中学英语教学中课堂活动的组织与实施
毕业论文
The Arrangement and Implementing of Classroom Activities to ELT in Chinese Middle Schools
ABSTRACT
As we all know，learning of the English language in China takes place mainly in classrooms and is usually done under the guidance and supervision of teachers. Under the circumstances, students are constrained to be listeners, they cannot improve their communicate competence well. As a student, I think that well-designed classroom activities can reinforce students’ previous knowledge and help them to link isolated verbal and phrasal words into sentences conveying a stream of thought.
However, ELT in Chinese Middle Schools always stress on the way of teachers’ teaching and students’ learning recently. In fact, the arrangement and implementing of classroom activity is also an important factor that influences students’ learning. Whether the arrangement and implementing of classroom activity is proper, it will directly influence the complementary of the students, the materials and the teachers.
In order to cultivate students’ communicative competence，the appropriate classroom activity is essential. Recent research proves that the interpersonal nature of students’ success and satisfaction appear in cooperative learning (D.W.Johnson) and group work (Brown). They can promote significant increases in student motivation, achievement and participation.
Based on the present principles and my own experiences as a student, I do some researches and analyze the present classroom practicalities in order to promote students’ communicative competence. Therefore, this article presents two classifications of classroom activities that are very practical and useful; moreover, it analyzes the benefits of cooperative learning and group work in the arrangement and implementing of classroom activities. With the analysis of classroom activities, it intends to arrange appropriate classroom activities so as to improve the efficiency of English teaching and learning.
Key words: activity； cooperative learning； characteristic； essence； classroom
practicality； group work； pair work
摘 要
众所周知，在我国，中学英语教学主要在课堂中进行，并且在教师的指导和监督下开展，在这种情形下,学生基本上处于被动接收的地位,而不能很好的提高他们的交际能力。作为1名学习英语10几年的学生，我认为组织适当的课堂活动能激活和强化学生已有的知识，消除学生对说与写的恐惧，有助于学生表达能力的提高。
然而，近几年，中学英语教学重点关注的是教师的.教法和学生的学法问题。事实上，英语教学活动的组织也是影响学生学习的1个重要因素。课堂教学活动组织是否得当，就会直接影响到教师、学生及教材3者的结合程度。
为了培养学生的交际能力，组织适当的课堂活动是10分必要的。研究表明：学生成功和满足的个人潜质通常在合作学习与小组活动中得以体现。它们能显著提高学生的学习积极性、成就感与参与度。
在理论学习的基础上，笔者结合现存的课堂实例对课堂活动的组织与实施进行了1定的分析。本文详细介绍了在中学英语教学中课堂活动的两种分类方法，研究了英语课堂活动中小组活动与合作学习的优越性，目的在于通过对这个课题的研究，寻找学生们乐于参加的，有实效的课堂活动，使得学生们能发挥其个性和特长，寓教于乐，从而达到教与学高度、和谐的统1，提高英语课堂教学效率。
关键词：活动； 合作学习； 特征； 本质； 课堂实例； 小组活动； 结对活动
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