音標、拼讀結合教學對小學英語入門教學的影響
發(fā)布時間：2019-02-12 20:38
【摘要】：語音教學在英語教學中的地位舉足輕重,良好的語音基礎能極大地促進學生英語能力的發(fā)展。中學的七年級新生雖大多在小學學過英語,但英語字母寫不完整,也讀不準,音標更是不會識,學生讀單詞全靠模仿。這嚴重阻礙了學生學習能力的發(fā)展。而現(xiàn)在所使用教材的起點是基本日常用語和話題,沒有涉及到音素、音標、單詞重音、句子重音和語調等語音知識。結合本地區(qū)學生的實際情況,筆者認為,應當首先強化小學生(特別是五年級學生)在入門階段的英語學習,這樣才能在中學時期打好基礎,為將來的繼續(xù)學習做好準備。進行本實驗探討對小學五年級學生進行音標、拼讀教學的作用。 筆者選擇太原市青年路小學作為實驗點,選擇五年級1班和2班總共103人作為實驗班；3班和4班總共105人作為對照班。實驗班采取音標,拼讀結合教學,而對照班采取傳統(tǒng)教學方式。三個月后,我們對實驗班和對照班的教學效果進行比較分析。 論文運用定量與定性相結合的研究方法,對小學英語語音入門教學進行分析、研究,發(fā)現(xiàn)在3個月的時間,實驗班教學取得了較好的效果。1.學生的拼讀能力、單詞記憶水平明顯地高于對照班基本解決了學生單詞記不住的困難。2.學生的英語綜合水平明顯高于對照班。3.學生學習英語的興趣和自信心明顯增強。4中、下等學生的英語水平有了很大提高,減少了差生率。但對優(yōu)秀學生的提高不大。通過實驗還發(fā)現(xiàn)教師的教學思想和觀念有了很大轉變,從忽視教學改革到重視教學改革并加強了自身的業(yè)務學習,積極投身到英語教學改革中。 通過三個多月的教學實驗,我們看到了小學五年級學生在學習方面發(fā)生了可喜的變化。但由于影響教學因素的復雜性以及學生的個體差異,仍然存在很多問題有待今后進一步研究解決,如何提高學生優(yōu)秀率問題,如何提高學生整體聽力問題等,另外,所構建的教學模式還不太完善,要推廣應用還需要進一步實驗研究加以完善。對學生學習方法的引導、學習興趣的培養(yǎng)以及各方面英語能力的全面提高仍然是教學中的重點和難點。
[Abstract]:Phonetic teaching plays an important role in English teaching. A good phonetic foundation can greatly promote the development of students' English ability. Although most of the seventh graders have studied English in primary school, the English alphabet is incomplete and can not be read correctly, and the phonetic alphabet is even more unrecognizable. The students' reading of words depends on imitation. This seriously hinders the development of students' learning ability. At present, the starting point of the textbooks is basic daily language and topic, without phonetic knowledge, such as phonemes, phonetic symbols, word stresses, sentence stresses and intonation. Combined with the actual situation of the students in this area, the author thinks that the primary school students (especially the fifth grade students) should first strengthen their English learning in the introductory stage, so as to lay a good foundation in the middle school period and prepare for the further study in the future. The purpose of this experiment is to explore the function of phonetic alphabet and spelling teaching for the fifth grade students in primary school. The author chooses Taiyuan Youth Road Primary School as the experimental point, class 1 and class 2 of grade 5 as the experimental class, and class 3 and class 4 as the control class. The experimental class adopts phonetic alphabet, spelling combined teaching, while the control class adopts the traditional teaching method. Three months later, we compared the teaching effect between the experimental class and the control class. In this paper, the quantitative and qualitative research methods are used to analyze the teaching of English pronunciation in primary schools. The results show that the experimental class has achieved good results in three months. 1. Students' spelling ability, word memory level significantly higher than the control class basically solved the difficulty of students unable to remember words. 2. The comprehensive level of English of the students is obviously higher than that of the control class. The students' interest and self-confidence in learning English increased obviously. 4 in middle school, the English level of the lower class students has been greatly improved, and the rate of poor students has been reduced. But the improvement of excellent students is not great. It is also found that teachers' teaching ideas and concepts have changed greatly, from neglecting the teaching reform to paying attention to the teaching reform and strengthening their own professional learning, and actively devoting themselves to the English teaching reform. Through more than three months of teaching experiments, we see that the fifth grade primary school students in the learning aspects of gratifying changes have taken place. However, due to the complexity of the factors affecting the teaching and the individual differences of the students, there are still many problems to be solved in the future, such as how to improve the students' outstanding rate, how to improve the students' overall listening comprehension, and so on. The teaching model is not perfect, and further experimental research is needed to popularize and apply it. The guidance of students' learning methods, the cultivation of learning interest and the overall improvement of English ability in all aspects are still the key and difficult points in teaching.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.31
本文編號：2420769
[Abstract]:Phonetic teaching plays an important role in English teaching. A good phonetic foundation can greatly promote the development of students' English ability. Although most of the seventh graders have studied English in primary school, the English alphabet is incomplete and can not be read correctly, and the phonetic alphabet is even more unrecognizable. The students' reading of words depends on imitation. This seriously hinders the development of students' learning ability. At present, the starting point of the textbooks is basic daily language and topic, without phonetic knowledge, such as phonemes, phonetic symbols, word stresses, sentence stresses and intonation. Combined with the actual situation of the students in this area, the author thinks that the primary school students (especially the fifth grade students) should first strengthen their English learning in the introductory stage, so as to lay a good foundation in the middle school period and prepare for the further study in the future. The purpose of this experiment is to explore the function of phonetic alphabet and spelling teaching for the fifth grade students in primary school. The author chooses Taiyuan Youth Road Primary School as the experimental point, class 1 and class 2 of grade 5 as the experimental class, and class 3 and class 4 as the control class. The experimental class adopts phonetic alphabet, spelling combined teaching, while the control class adopts the traditional teaching method. Three months later, we compared the teaching effect between the experimental class and the control class. In this paper, the quantitative and qualitative research methods are used to analyze the teaching of English pronunciation in primary schools. The results show that the experimental class has achieved good results in three months. 1. Students' spelling ability, word memory level significantly higher than the control class basically solved the difficulty of students unable to remember words. 2. The comprehensive level of English of the students is obviously higher than that of the control class. The students' interest and self-confidence in learning English increased obviously. 4 in middle school, the English level of the lower class students has been greatly improved, and the rate of poor students has been reduced. But the improvement of excellent students is not great. It is also found that teachers' teaching ideas and concepts have changed greatly, from neglecting the teaching reform to paying attention to the teaching reform and strengthening their own professional learning, and actively devoting themselves to the English teaching reform. Through more than three months of teaching experiments, we see that the fifth grade primary school students in the learning aspects of gratifying changes have taken place. However, due to the complexity of the factors affecting the teaching and the individual differences of the students, there are still many problems to be solved in the future, such as how to improve the students' outstanding rate, how to improve the students' overall listening comprehension, and so on. The teaching model is not perfect, and further experimental research is needed to popularize and apply it. The guidance of students' learning methods, the cultivation of learning interest and the overall improvement of English ability in all aspects are still the key and difficult points in teaching.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.31
【參考文獻】
相關期刊論文 前2條
1 曾方本,歐陽延平;我國英語教學法的發(fā)展及其語言學基礎探究[J];韶關學院學報(社會科學版);2003年01期
2 苑慧香;英語音標教學應先于字母教學[J];昭烏達蒙族師專學報(漢文哲學社會科學版);1994年04期
，本文編號：2420769
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