激發(fā)初中英語課堂活力策略

1、激發(fā)初中英語課堂活力策略    Abstract As the development of society, in order to meet the demand of the 21st century that is  a knowledge-economy era, our country carries out constantly the educational reform. The new English curriculum standard that was issued by the Education Ministry

2、shows the importance of activating junior English classroom dynamics. Classroom dynamics is a kind of force that works in the system of language learning and teaching. It influences classroom activities and advances the process of language learning and teaching. A positive classroom dynamics has a b

3、eneficial effect on the moral, motivation and self-image of language learners and thus significantly affects their learning. Then they will develop a positive attitude to the target language, to the learning process and to the learners. Moreover, a positive classroom dynamics has a beneficial effect

4、 on the teachers classroom management and the vivid classroom atmosphere and can help the teacher to fulfill the teaching task effectively. On the analysis of different situations between the traditional and modern junior English classroom dynamics and some factors which affect the classroom dynamic

5、s, this paper shows the importance of promoting English classroom dynamics and presents some kinds of good teaching ways to create and increase junior English classroom dynamics.    Key Words activate; junior English; classroom dynamics; learner-centered 【摘 要】 隨著社會的發(fā)展，為了滿足21世紀這個知識經(jīng)濟年代

6、的要求，我們國家也一直不斷地在進行著教育改革。2001年7月教育部頒布了英語課程標準，新課程標準的要求體現(xiàn)了激發(fā)初中英語課堂活力的重要性。課堂活力是作用于教學系統(tǒng)的動力。它直接影響教學活動的開展，并推動教學的進程。積極的課堂活力不但對學習者的精神面貌，學習動力和自我形象的形成會產(chǎn)生良好的影響，從而使學習者對所學的語言，學習的過程和作為學習主體本身持積極的態(tài)度，而且有利于教師的課堂管理，使教學過程生動活潑，從而達到提高課堂教學時效的目的。本文通過對傳統(tǒng)與現(xiàn)代的初中英語課堂活力的分析對比以及影響課堂活力的因素的探討，展示激發(fā)初中英語課堂活力的重要性，并介紹了一些教學策略及手段來激發(fā)和增強初中英語課

7、堂活力?！娟P(guān)鍵詞】 激發(fā)；初中英語；課堂活力；以學生為主體 1. IntroductionWith the rapid development of foreign language teaching and consequent deepening reform of educational methodology, creating dynamics shows its importance in junior English classroom. More and more teachers have accepted a communicative approach and have

8、become more concerned with the effectiveness of classroom teaching. In traditional English teaching, the teacher is the main speaker who explains words, phrases and sentences, analytic grammatical structures and language points can no longer meet the need of students to cope with their future profes

9、sions and practical uses in society. To change the situation, the ELT classroom should be made as learner-centered as possible. Our new language teaching goal enables students to learn by using the target language in meaningful interactive situations. The aim of the teachers work is not only to offe

10、r a description of the language but also through materials to create conditions in the classroom that will help the students learn through active and dynamic involvement and tasks. “Teaching and learning can and should be a joyful experience for both teacher and learner, and most teachers, except th

11、e very lucky or the very talented, will know from bitter experience that there is no more miserable teaching experience than to be shut up inside the four walls of your classroom with a prickly and uncooperative group.”1 So activating the classroom dynamics and promoting students to learn English is

12、 an indispensable factor in the process of successful language learning and teaching.To begin with, we should firstly clarify some questions as in: What is classroom dynamics? Why do we need to study it? What is the importance of it? Then we can have a decent reason to move on and talk about how to

13、create and promote it. For dynamics, definitions are varied. Longman Dictionary of American says: The forces that work in any system or matter. The Oxford Encyclopedic English Dictionary tells us: The motive forces, physical or moral, affecting behavior and change in any sphere. So we may say, in th

14、e classroom setting, dynamics is a kind of force that works in the system of language teaching and learning. It influences classroom activities and advances in the process of language learning and teaching. In another words, it is the cohesion of a class, a positive atmosphere conducive to learning

15、and teaching. Especially for learners, as Jill Hadfield says：“A positive group atmosphere can have a beneficial effect on the morale motivation and self-image of its members, and thus significantly affect their learning, by developing in them a positive attitude to the language being learned, to the

16、 learning process, and to themselves as learners.” 2 2. The problems in junior English classroom2.1 Situations and disadvantages of the traditional English classroom    In the traditional junior English classroom, the teacher is regarded as an authority who dominates the whole class.

17、They are supposed to be knowledgeable and respectable. In general, being the “older” and “wiser” people in class, they are given the power to award or punish students. In such a tradition, it is clear that they are the controllers in the classroom.      The teacher sits or s

18、tands behind a desk which symbolizes his authority, spends a large proportion of his time lecturing, tries to put everything into students heads and pays scant notice of the feelings and reactions of students. There is little cooperation between teachers and students and the productive skills such a

19、s speaking and writing are almost ignored. On the other hand, students are considered as “slaves of knowledge” or “receiving machines”. They are expected to learn structural knowledge and assessment which are often based on the information they derive from their rote skills. The students do not have

20、 to prepare much for the class. They sit in straight rows facing the teacher and the blackboard. They sit passively listening and busily taking notes. Needless to say, they have no opportunity to ask questions and participate in learning activities of their own accord. Students are just “ignorant au

21、diences” waiting to be filled up with knowledge by the teacher. All the activities in the classroom are teacher-centered. “This teaching style is sometimes characterized as jug and mug The knowledge being poured from one receptacle into another empty one.”3Besides, in China, a good student will time

22、ly complete all the assignments given by the teacher, do whatever he is told to do by the teacher and he will actually have a very similar opinion or conclusion to the teacher. What is more, a student with more independent thinking or a questioning spirit is less likely to win the favor of the teach

23、er. As a consequence, students motivation of learning will soon disappear even though they are junior students who are curious and eager to do well in everything. The whole class is quite dull and boring. 2.2 New requirements in a modern English classroomWith the rapid growth in interaction with the

24、 outside world and consequent deepening reform of foreign language teaching, the traditional teacher-centered teaching is not adequate for the classroom teaching. Now a lot of Chinese teachers are conscious of the importance of training students communicative ability in the junior English classroom

25、teaching and traditional teacher-dominated approach is gradually being shifted to a learner-centered one. The teacher tends to adopt a more flexible teaching style in the ELT classroom and provides more opportunities for students to practise and talk freely in English. And the teacher needs to think

26、 of language learning as students personal “business”, no one else including the teacher can do the learning for them. They are the “information processors”, “l(fā)anguage performers”, “initiators”, “problem solvers”, etc. No matter what names are given to them, their roles as the learners should be emp

27、hasized. But this does not imply that teachers are not needed any more. Their ultimate role is to facilitate students learning. From this perspective, teachers should disperse more and more responsibility for learning among students and create space for them to pursue their own learning paths by avo

28、iding talking a lot or dominating the class. As classroom organizers, they have to design learner-focused activities to give rise to students dynamic participation in learning and encourage active involvement in learning.In order to adapt to the education requirements and target of new era, the Educ

29、ational Ministry issued the New English Curriculum Standard in July, 2001. In the process of this teaching reform, the teachers quality and the ways of classroom teaching are emphasized. The new curriculum requires a open, free and happy classroom atmosphere not a dull one which only has discipline,

30、 authority and submission for junior students. In fact, the aim of the new curriculum which takes the development of students as the key is to put the dynamics into the English classroom. Classroom dynamics not only can motivate students to learn pleasantly and effectively but also can help teachers

31、 to teach English easily and happily. Then where does classroom dynamics come from? It comes from the optimum state of all components, especially the learning component in the system of language teaching and learning. Thats to say, if teachers want to stimulate the English classroom dynamics, they m

32、ust adapt to the learner-centered teaching way in which students have more opportunities to interact with the teacher and their classmates and all the four basic skills such as listening, speaking, reading and writing are fully trained. 3. The importance of promoting junior English classroom dynamic

33、s       “Since junior students have completed primary schooling and moved into lower secondary, their status as members of the school community have increased and with it, their confidence has increased too. A strong characteristic of the secondary is students enthusias

34、m. Since young students tend to be unaware of their personal limitations, this enthusiasm may need more guidance. They are keen to do things well and ready to receive encouragement.”4 They are curious and active. They come to middle school with high enthusiasm and strong curiosities to everything, e

35、specially to English. All these encourage the teacher to change the traditional, rigid classroom atmosphere. Its important to find ways to increase the classroom dynamics and promote a communication language classroom.       Besides a large number of researchers on grou

36、p dynamics and the language learning show us the importance of dynamics in language learning. As Jane Arnold in the book Affect in Language Learning says: “We should suggest that an awareness of classroom dynamics may help teachers establish firm footing; the time and effort invested in establishing

37、 a solid affective group ground will pay off in the long run as it will lead to an experience that is rewarding interpersonally, linguistically, pedagogically and developmentally for teacher and students alike.”5 A positive classroom dynamics in the English language classroom will benefit both the t

38、eacher and the learners in a number of ways. Firstly, it will largely determine the success of the less controlled, “USE” part of any learning course. It will mean the learners are cooperative as regards the organizing and carrying out of freer, learner-centered activities. They will take the opport

39、unities to practice what they know seriously. Secondly, it will ensure that both introvert and extrovert learners are more likely to feel confident enough to participate in the class. Thirdly, it will make it easier and more attractive for learners to develop empathy for new lesson identity. Fourthl

40、y, it will mean that dependent learners, who need the chances to question or analyze the input that they get, will feel able to do so. “On the whole, a class full of dynamics is usually a successful learning group where:           Students are active

41、, self-confident, flexible, open-minded and receptive to new ideas.           They are cohesive and have a definite sense of themselves as a group.             They cooperate in the performing of

42、 tasks and are able to work together productively and happily.           They have a positive attitude towards learning.            There is a harmonious relationship between teachers and students.”6&

43、#160;      In contrast, “a class lack of dynamics is usually an unsuccessful one where:           Students are passive and will not like to participate classroom activities.        

44、0;  They are not self-reliant but dependent on their teachers.           They cannot cooperate well in the performing the tasks.           They are reluctant to make an effort or take their initi

45、ative.           They lack confidence and are slow in making progresses.           They do not have a strong sense of class community and make little contribution to it.      

46、      Learning is not a pleasant practice but a burden.”7         The list above shows us the necessity of studying classroom dynamics. Besides in a classroom full of dynamics, the teacher will have enough self-confidence to welcome le

47、arners questions about aspects of the language that seem unclear or inconsistent. He will be able to admit that he does not know or that he is wrong and will be willing to learn from learners as well as expecting them to learn from him. So the teacher should presumably try to make their class as ple

48、asant as possible. That will make students feel interested in English learning. The students will study English conscientiously and actively and have a strong desire that craves for knowledge. In the language learning, the teacher should not only become good friends of students and learn about what

49、they think and need, but also help improve their learning methods, and give them as many opportunities to practise English as possible. Under this condition, classroom dynamics in target language learning is vitally important. Social psychology research has proved: a cohesive group works more effici

50、ently and productively. Classroom dynamics helps to foster such a cohesive group. It has a beneficial effect on both students and teachers. So the teacher should make efforts to promote it. 4. The factors involved in affecting the junior English classroom dynamics 4.1 Teachers factors 

51、; “The act of teaching is essentially a constant processing of options. At every point in each lesson a teacher has a number of options available; he or she can decide to do something, or to do something else, or not to do anything at all,”8 so the teacher plays a very important role in English teac

52、hing and learning in junior classroom. The teacher is one of the significant factors in creating a group dynamic atmosphere in language learning. We often say if the teacher wants to give the students a glass of water, he must have a bucket of water. The teacher should not only have rich knowledge a

53、bout the living world, but also have high teaching quality. And he should improve his knowledge of all fields in teaching to make his work successful. As an English teacher, firstly he must speak English fluently and try to get students to feel the beauty of English. Because the teachers teach Engli

54、sh lesson mostly in Chinese, it is unfavorable for English study. Moreover the English-learners could be immersed in study environment which is rich and colorful, intensifying and continuous, and be able to understand, even accept, the content of language, it might achieve the most efficient result,

55、 so the teachers should try to do their best to create a kind of language atmosphere of English-speaking and make students think in English during the whole class.    The teacher should also love his students and love his teaching work. The teacher must be as kind and friendly as poss

56、ible to them. The teacher should avoid differential treatment base on unjustified prejudices, show interest in and concern for students and have high but attainable expectations for students success. Try to make them learn English in a friendly and relaxed atmosphere.    The teachers

57、body language and personality are also important when he teaches a new word, a phrase or a sentence, it is very important to use the body language and facial expression. It can improve students interest in English greatly. He should not only let the learners grasp the knowledge of the textbook, but

58、also adopt some other steps to strengthen his teaching. In order to improve the atmosphere in the class, the teacher should be well-prepared. The teacher will have to play different roles at different time. He will have to play the role of controller, organizer, promoter, participant, resource, tuto

59、r and investigator according to the teaching situation. Its a challenge for all the teachers but its worth doing.    In todays language teaching, teacher also should be a good friend helping students learn English, helping them solve the problems patiently, alleviating their language

60、anxiety and students will feel more comfortable in learning. The teacher who has a good sense of humor and a good personality will create a vivid environment for students to study. 4.2 Students factors    In the language teaching and learning, students are the major components. Only i

61、f students can be involved really and actively in the classroom, the classroom atmosphere can be dynamic, so the teacher must activate students to learn English and improve students interest about English. 4.2.1 Helping the students raise their self-esteem “Self-esteem is a self-judgment of worth or

62、 value, based on feelings of efficacy, a sense of interacting effectively with ones own environment.”9 Learners self-esteem is one of the important factors in English learning. The students come from different social, economic backgrounds. They have different proficiency and different local dialect. Most of them believe their language skill is weaker than those of the others in the class. They are afraid of “l(fā)osing face”, if they d