論以學(xué)生為中心的教學(xué)原則

1、精選優(yōu)質(zhì)文檔-傾情為你奉上論以學(xué)生為中心的教學(xué)原則摘 要 ：本文立足于我國(guó)英語(yǔ)語(yǔ)法教學(xué)的現(xiàn)狀，總結(jié)出了英語(yǔ)語(yǔ)法教學(xué)中存在的問題。并針對(duì)這些問題，提出交際原則與英語(yǔ)語(yǔ)法教學(xué)的聯(lián)系并對(duì)之進(jìn)行了探討。關(guān) 鍵 詞 ：交際原則 ；英語(yǔ)語(yǔ)法教學(xué)內(nèi) 容：一、 引言隨著我國(guó)與外國(guó)的交流日益頻繁，社會(huì)對(duì)英語(yǔ)人才的要求也越來越高。社會(huì)需求促使英語(yǔ)教育工作者重視起對(duì)學(xué)生英語(yǔ)交際能力的培養(yǎng)。我國(guó)英語(yǔ)課堂一直廣泛使用著傳統(tǒng)的語(yǔ)法教學(xué)法。實(shí)踐證明傳統(tǒng)的語(yǔ)法教學(xué)培養(yǎng)出來的學(xué)生雖然能掌握一定的英語(yǔ)知識(shí)，但往往缺乏用英語(yǔ)進(jìn)行交際的能力。因此，筆者認(rèn)為 ：語(yǔ)法教學(xué)是培養(yǎng)學(xué)生交際能力的一大障礙。在語(yǔ)法教學(xué)中如何貫徹交際原則？在此筆

2、者就英語(yǔ)語(yǔ)法教學(xué)提出了一些意見和建議。二、英語(yǔ)語(yǔ)法教學(xué)的重要性及其目的1英語(yǔ)語(yǔ)法教學(xué)的重要性當(dāng)前，外國(guó)使用的交際英語(yǔ)教學(xué)法，很大限度地強(qiáng)調(diào)英語(yǔ)的功能和交際作用，使語(yǔ)法的地位受到削弱。部分語(yǔ)言學(xué)家（如Krashen 等人）認(rèn)為，語(yǔ)法教學(xué)幾乎沒有任何地位，等于把語(yǔ)法教學(xué)趕出英語(yǔ)教學(xué)。外國(guó)的英語(yǔ)交際教學(xué)法強(qiáng)調(diào)功能、交際，淡化語(yǔ)法，是更符合以英語(yǔ)為母語(yǔ)的學(xué)生學(xué)習(xí)語(yǔ)言的規(guī)律。中國(guó)學(xué)生學(xué)習(xí)英語(yǔ)，一定要學(xué)好語(yǔ)法，英語(yǔ)課完全不教語(yǔ)法是不符合我國(guó)實(shí)際的。因?yàn)橛⒄Z(yǔ)作為我們的外來語(yǔ)言，缺乏語(yǔ)言的自然環(huán)境，學(xué)生不能通過大量的觀察模仿和實(shí)踐學(xué)會(huì)語(yǔ)言。那么，學(xué)習(xí)語(yǔ)法規(guī)則就成為學(xué)好英語(yǔ)的關(guān)鍵所在。而且，我們的漢語(yǔ)在語(yǔ)法上與

3、英語(yǔ)有很大的差異，不講授英語(yǔ)語(yǔ)法，就無法培養(yǎng)學(xué)生對(duì)漢語(yǔ)與英語(yǔ)語(yǔ)法之間差異的認(rèn)識(shí)，導(dǎo)致學(xué)生在英語(yǔ)實(shí)踐中套用漢語(yǔ)的語(yǔ)法習(xí)慣，因而造成一些錯(cuò)誤，無法提高學(xué)習(xí)效果。另外，大量研究表明 ：英語(yǔ)語(yǔ)法教學(xué)使以英語(yǔ)為母語(yǔ)的人與學(xué)生對(duì)語(yǔ)言材料的輸入更易接受，語(yǔ)法知識(shí)能幫助學(xué)生更好地理解語(yǔ)言，證實(shí)對(duì)目的語(yǔ)語(yǔ)法的不自覺的假設(shè)（束定方、莊智象，2004）。英語(yǔ)教學(xué)的第一功能就是向?qū)W生傳授語(yǔ)法知識(shí)，使其在實(shí)際的語(yǔ)言閱讀和理解過程中省去部分時(shí)間。關(guān)于語(yǔ)法教學(xué)在英語(yǔ)教學(xué)的地位和作用，已不是語(yǔ)法該不該教的問題，而是怎么教的問題。2英語(yǔ)語(yǔ)法教學(xué)的目的我們運(yùn)用語(yǔ)言進(jìn)行交際，除了具有一定的語(yǔ)言能力之外，還必須具備在什么場(chǎng)合、對(duì)誰(shuí)、

4、用何方式、說什么的能力交際能力。語(yǔ)言交際活動(dòng)應(yīng)該依據(jù)兩個(gè)方面 ：一是來自語(yǔ)言本身的內(nèi)部規(guī)律，則語(yǔ)法規(guī)律 ；二是社會(huì)交際的原則，則語(yǔ)用原則（束定方、莊智象，2004）。因此，語(yǔ)法教學(xué)必須充分考慮到語(yǔ)法規(guī)則與交際原則關(guān)系，把語(yǔ)言形式和功能結(jié)合起來，使其成為培養(yǎng)語(yǔ)言和交際技能的手段。英語(yǔ)語(yǔ)法教學(xué)的目的是使學(xué)生更好地進(jìn)行聽、說、讀、寫、譯等語(yǔ)言實(shí)踐活動(dòng)，而非讓學(xué)生死記硬背語(yǔ)法規(guī)則，但長(zhǎng)期以來，我國(guó)語(yǔ)法教學(xué)注重規(guī)則的講解和結(jié)構(gòu)的記憶，忽略語(yǔ)法在實(shí)際語(yǔ)境和語(yǔ)篇中的運(yùn)用。學(xué)生雖然記住了大量的語(yǔ)法規(guī)則，但在實(shí)際的語(yǔ)言交際中，卻無法根據(jù)語(yǔ)法規(guī)則去組織有效的句子或話語(yǔ)?？梢娢覈?guó)當(dāng)前語(yǔ)法教學(xué)存在的最大問題是理論脫離

5、實(shí)際，忽略了從語(yǔ)言知識(shí)向語(yǔ)言技能的轉(zhuǎn)化，削弱了語(yǔ)法知識(shí)的交際能力。因此，英語(yǔ)語(yǔ)法教學(xué)必須要將語(yǔ)法知識(shí)與交際原則結(jié)合起來。三、交際原則在英語(yǔ)語(yǔ)法教學(xué)中的應(yīng)用要在語(yǔ)法教學(xué)中貫徹交際原則，英語(yǔ)老師就要有意識(shí)地把語(yǔ)法教學(xué)過程交際化，向?qū)W生展現(xiàn)一個(gè)豐富的語(yǔ)言環(huán)境，讓學(xué)生置身于一種真正“用語(yǔ)法”而不是“講語(yǔ)法”的英語(yǔ)氛圍中。這對(duì)于長(zhǎng)期習(xí)慣用漢語(yǔ)講解語(yǔ)法的老師來說，的確是一個(gè)的挑戰(zhàn)。不同的語(yǔ)法項(xiàng)目有不同的方法，因而語(yǔ)法教學(xué)不可能有一個(gè)固定的模式，目前只得按照交際化方向探索。筆者在多年的教學(xué)實(shí)踐中做了一些嘗試，總結(jié)出以下兩種方法 ：1結(jié)合學(xué)習(xí)和生活情景用交際原則講解語(yǔ)法講授語(yǔ)法，我們必須先改變“為語(yǔ)法而教語(yǔ)法

6、”的觀念，認(rèn)識(shí)語(yǔ)法到語(yǔ)法教學(xué)只是一種手段，是為了指導(dǎo)語(yǔ)言實(shí)踐活動(dòng)，講語(yǔ)言規(guī)則是為了培養(yǎng)語(yǔ)言技能?！拔覀儾荒苤皇菃渭兊淖寣W(xué)生苦練、死背語(yǔ)法規(guī)則，更重要的是要讓學(xué)生掌握各種語(yǔ)法形式所表示的語(yǔ)法功能”（張國(guó)揚(yáng)、黃子成，1993）。為達(dá)到這一目的，教師在講授語(yǔ)法時(shí)，需有意識(shí)地創(chuàng)造和設(shè)想各種語(yǔ)言使用的情景，即把一個(gè)語(yǔ)法項(xiàng)目的形式運(yùn)用在特定的情景中。情景的創(chuàng)造和設(shè)想有多種辦法，如捕捉課堂的真實(shí)情景、創(chuàng)造和設(shè)想情景，或者利用實(shí)物來模擬一些情景，有條件的老師甚至可以拍攝或在網(wǎng)絡(luò)上下載一些日常生活的真實(shí)情景，利用學(xué)校的多媒體教學(xué)設(shè)備，運(yùn)用到語(yǔ)法教學(xué)中。例如，在講授情態(tài)動(dòng)詞時(shí)，可把交通燈指示行人和車輛通過的情景拍

7、下來，教師可以根據(jù)畫面向?qū)W生描述 ( 用 should, must, mustnt 等詞 )。通過真實(shí)的生活情景，學(xué)生對(duì)情態(tài)動(dòng)詞的功能和運(yùn)用就一目了然。2通過各種交際活動(dòng)進(jìn)行練習(xí)和鞏固人們之間存在信息差，就有產(chǎn)生信息交流的動(dòng)機(jī)。英語(yǔ)老師要善于利用語(yǔ)法知識(shí)造成師生和學(xué)生之間的信息差，從而促進(jìn)各種信息傳遞和信息分享的交際活動(dòng)，讓學(xué)生在交際活動(dòng)中總結(jié)和掌握語(yǔ)言規(guī)律，并在交際活動(dòng)實(shí)踐中培養(yǎng)學(xué)生運(yùn)用英語(yǔ)的能力。設(shè)計(jì)語(yǔ)法教學(xué)的交際活動(dòng)，可以借助交際語(yǔ)言教學(xué)法的教學(xué)活動(dòng)形式，如會(huì)話、角色扮演、游戲、采訪、看圖說話、討論問題，講故事等等。例如，在講授到有關(guān)被動(dòng)語(yǔ)態(tài)句子時(shí)，可以讓學(xué)生用被動(dòng)語(yǔ)態(tài)，必要時(shí)也可以用主

8、動(dòng)語(yǔ)態(tài)來描述校園的變化，然后就這主題，把學(xué)生分為四人一組，其中一人扮演記者，負(fù)責(zé)采訪其他三個(gè)學(xué)生。并要求每個(gè)小組把采訪內(nèi)容整理成一篇小的新聞報(bào)道，課后讓學(xué)生評(píng)比，選出最佳的三篇新聞報(bào)道。其他的一些語(yǔ)法項(xiàng)目，如方位介詞，可結(jié)合一些地區(qū)的地理方位或設(shè)計(jì)成猜想同學(xué)的宿舍擺設(shè)的活動(dòng) ；情態(tài)動(dòng)詞可設(shè)計(jì)成父母對(duì)子女的要求，表示允許或禁止的對(duì)話，部分時(shí)態(tài)練習(xí)可以設(shè)計(jì)成講故事或采訪假期經(jīng)歷等。通過各種交際活動(dòng)給學(xué)生提供實(shí)踐的機(jī)會(huì)，讓學(xué)生在運(yùn)用中自然掌握語(yǔ)法知識(shí)及其交際功能。四、結(jié)束語(yǔ)傳統(tǒng)的英語(yǔ)語(yǔ)法教學(xué)模式（講解、舉例、練習(xí)）不符合語(yǔ)言學(xué)習(xí)的規(guī)律和學(xué)生的認(rèn)知規(guī)律，導(dǎo)致語(yǔ)法教學(xué)耗時(shí)、低效，眾多英語(yǔ)教學(xué)者應(yīng)走出語(yǔ)法

9、教學(xué)“講的多、記的多、就學(xué)的多”的誤區(qū)，根據(jù)我國(guó)英語(yǔ)教學(xué)的實(shí)際情況，遵循語(yǔ)法規(guī)則與交際原則相結(jié)合的教學(xué)方法，以培養(yǎng)學(xué)生的語(yǔ)言交際能力為語(yǔ)法的教學(xué)的最終目標(biāo)，努力提高我國(guó)英語(yǔ)語(yǔ)法教學(xué)的成果。On learner-centered teaching principlesAbstract: This article is based on English grammar teaching in China 's current situation, summed up the problems in English grammar teaching. Aiming at these prob

10、lems, put forward communicative principles and English grammar teaching links and carried on the discussion.Key words: Communication principles, English Grammar TeachingInternal volume:First:IntroductionAlong with our country and foreign exchanges have become increasingly frequent, the demands to En

11、glish talented person is more and more high. Social demand prompted the English educators pay attention to the students' communication ability in english. Our English class has been widely used in traditional grammar teaching method. Practice has proved that the traditional grammar teaching to t

12、rain students can grasp certain English knowledge, but often lack of communicative competence in english. Therefore, the author thinks: grammar teaching is to cultivate students' communicative competence in a big obstacle. In the grammar teaching how to carry out the communication principle? In

13、this paper the author of English grammar teaching and puts forward some opinions and suggestions.Second: The importance and of grammar teaching.First of all,The importance of grammar teaching at present, foreign use of communicative approach in English teaching, greatly emphasizes the functions of E

14、nglish and communicative action, make the position of grammar is weakened. Some linguists ( such as Krashen et al. ) think, grammar teaching without almost any position, equivalent to the grammar teaching from the English teaching. Foreign English communicative teaching method emphasizes the functio

15、n, communicative, weaken the grammar, is more in line with the native speakers of English learning the language of the law. Chinese students learning English, we must learn grammar, English grammar teaching is not incompatible with China's actual situation. Because English as our foreign languag

16、e, the lack of language environment, students can't through the observation of imitation and practice to learn language. So, studying grammar rules will become the key to learn English well. Moreover, our Chinese in grammar and English has great difference, not teaching English grammar, to train

17、 students on the Chinese and English grammar to realization of the difference between students in the English practice, to apply Chinese grammar habits, resulting in some mistakes, to improve the learning effect. In addition, a large number of studies show that: English teaching grammar to English s

18、peakers and students of the language material input more acceptable, knowledge of grammar can help students better understand language, confirmed on the target language grammar of unconscious assumptions ( Verschueren, Zhuang Zhixiang, 2004). The first function of English teaching is to teach studen

19、ts knowledge of grammar, so that in the actual language reading and understanding the process of eliminating part of the time. On grammar teaching in the English teaching status and role, is not a grammar should not be taught, but how the issue of Education.Secondly, English grammar teaching purpose

20、s we use language to communicate, in addition to having certain language skills, but also must have what the occasion, who, what, what ability - communicative ability. Communicative activities should be based on two aspects: one is from the language itself the internal rules, grammar rule is; two is

21、 the social communicative principles, pragmatic principles ( Verschueren, Zhuang Zhixiang, 2004).Therefore, grammar teaching should give full consideration to the rules of grammar and communicative principles of relations, to the form of language and function together, make its become culture langua

22、ge and communicative skills means. English grammar teaching is to enable students to better listen, say, read, write, language practice activities, rather than for students to memorize grammar rules, but long-term since, my mandarin teaching pay attention to the rules explain and structure of memory

23、, to ignore grammar in context and discourse in the use of. Although the students remember a large number of grammar rules, but in real communication, but not according to the rules of grammar to organize effective sentence or utterance. So our current grammar teaching the biggest problem is the the

24、ory divorced from reality, neglect from the language knowledge to language skills transfer, weakened the grammar knowledge, communicative competence.So, English grammar teaching must be combined with the knowledge of grammar and communicative principles.Third:The communicative principle in English G

25、rammar Teaching.To carry out the communication principle in the grammar teaching, English teachers should consciously take grammar teaching communicative, to demonstrate to students a rich linguistic environment, let the students to stay in a really" grammar" instead of" grammar"

26、 English atmosphere. This to long-term habit of using Chinese explaining grammar teacher, is indeed a challenge. Different grammatical items in different ways, so the grammar teaching may not have a fixed pattern, at present only in accordance with the communication direction of exploration.Based on

27、 years of teaching practice has made some attempts, summed up the following two methods.First of all,Combination of learning and life to explain grammar teaching with communicative principles of grammar, we must change the" syntax and grammar teaching " concept, understanding of grammar to

28、 grammar teaching is only a means, in order to guide the practice of language activity, speak the language rules in order to develop language skills. " We can't simply let the students practice, memorize grammar rules, more important is to make students master various grammatical forms expr

29、essed by grammatical function" ( Zhang Guoyang, Huang Zicheng, 1993). In order to achieve this goal, teachers in the teaching of grammar, need to create awareness and ideas for all language use scenarios, in which a grammar item form used in the specific scene. Scene creation and ideas have a v

30、ariety of ways, such as capture the true scene creation and classroom, scenario, or the use of physical simulation for some scenarios, qualified teacher can even shoot or on the network to download some of the daily life of the real situation, use of school multimedia teaching equipment, applied to

31、the grammar teaching. For example, in teaching modal verbs, the traffic lights for pedestrians and vehicles through the picture the scene, teachers can according to the picture to the students to describe the ( should, must, mustn ' t word ). Through real life situations, students on the functio

32、n and application of modal verbs is stick out a mile.Secondly,Through various communicative activities in practice and consolidation of information difference exists between people, have generated information communication motivation. English teacher should be good at using grammatical knowledge fro

33、m the teachers and students the information gap between, so as to promote all kinds of information transmission and information sharing of communicative activities, let students in communicative activities in the summary and master the rules of language in communicative activities, and practice of c

34、ultivating students' abilities of using english. Design of grammar teaching in communicative activities, can make use of communicative language teaching method in the teaching activity, such as session, cosplay, games, interviews, talk, discuss issues, story telling. For example, in teaching abo

35、ut the passive voice sentence, can let the students use the passive voice, if necessary, can also use the active voice to describe the campus change, then this theme, put the students into groups of four, one journalist interview, responsible for three other students. And ask each group to arrange interview content into a small news reports, after-school students appraisal, selects the best three news reports. Some other grammati