试论中学英语教学中的素质教育
I Abstract.
This paper deals with some aspects of quality-oriented education in the
TEFL context: the cultivation of ideal qualities, psychological qualities,
linguistic competence and communicative competence. The writer holds that
English teaching should be quality-oriented and in the TEFL context,
teachers should develop not only the learners’linguistic competence, but
also their ideal qualities and psychological qualities as well as their
communicative competence. TEFL in China should lay more emphasis on
improving the students’ ability to communicate. Teachers should make good
use of the learners’ non-intellectual capabilities, fully enlarge their
scope of knowledge and help them construct their own models of learning.
II Key words.
TEFL, Quality-Oriented Education, Ideal Qualities, Psychological
Qualities, Linguistic Competence and Communicative Competence.
III Introduction.
The quality of human beings refers to the established physical and
psychological attributes formed on the bases of inherited and acquired
characteristics through the influence of environment and education. It’s a
delicate combination of intellectual civilization and material
civilization that impacts on human beings. It includes ideal qualities,
intellectual qualities, physical qualities and psychological qualities.
The aim of quality-oriented education is to cultivate, perfect and improve
these five qualities for the nation, especially in the young. (Li Guoqing)
IV Ideal qualities.
English teaching should include ideal quality teaching so as to influence
the learners’ ideals and improve their morality while they learn the
language.
i Using the texts.
The texts in JEFC and SEFC have many materials concerning history,
geography, culture, science, biology and so on. Some of these have
valuable ideological contents. The teacher should explore them in the
textbooks. Such texts as “Body Language”, “Queue Jumper”, “Thomas Edison”
and “Karl Marx” are all good texts for ideological education. We can teach
the students to help others and be polite in “Body Language”; to observe
the public order in “Queue Jumper”; to work hard and love science in
“Thomas Edison” and to cultivate their interest and confidence in foreign
language learning by reading the text about Karl Marx.
Let’s take as an example - SEFC, BOOK 2A, Unit 3: Body Language. Lesson 9.
A. Introduction.
The teacher asks the students -
T: “If you ask for a Sony Walkman in a shop and the shop assistant tells
you that they’ve got no Sony Walkman, what will you say to the assistant?”
The student replies -
S: “It doesn’t matter. But could you tell me where I can get one?”
Here the quality of teaching could enhance the students’ quality of ideals
by making suggestions to the students for pursuing the purchase of a Sony
Walkman.
B. Explanation of the text.
Mr. Black - “It’s a pleasure to meet you. Can I carry those boxes for
you?”
Tom - “Thanks a lot. It’s very kind of you.”
Mr. Black - “What about your bag? Would you like me to carry it for you?”
Tom - “No, thanks. I can manage it myself.”
C. The inferring.
Students do pair work. After an analysis of the characters and their
psychological activity in the above text, the students now have had some
idea of the essence of the text. So the teacher can use the overhead
projector to explain the difficult problems in the text. While analyzing
the overhead, the teacher should point out the essence of the text, which
is, helping others and demonstrating independence. So the inferences are
as follows:
S1: “Can I help you with your difficult problem?”
S2: “No, thanks. I prefer to work it out by myself.”
S3: “Shall I wait for you?”
S4: “That’s very nice of you.”
D. The exploration of the text.
The teacher instructs the students -
1. “It’s necessary to do as the host does.”
2. “It’s good manners to offer help to others.”
3. “It’s good morality to refuse help when you can manage yourself.”
The above three sentences are all the exploration of the deep essence of
the text which can be used to carry out ideal education. (JEFC and SEFC)
ii Using sample words and sentences.
1. - matter- : The thing that ‘matters’ is not whether you succeed or
not, but whether you try or not.
2. - compare - : Our teacher often ‘compares’ books to friends.
Shakespeare ‘compared’ the word to a stage
3. - come to - : The foreigners ‘have come to’ realize that China is
nolonger what it used to be.
Through the teaching of the above sentences, the students can learn not
only the essential language points, but also something about life and
patriotism.
V Psychological qualities.
Learners are the substance of learning and development. They can only get
their knowledge efficiently when the teaching-learning system is in
accordance with their learning regularities. The teachers’ teaching is
only an external influence. During the operation of quality-oriented
education, great attention should be paid to the exploration, molding and
perfection of the learners’ psychological development and their
non-intellectual factors.
Non-intellectual factors, which include recognition, motivation interest,
determination and personality, are the reflectors of objectivity. These
can modify and promote the learners’ intellectual factors. (Li Hongyu, Yin
Guo’en)
i Cultivating the students’ interest in study.
Motivation and interest are very important factors in learning. These two
aspects of learning should cover the whole process of English teaching. We
should try to change the learners’ attitude from “I have to study” to “I
want to study”. (Xu Shaozhong). Many investigations and researches suggest
that the result of learning depend on the learners’ Intrinsic Motivation.
(Brown). Once they are interested, the learners will work harder, more
actively and positively.
From the writer’s own learning and teaching experience, the learners seem
to have greater interest in the anecdotal and cultural background of the
texts. There are some interesting dramas in SEFC such as “The Necklace”,
The Merchant of Venice” and “At the Tailor’s Shop”. The teacher can
prepare definite material concerning the text, also the anecdotal and
cultural intentions of the author. For example, the character of the hero
or heroine, or perhaps the unexpected ending of the drama or the play
itself. The students will surely be more attracted to the material and
learn more efficiently, no matter what you ask them to do. Just explaining
some language points is not sufficient. It is essential for the teacher to
study and be familiar with the text so that the lesson is interesting and
attractive to the learners.
ii Strengthening the students’ determination and emotion in learning.
A good frame of mind speeds up learning. Learning efficiency can be
enhanced if the learners’ intellectual activities are transformed from
delight and interest into careful thought and reason. The teacher should
create this kind of pleasant learning atmosphere by his own movements,
gestures and expressions that suggest to the learners that they are being
cared for, trusted and expected to do well. Great attention must be given
to protect the learning enthusiasm of the low-leveled learners and lead
them to understand that they really have the ability to overcome their
learning difficulties. Further more, the teacher should be modest and
strict with himself. Modesty-humility, an active work attitude and
nthusiasm will stimulate the learners’ interest and increase their
enthusiasm and determination to learn.
VI Linguistic competence.
i Listening and speaking.
Many theories of modern English teaching methodology as “Total Physical
Response” and “The Natural Approach” aim mainly at listening
comprehension. (Ma Yinchu). “The Silent Way” especially emphasizes that
during a rather long period of silent time for listening, the learner has
a sense of security and he doesn’t have to worry about being forced to
speak if without enough preparation. (Brown)
Speaking of his “Input Hypothesis”, S. Krashen points out that when one
learns a language, he first pays attention to the meaning rather than the
language structure. Structure acquisition can be obtained if one tries to
understand the information that is going to be absorbed. The teacher
should input a correspondent amount (i+1) of comprehensible input in the
listening class. The more the learner inputs information (listening), the
more likely he will be able to output (speaking). (Krashen)
English listening and speaking classes in high school are of great
importance to the cultivation of the learners’ ability to listen and
speak. Listening texts in the high school English textbooks are usually
brief and the topics are very simple. This gives the learners more time to
prepare and discuss among themselves some of the topics relating to the
material they are going to use. If they can do this before they listen,
they can then undertake some oral composition or even continue debating if
possible. This is beneficial to the expansion of their range of knowledge
and the improvement of their ability of thinking and reasoning in English.
ii Reading.
Reading includes personal reading and reading aloud as well as listening
and reading. For most learners, the main purpose in learning English is to
read--to get information. In the past, reading was thought to be the main
or even the only purpose for learning English. Now this is not necessarily
the case, however, reading still takes the greater part of examinations.
So it has maintained its importance.
Reading competence should be based on the level of linguistic knowledge of
the learners. They often have some difficulty in improving their reading
ability. This difficulty results not only from their method of learning,
but mostly from their lack of basic knowledge about grammar, sentence
structures, parts of speech, tense, voice, non-predicating verbs and so
on. Also they are lacking in vocabulary and some background knowledge of
the English-speaking countries.
Cultural background knowledge is a very important basis on which the
learners can improve their reading ability. As the high school period is
the elementary period (Junior High School) and the period from elementary
to middle level (Senior High School) for teaching, the introduction of
cultural background knowledge is of great importance. (Ge Bingfang)
During the course of reading, the reader does not get the information he
wants passively, but forecasts and understands the meaning of the text
with the help of this background knowledge. Cultural background knowledge
can be gained through classroom teaching, extracurricular books,
extracurricular activities, conversations and lectures given by foreign
teachers, movies, televisions and so on.
The “Schema Theory” holds that people can’t understand newly emerging
concepts and ideas without connecting to known concepts and personal
experiences, which are the two essentials of background knowledge. Our
understanding and explanation of newly emerging information depends much
on the existing schema. The inputting information must be in coherence
with them. (Wang Chuming)
Intensive reading and extensive reading are the two aspects of reading.
The former should focus on the linguistic knowledge (syntax, vocabulary,
rhetoric, etc.) and it can lay some foundation for the latter. The latter
should focus on expanding the learners’ scope of knowledge, enlarging
their vocabulary and cultivating their reading skills. The teacher should
train the learners in the skills of skimming, scanning and global reading.
The real sense of reading is a delicate unity of intensive reading and
extensive reading.
Cloze test, error correction and writing training are some necessary
supplements of reading. These kinds of discourse training relate much to
comprehension and are quite beneficial to the improvement of the learners’
reading ability. It is necessary to lead, instruct and supervise the
learners while reading texts. Further reading exercises can be given as
homework for them to finish independently after school. Reading
comprehension then means the ability to fully apply and use the language.
There are some other factors that influence reading ability, such as the
type of material, the reading quantity, the level of ability in one’s
mother tongue, the individual learner’s personality, reading skill and
strategy, etc. The teacher should attach much importance to the everyday
training and test the result timely.
iii Writing.
Like reading, writing belongs to the discourse level but they function
differently. Reading is inputting and writing belongs to outputting. The
writer holds that writing can be described as productive. Writing ability
should include writing of all types: letters, telegrams, diaries or even
poetry and novels. But high school writing should begin from such very
basic forms as sentence-combining and sentence-making and then gradually
transit to the discourse level with connections to different writing
styles. During this period, the teacher may encourage some guided writing,
note-making, outlining, or even cloze test.
The importance of comprehensible input should be greatly emphasized.
Grammar can be taught very well but perhaps not writing. Maybe somebody
will ask why some learners can’t write at all, some write incomprehensibly
and some write simple but why others can write pretty well. Perhaps the
psycholinguist Eric Lenneberg can give a satisfactory answer. He compared
this phenomenon in writing to that in swimming: Somebody can’t swim at
all, some can only swim badly but some can swim quite well. (Brown)
In the writing classes, teachers can divide the students into different
groups according to their language levels and have them do group work. In
this way, they can help each other with structure and word choice before
they really begin to write. While commenting on their work, the teacher
may pay special attention to “pidgin mistakes”.
Every language is a tool to help a nation explore and perfect his own
world. The system of a particular language reflects the way in which a
people explore their world, the history of their nation, and the way they
trace their cultural development. For a foreign language learner, the
knowledge that he has of his mother tongue will greatly influence his
understanding and acceptance of another language. (Dai Weidong, Shu
Dingfang) We must try to help the learners weaken the influence of their
mother tongue in foreign language learning. Besides choosing some good
topics for writing, we can also choose suitable background knowledge and
reading exercises as supplements to improve the learners’ writing ability.
iv Translating.
Many teachers in high schools consider translation a very important way of
teaching English. But the writer doesn’t agree. Perhaps it can be done as
a supplementary exercise, because there is so much difference in
interpreting English from/to Chinese. The writer holds that while learning
a foreign language, one must try his best to forget his own language.
Depending too much on translating will make the learners rely too much on
their mother tongue. This is very harmful to foreign language learning.
Ultimately translation can be considered as an excellent method of
enhancing the learners’ ability to apply and interpret the foreign
language but not before a high level of English competency is achieved.
VII Communicative competence.
In order to keep up with the development of our improving national economy
and our entry into the WTO, we need to improve the learners’ ability to
communicate. The “Pendulum Phenomenon” in English teaching and learning in
China suggests that we should lay stronger emphasis on improving the
learners’ communicative competence. (Ma Tao)
The teacher has the responsibility to teach the learners how to use
English through the Internet because the learners’ purpose in taking
English is as a tool to know the world, to get all kinds of information
and to better express themselves. And this kind of method should
necessarily be based not only on English culture but that of other
English-speaking nations. IE, the U.S.A, Canada, Australia and New
Zealand.
English teaching must emphasize the practicality of the language and the
learner is the main practitioner of this learning. The learners acquire
linguistic and communicative competence through practice that is then
transformed into communicative competence. During this period, the teacher
can study the psychological characteristics of the learners’ learning to
decide the way of teaching.
The best way to develop the learners’ interest in learning and to create
good learning habits is to help them construct their own models of
learning through listening, speaking, reading, writing and translating
together. This will construct a good learning atmosphere. Further more,
teaching can make good use of the advanced mixed media that will expand
the learners’ range of knowledge. Practicing the skills of watching,
listening and speaking within a productive environment will stimulate the
learners’ interest and enthusiasm.
Real communication activities should be completed by the learners
themselves. While organizing pair/group work, we can let the groups
practice together and then ask various pairs/groups to model their
competence in the front of the class. One point to be emphasized is the
need to prevent the learners from relying too much on teacher involvement.
The teacher could try to do as follows:
1. Strengthen the learners’ confidence in learning and cultivate their
independence.
2. Make the task of the activity clear to the learners at the very
beginning.
3. Adjust the degree of difficulty: it should suit the level of the
learners’ ability.
4. Offer reasonable and encouraging comments on the learners’ activity.
Even if the task is somewhat difficult, the teacher should interfere as
little as possible, for the teacher’s interference may confuse the
learners’ enthusiasm. But this doesn’t mean that the teacher should just
stand by and do nothing. If the learners meet some difficulty or have
differing opinions, the teacher can help them resolve their dispute. At
this time, the teacher is a psychological support for the learners,
especially for those who are not so independent. And while commenting on
their results, the teacher should pay attention to the strengths and
weakness for later analysis and improvement.
In a word, the teacher is not a judge, but an organizer, a co-operator and
a supervisor. A language teacher should mainly try to stimulate the
learners’ non-intellectual factors and their interest in the process of
English learning and encourage timely reflection from the learners. But
the question remains is that requirements can’t be too high, for their
linguistic knowledge is limited. If the requirements are suitable, the
learners could make good progress step by step. And at first, progress or
success, even if it is very little in English learning, can stimulate
great interest, enthusiasm and motivation. (Liu Daoyi).
Let’s take as an example - SEFC BOOK 3B, Lesson90
In preparation for the lesson, we can try to find pictures of some ancient
sights like the picture in the textbook, which is a place called Lascause
in France. We can then make good course ware appropriate to the text and
as well, use some material from the Internet. Also we can talk some local
(Chinese) places of interest and make a revision of the previous lesson to
create an easy, harmonious environment suitable for communicative
practice.
Then comes listening, reading and comprehension of the whole text. During
a discussion of comprehensive problems, we can have the students do
pair/group work. Some keywords, details and discourse markers from the
text can help the students easily comprehend the text.
In the paraphrasing period, we can use interesting pictures or/and music
for the 11 phrases and sentences in the text. Now the students will feel a
real atmosphere of English.
During the practicing period, the teacher can walk through the classroom
and guide the students’ communication. The students watch, listen, read,
speak and think throughout the entire process, so they will have a greater
involvement in the lesson. The students’ participation takes the greater
part of the lesson time and in this way, the students’ communicative
ability of the language can be strengthened and widened.
VIII Conclusion.
In a word, adapting and improving the existing quality-oriented education
is urgent within the TEFL context. It should be based on the learners’
present physical and psychological condition. The school and the teacher
should have an accurate concept of quality-oriented education. Thus
allowing the learners to develop their English linguistic competence and
to develop their ideal and psychological qualities. Communicative
competence will develop through the practice of listening, speaking,
reading, writing and translating. Further more, the teacher should make
good use of advanced teaching means and methods to create a good
communicative atmosphere, thus helping the learners broaden their
knowledge and in this way, the learners can develop towards a sound
English language competency.
高中各年级课程推荐
|
||||
年级
|
学期
|
课程名称
|
课程试听
|
|
高一 |
高一(上)、(下)同步复习
|
语文 | ||
英语 | ||||
数学 | ||||
数学(期中串讲) | ||||
数学(期末串讲) | ||||
数学拔高 | ||||
物理 | ||||
化学 | ||||
生物(一) | ||||
地理 | ||||
历史 | ||||
政治 | ||||
高中专项突破课
|
语文写作 | |||
英语阅读理解 | ||||
英语写作 | ||||
英语完形填空 | ||||
物理功和能量 | ||||
高二 |
高二(上)、(下)同步复习
|
语文 | ||
英语 | ||||
数学(理) | ||||
数学拔高(理) | ||||
数学(文) | ||||
数学拔高(文) | ||||
物理 | ||||
数学(期中串讲) | ||||
数学(期末串讲)(理) | ||||
数学(期末串讲)(文) | ||||
化学 | ||||
生物(一) | ||||
生物(二) | ||||
生物(三) | ||||
地理 | ||||
历史 | ||||
政治 | ||||
高三 |
高考第一轮复习
|
语文 | ||
英语 | ||||
数学(理) | ||||
数学拔高(理) | ||||
数学(文) | ||||
数学拔高(文) | ||||
物理 | ||||
物理拔高 | ||||
化学 | ||||
生物 | ||||
地理 | ||||
政治 | ||||
历史(韩校版) | ||||
历史(李晓风版) | ||||
高考第二轮复习
|
数学(理) | |||
数学(文) | ||||
英语 | ||||
物理 | ||||
化学 | ||||
地理 | ||||
高考第三轮冲刺串讲
|
语数英串讲(理) | |||
语数英串讲(文) | ||||
物化生串讲 | ||||
史地政串讲 | ||||
高考试题精讲
|
数学(理) | |||
英语 | ||||
化学 | ||||
物理 | ||||
2021高考研究2021高考策略(理) | ||||
2021高考研究2021高考策略(文) | ||||
Copyright © 2005-2020 Ttshopping.Net. All Rights Reserved . |
云南省公安厅:53010303502006 滇ICP备16003680号-9
本网大部分资源来源于会员上传,除本网组织的资源外,版权归原作者所有,如有侵犯版权,请立刻和本网联系并提供证据,本网将在三个工作日内改正。