The Views on English Classroom Teaching Decisionmaking and Techniques in Middle Schools

1、論中學(xué)英語課堂教學(xué)的決策與技巧the views on english classroom teaching decision-making and techniques in middle schoolscontentsabstract.1key words.1i. introduction.2ii. the theory in english classroom teaching 2iii. the english classroom teaching organization43.1 the english classroom teaching tactics, teaching app

2、roaches and teaching conditions.43.2 the effect factors, classroom managing and standard survey.63.3 the language structures, classroom information, psychology state and teaching plan.7iv. the english classroom teaching implement.94.1 the main problem which exist in the english classroom teaching an

3、d the important teaching measure and approaches.94.2 the english classroom teaching request.104.3 the english classroom imparting lessons process and techniques.11v. the teachers and the students factors, the students study autonomy and culture teaching in the english classroom teaching.12vi. conclu

4、sion.14references.15摘 要： 現(xiàn)在有很多教師正在思考中學(xué)英語課堂教學(xué)決策和技巧問題，他們希望能夠找到有效的英語教學(xué)決策和技巧以提高教學(xué)質(zhì)量和學(xué)生的成績(jī)。隨著國(guó)際交流與合作的加強(qiáng)，現(xiàn)在越來越多的人正在學(xué)習(xí)英語,英語教學(xué)變得越來越重要。在英語課堂教學(xué)的過程中,教師在教授英語知識(shí)的同時(shí),還要注意學(xué)生英語學(xué)習(xí)方法的傳授。教師上課要注重教學(xué)互動(dòng)，引導(dǎo)學(xué)生主動(dòng)地學(xué)習(xí)，激發(fā)學(xué)生學(xué)習(xí)英語的興趣，讓學(xué)生有充分展示知識(shí)和能力的機(jī)會(huì)，同時(shí)還要注重現(xiàn)代教學(xué)手段的使用。無論如何，英語課堂教學(xué)的決策和技巧要著眼于學(xué)生在學(xué)習(xí)英語知識(shí)的同時(shí)，還要注重學(xué)習(xí)方法的學(xué)習(xí)，要著眼于培養(yǎng)學(xué)生英語聽、說、讀、寫的技能

5、和綜合運(yùn)用英語語言的技能。關(guān)鍵詞：教學(xué)策略；課堂管理；教學(xué)途徑；教學(xué)技巧；學(xué)習(xí)主動(dòng)性abstract: now many teachers are thinking about the english classroom teaching decision-making and techniques in middle schools. they hope that they can find the effective english teaching decision-making and techniques in order to improve the english teachin

6、g quality and the performance of the students. as the strengthening of the international communication and cooperation, now more and more people are studying english, the english teaching become more and more important. in the english classroom teaching, the teachers should pay attention to the impa

7、rting of the students english studying methods while teaching students english knowledge. the teachers should stress the teaching and studying improved together, lead students to study positively, stimulate the interest of the students english study, let students have the chance to show their knowle

8、dge and ability, at the same time, the teachers also should stress the using of the modern teaching approaches. however, the english classroom teaching need to be connect with the students should stress the study of the english studying methods while studying english knowledge, need to be connect wi

9、th developing students english listening, speaking, reading and writing ability and using english knowledge ability synthetically. key words: teaching tactics; classroom managing; teaching approaches; teaching techniques; study autonomyi. introductionnow many researchers are researching for the engl

10、ish teaching approaches in china and in others countries. the researchers think that english teaching needs to be stressed on the students english study autonomy, english study interests, study methods and the improvement of the teaching approaches. the teachers should organize the english classroom

11、 teaching by all kinds of approaches. the question that how to organize the english classroom teaching is a valuable question. as strengthened in the international communication and cooperation, the english language plays an important role in the international communication and cooperation. now more

12、 and more people are studying english. the english teaching cant meet the need of the reality in many middle schools. the learners need to find the practical english studying approaches. the supply of the effective english teaching methods for the english classroom teaching is very important. by the

13、 methods, the teachers can improve their teaching quality, and the learners can promote their performance in english. in order to promote english teaching, people need to find the english classroom teaching decision-making and techniques in middle schools.ii. the theory in english classroom teaching

14、 in the class, the teachers should perform important actions, the teachers should control the classroom discipline, and make the students have lessons attentively. the teachers should impart their language knowledge and skills to their students through all kinds of approaches, and make their student

15、s master them. at the same time, the teachers should organize the classroom teaching effectively and let the classroom atmosphere active.the teachers should adopt some approaches in order to create the good classroom psychology atmosphere, and the teachers should know the students psychology state a

16、nd study emotions. at the same time, the teachers and the students should establish the good classroom study conditions through communication, respect and understand each other. the teachers need to pay attention to the students expression, action, attention in order to know the students study condi

17、tions and study attitude. the teachers should create harmonious classroom atmosphere and let the students keep positive psychology state. the teachers should praise the students properly, and the students should treasure the classes that the teachers teach.many researchers are always discussing the

18、questions about learners language system structure. most of them think that learners language system and skills should be developed as soon as possible. the process of chinese language acquisition is thought to be unique.an interesting piece of evidence for this was offered by zhou xuan, the assista

19、nt to the president of nanjing university. zhou noted chinese students have a particularly strong academic record at foreign universities. this is believed, he said, to be influenced by the nature of chinese language acquisition and the way in which it stimulates the development of the brain from a

20、young age. some research suggest knowing chinese increases iq by 15-20 points. the character-based writing system generally takes the blame for the languages difficulty. even chinese children take longer to reach a certain level of literacy than their counterparts learning to read in languages with

21、phonetic writing systems. it is connect with this aspect of chinese, therefore, that research is most necessary. studies are already showed in australia. the population percent of chinese learners in australia is the highest in the world. andrew scrimgeour is a research fellow at the university of s

22、outh australias research centre for languages and cultures education. “in an alphabetic language, the reader looks at a word on the page, immediately knows its sound, and can connect it to a meaning directly through the brains oral lexicon,” he said, “when a learner looks at a chinese character, the

23、 brain must connect it separately to its sound and to its meaning.” this aspect of learning chinese poses a particular challenge for western learners. japanese and korean students have an advantage as their languages, though unrelated to chinese, give them some exposure to characters. the psychology

24、 research show that different persons have different need, motive, interest, idea, demeanour character, habit and so on. learners remember the material that they are interested in easily. learners forget the material that they arent interested in easily. the teachers should create active classroom h

25、uman relationship, the teachers should understand the students and the students should respect the teachers. the students should help each other. the active classroom human relationship can promote the development of the teaching.in the process of teaching, the teachers should elaborate their guidin

26、g action. the guiding of the teachers can make the students study knowledge and skills effectively. the teachers should stimulate the students study autonomy, the students study autonomy can make the teachers teach lessons effectively.in the teaching activity, the teachers should improve their langu

27、age standard and ideological accomplishments. at the same time, the teachers should enlighten the students to think independently and develop the students logical thinking ability. and the teachers should develop the students ability of solving practical problems.the teaching methods theory show tha

28、t the teachers should master the substantial language basic achievements, enough basic language knowledge and basic skills. at the same time, the teachers should organize the english teaching by using the proper teaching methods and techniques. the teachers should master the teaching material.in ord

29、er to improve the students language wielding ability, the teachers should organize the students to communicate in english. the teachers should create the language scene and let them communicate in english, in the process of the communication in english, the students may create the language scene by

30、themselves. the english teaching need to be stressed on the exercise of the communication in english.iii. the english classroom teaching organization3.1 the english classroom teaching tactics, teaching approaches and teaching conditions studying english doesnt just mean knowing some words, some gram

31、mar or some sentences. english study is something about culture. culture refers to the entire way of life of a society, “the living ways of a people.” language is a part of culture and plays a very important role in it. some social scientists consider it the keystone of culture. without language, th

32、e culture persisting would not be possible. on the other hand, language is influenced and shaped by culture; it reflects culture. in the broadest sense, language is the symbolic representation of a people, and it comprises their historical and cultural backgrounds as well as their approach to life a

33、nd their ways of living and thinking.the teachers should let the students know that the structure of a passages mostly with a title and sometimes a subtitle. after that, the introduction and the body followed by a conclusion or summary. an important aspect of reading is prediction. the better the st

34、udent can predict what he or she is going to read, the faster and more effective he or she will read. the prediction process begins with the title. the introduction mostly informs the student about what he can expect. the body consists of paragraphs. each paragraph deals with one aspect of the subje

35、ct matter. the teachers should ask the students to form the main idea of the passage by putting the topic sentence of every paragraph.in every corner of the world there are students struggling with chinese tones, practising writing characters and perhaps even making sure they have a few four-charact

36、er or idiomatic phrases. but their progress is not as rapid as might be expected. at least thats according to the international group of experts that gathered at the first world chinese conference in beijing last week. they have been discussing the way chinese is taught around the world.estimates va

37、ry as to the number of people learning chinese, but none falls below 30 million. the numbers are growing as chinese is offered at more and more universities and even schools, and as the china national office for teaching chinese as a foreign language enthusiastically directs the establishment of tea

38、ching institutes. but many students do not seem to be getting very far. the high level of interest in chinese and hours of hard work are not paying off. one of the experts at the conference was peter kupfer, director of the school of applied linguistics and culture studies in johannes gutenberg univ

39、ersity of mainz. he contrasted the high number of chinese learners with a lack of really competent chinese speakers, citing germany as an example. there, he said, there are only three people who can provide thoroughly proficient german-chinese simultaneous translation. the problem exists even at the

40、 very heart of chinas international interactions - in the world of business. kupfer pointed out that many foreigners who come to work in china speak limited or no chinese, and although many local staff have studied english, communication over technical matters can sometimes be highly problematic.mic

41、hael p. breen and andrew littlejohn wrote a book named classroom decision-making, they point out in their book, “negotiation can activate the social and culture resource of the classroom group, enable learners to exercise their active agency in learning, can enrich classroom discourse as a resource

42、for language learning, can inform and extend a teachers pedagogic strategies.” the negotiation is very important in the classroom. the negotiation is an important method in the english classroom, by the using of the way negotiation, the students can get some information from other students, the stud

43、ents can get some knowledge from other students, the students can improve their english communicative ability. negotiation is a means for responsible membership of the classroom community, negotiation can construct and reflect learning as an emancipatory process. the teacher is at the center of the

44、negotiation process. many teachers are obliged to mediate for their students a language syllabus or curriculum over the design of which they had little or no control. the teacher has the opportunity to act as a role model for active learning.in the classroom, language input through different media a

45、nd students output are, most often, channeled though social interaction. in this way, the language made available to be learned is constructed within classroom discourse. when the students are learning language, they can communicate their understanding of the language learning each other. they can o

46、btain the other students experience about the language learning.for years, chinese schools have neglected practical training in their english teaching. english learners often spend too much time memorizing every single word and analyzing every single sentence. as a result, many chinese students know

47、 everything about grammar, but cannot express themselves even in simple english. what they have learned is not “l(fā)iving” english, but “deaf-and-mute”english.patsy m. lightbown and nina spada wrote a book named how language are learned, in which they point out, “l(fā)anguage are learned mainly though imit

48、ation, teachers should teach simple language structures before complex ones, learners errors should be corrected as soon as they are made in order to prevent the formation bad habits.” the imitation is a very important method when the students are studying language, and the imitation is clearly impo

49、rtant in developing proficiency in pronunciation and intonation for the learners who are determined to improve their pronunciation. it can be very valuable for them to listen and imitate language carefully in a language laboratory. the teacher is able to increase the complexity of their language int

50、uitively as the learners proficiency increases. the teacher should help the students correct the errors as soon as they make the errors, at the same time, the students also correct the errors as soon as they make the errors.chinese teachers used to teach english with the “chalk plus talk” method. st

51、udents simply sat still in their seats, listening and taking notes. teachers and students lacked interaction. as a result, english became a merely antique for appreciation, instead of a tool for communication and exchange of ideas.“when we situate language in specific communities or groups, we see v

52、ariations informs, meanings, and use according to these social settings and circumstances.” (patrick r. moran,2004). communities develop distinct language to describe and carry out the particular practices and products associated with their group and its activities. the culture teaching is an import

53、ant part of english teaching in the classroom. the culture teaching can provide a language background for the students who study english. when combined with cultural practices, communities also define norms for language use. acquiring culture information, knowing about, is the foundation of culture

54、learning. without a solid, well-rounded knowledge of the culture, learners ability to develop cultural explanations will be limited or superficial.3.2 the effect factors, classroom managing and standard surveyspeakers advocated a shift from teacher-oriented to student-centred methods. teacher-centre

55、d learning has the student entirely dependent upon the instructor for information, rather than being given the freedom to create his or her own learning process. “students dont learn what the teacher tells them, but they learn what they understand,” said scrimgeour. as a result, student-centred lear

56、ning is far more effective. the excellent chinese spoken by many foreign experts at the conference demonstrated indisputably that fluency in chinese is an attainable goal for second-language learners. but very few students have the stamina and motivation to pursue this goal, often painfully, even to

57、 the bright end. as the government moves ahead with plans to pour us$200 million into its international “bridge of chinese language programme,” it is hoped that careful research and creative thinking will profoundly change teaching methods and materials, and perhaps reveal some of the mysteries of t

58、he chinese language to an eager world. english teaching in china editing department edited a book named english teaching in china, in which the editors point out, “a lot of factors affect the language learners autonomy when the learners study language, such as the learning environment, learners metacognitive knowledge or preconceived beliefs, motivation, social and ideological culture, learners ages and learning experiences and confidence and learners interests.” the teachers should allow their stude