激发初中英语课堂活力的策略初探(1)(3)
2017-01-25 01:02
导读：With the rapid growth in interaction with the outside world and consequent deepening reform of foreign language teaching, the traditional teacher-centered teaching is not adequate for the classroom te
With the rapid growth in interaction with the 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 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 of language learning as students’ personal “business”, no one else including the teacher can do the learning for them. They are the “information processors”, “language performers”, “initiators”, “problem solvers”, etc. No matter what names are given to them, their roles as the learners should be emphasized. 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 avoiding 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 Educational Ministry issued the New English Curriculum Standard in July, 2001. In the process of this teaching reform, the teacher’s 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, 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 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. That’s to say, if teachers want to stimulate the English classroom dynamics, they must 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 dynamics
（转载自科教范文网http://fw.nseac.com）
“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’ enthusiasm. 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, especially to English. All these encourage the teacher to change the traditional, rigid classroom atmosphere. It’s important to find ways to increase the classroom dynamics and promote a communication language classroom.
