up to give an account of their childs learning performance every week. In this case, if there is any problem for Ss on their study, teachers and their parents can detect as early as possible.D. Teaching MethodologyIn terms of tea

52、ching methodology, training institutions tend to be more diversified and vivid. The teaching style of each teacher is different from another and has its own characteristics. Teachers often adopt different teaching method according to the different teaching content. In BEST WAY, each lesson must has

53、light spots which means teachers use a variety of teaching skills to vividly illustrate the complicated and boring language point to stimulate Ss English learning interests, thus leaving Ss a great impression that will never be forgettable. The most typical teaching methodology in BEST WAY are TPR t

54、eaching method- Task-Based teaching method and Interactive teaching method.1. TPR teaching methodDuring the recent years, TPR teaching method, based on some convictive theories ,is widely used in primary English education due to the flexible and interesting teaching form. a. TPR theoretical basisTPR

55、(Total Physical Response methodology), a teaching method, was presented by American psychology professor James Asher in 1960s, who advocated the combination of language and action, and taught language through doing some body actions. He believes that a relaxed learning environment is most efficient

56、for English learning instead of a straining one which would make Ss irritable.(Asher, 24-27) Teachers, on the one hand, should provide Ss opportunities as many as possible to listen to the English, on the other hand, should also create more situations for Ss to do action accordingly. TPR, according

57、to Asher, can be widely used in various levels of language instruction, nevertheless, it is considered as the most beneficial in primary English study on the condition of Ss advantages in imitating and remodeling. ( Shuhan C, 35-37) At the same time, it complies with the law of childrens linguistic

58、development. In particular, there are two teaching theories-behavioristic psychology and education psychology, being the foundation of those two views. Behavioristic PsychologyBehavioristic Psychology is the theoretical basis of imitating. It comes from Watsons theory of conditioning who inherited a

59、nd developed from Ivan Pavlov. He deemed peoples behaviors, including study, are acquired postnatal, no matter a good or bad behavior. The theoretical model of Behavioristic Psychology is SR. S means stimulating and R means response. (Watson, 221) We can see from the model that stimulating plays a crucial role in study. It is