论多彩教学魅力英语论文

下面是小编为大家整理的论多彩教学魅力英语论文，本文共20篇，仅供参考，大家一起来看看吧。

篇1：论多彩教学魅力英语论文

论多彩教学魅力英语论文

兴趣是学生最好的老师,浓厚的学习兴趣和学习热情可以使学生的大脑处于极度活跃的状态,启发学生的思维能力,提高记忆力。因此,在初中英语的教学过程中,教师应激发学生的学习兴趣,引导学生主动学习,发挥学生的主体作用,让学生养成自主学习英语的习惯,而不是在老师的监督、督促下学习。教师与学生之间应该多互动,让每个学生都参与到英语的学习和应用中,在“寓教于乐”的教学理念下达到教与学的结合。教师的任务不仅仅是教会学生如何学习好英语,更是要培养他们的自主学习意识,发挥其主观能动性,在英语学习的过程中,通过感知、体验、实践、参与和合作等方式,实现教学任务的目标,感受收获成功的喜悦,丰富情感世界,真正使学生成为学习的主人。

二、因材施教,分层教学

每个学生的学习目的、学习动机、学习习惯、学习方法、智力水平和接受能力都存在一定的差异,针对不同的学生,教师一定要采取不同的教学方式,因材施教,分层教学。所谓因材施教,分层教学,就是教师充分考虑学生存在的差异,有针对性地加强对不同类别的学生进行学习指导,以便使每个学生都能够得到最好的发展。那么,如何开展分层教学呢?首先,对学生进行分层,按学习成绩、接受能力、兴趣程度等综合因素将学生分为三个层次:A层――学习基础扎实,新知识接受能力较强,具有明确的学习目标、浓厚的学习兴趣和良好的学习习惯;B层――学习成绩一般,新知识接受能力一般,学习兴趣不浓;C层――学习成绩较差,缺乏学习兴趣,没有正确的学习习惯和方法。这样一来,教师就有了明确的努力方向,针对每个层次的学生教学时也会有所区分。其次,辅导作业分层:作业完成好的学生应该及时给予鼓励;作业马虎应付的学生应该委婉指出不足并给予建议;作业存在较多错误的学生应该和他们当面谈,表达愿意帮助辅导他们的意愿,重要的是不要在错题上划“叉”,因为每一个“叉”都是对学生自尊心、自信心的一种伤害和打击。最后,根据不同的分层,对学生进行分组,合理地搭配,让学习好的学生适当帮助学习较差的学生,而学习较差的学生也可以见贤思齐向学习好的学生学习。分组结束后,对每个成员的角色进行定位,根据他们自身的特点合理分配任务,让每个人都能收获成功,得到全面发展。小组合作学习的过程中,通过讨论和发言交流,让每个学生都参与其中,学会吸收和分享思维方式和学习成果。对于分层教学,评价也应该分层,真正发挥评价的`促进与激励功能。既要各小组团体评价,又要根据学生的参与热情和个人表现,形成过程性评价。

三、开展情境教学,培养学生的英语综合应用能力

情境教学是在课堂教学中,教师根据教学目标和教学内容而创设一定的情境来引导学生在情境中认知、理解、构建知识体系的一种教学方法。常用的情境有生活化情境、实物演示情境、多媒体情境、音乐情境、表演情境、语言情境等,教学过程中,各情境相互整合,教师以情境为主线,通过情境来渗透知识,激发学生的学习兴趣,促进学生对知识的理解和知识体系的构建。就初中生而言,掌握的英语知识还很简单,词汇量不大、语法知识欠缺、口语技能较低。所以,在英语情境教学中,可以在词汇教学、语法教学、阅读教学和写作教学中进行。词汇教学是学习英语的基础,学生需要掌握词汇的读音和拼写,正确理解词汇的含义并灵活应用,要做到这些,在情境教学过程中,教师需要保证情境的直观性和形象性,通常可采用实物演示、动作表演、游戏情境等方式。语法教学重点是让学生通过实际的教学情境掌握语法知识,在实践过程中老师的主导作用相当重要,要将整个语法知识从头至尾贯穿整个情境。阅读教学重点在于通过情境来激发学生的阅读兴趣,阅读是枯燥的,所以抓住学生的兴趣是非常重要的,教师在设计情境时应该以与阅读材料相似的情境来启发学生的思维,从而达到促进学生理解材料内涵的目的。在作文教学中运用情境教学,写作是一个运用语言知识的过程,在这个过程中,教师应该重点通过创设的情境来丰富学生的感性认识,并引导学生积累写作素材,借助之前的词汇、语法和阅读的知识来表达自己的思想和情感,因而在作文教学中情境设置应侧重于实践活动,让学生在活动中多说、多做、多思,写作是一个累积的过程,需要各方面知识结合表现。最后是口语交际教学,这个是应用情境教学最多的一个环节,也是对学生要求最高的一个环节,学生在情景交际中,需要灵活的应变能力及丰富的词汇、语法知识才能完整地表现出交际过程中的语言意思。在口语交际教学中,教师在创设情境时应该贴近生活,学生结合生活实际更能调动积极参与性,达到学以致用的目的。

四、多媒体教学为课堂增光添彩

在多媒体辅助教学技术日益普及的今天,英语教师要积极学习、熟练掌握这一技术手段,以多媒体教学来引领学生感受英语的魅力,畅游知识的海洋。逼真生动、声像俱佳的教学课件可以克服传统教学中“教师说,学生听”的弊端,为学生创设一个愉快、有吸引力的学习环境,使学生在浓厚的兴趣驱使下提高自己的英语水平。多媒体教学可以通过图片、音频、视频等刺激和强化学生的学习,教师在制作课件时,可根据教学重点将重点内容通过不同颜色的字体或加粗来加以强调,课件通过图片直观地呈现,再加以文字说明,给学生留下深刻的印象,有助于学生更好、更快地理解和记忆所学内容。音乐和歌曲也是激发学生英语学习兴趣的有效途径,能让学生在轻松快乐中学习。学习英语歌曲是词汇、语法和句型学习的一个重要手段,学习吟唱是一种快乐的体验,在潜移默化中就能学到英语,培养良好的英语语感。视频和动画比音乐更加形象直观,在丰富的画面感和活泼的语言操练环境下,学生更加自然地提高听说能力。例如,在教学“How do you get to school ?”一课时,可以结合教材插图从教学资源库中选取、播放一段相关联的视频,既可吸引学生注意力,又可强化学生对课文主题的感知。视频播放后,在教师的引导和要求下,学生再次欣赏精美视频的过程中可以模仿视频中人物的音调等进行跟读,多次练习后,教师即可选择视频静音,让学生结合教材主题与语言练习重点配合画面进行英语配音,甚至可加入课本剧表演与学生自由发挥的部分。多媒体教学更加灵活多变地让教师自由发挥,不断地创新,创造新的教学方法,可以使初中英语课堂更加生动有趣,这远比仅仅是参照教材静态且不清晰的几幅插图展开的教学成果更好。在以多媒体辅助教学的过程中,学生学习兴趣浓烈,师生间、生生间的互动更多,课堂更加生动有趣,这些对学习初中英语有很大的帮助。

随着我国经济政治不断与国际接轨,英语作为国际通用语言将会更加流行,对英语的学习更加重要。因此,初中英语的教学质量要求更高,我们要解决传统教学中的弊端,对教学方法、方式进行改革创新,在英语教学过程中充分运用以上所说的教学形式,使教师教得轻松,学生学得愉快,从而达到教与学的最佳组合,形成教与学的最佳境界,进而全面提高学生的英语能力,为今后的学习打下坚实基础,成为社会和世界所需人才。

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[2]李华。实施分层教学提高英语课堂教学质量[K].职业技术教育研究,(09)。

[3]张孔明。浅谈初中生学习动机的心理辅导。当代教育科学,(06)。

[4]周兴东。高中英语PPT课件改进管见。教学与管理,(12)。

[5]周智忠。新课程下初中英语教学中的问题及对策。基础英语教育,(06)。

[6]朱永生。多模态话语分析的理论基础与研究方法。外语学刊,

篇2：多彩教学魅力英语

多彩教学魅力英语

文/赖瑞珍

摘 要：英语作为国际通用语言，可见学习英语的必要性和迫切性。初中英语是学生学习英语的一个重要阶段，是兴趣培养和打基础的阶段，小学虽然开设了英语课，但学生真正正式系统地学习英语却是在初中阶段，学生的英语水平开始出现分化也是在初中阶段，由此可以看出初中英语学习的重要性。因此，高效的课堂教学实践就变得极其重要，课堂教学既是教师向学生传授知识、培养学生专业技能的主要阵地，也是师生间互动的良好空间。就初中英语课的特点以及一些教学实践，浅谈如何构建初中英语教学中的高效课堂。

关键词：初中英语；高效教学；因材施教；分层教学；多媒体；情境教学

一、打造“学生为主，教师为辅”的教学模式

兴趣是学生最好的老师，浓厚的学习兴趣和学习热情可以使学生的大脑处于极度活跃的状态，启发学生的思维能力，提高记忆力。因此，在初中英语的教学过程中，教师应激发学生的学习兴趣，引导学生主动学习，发挥学生的主体作用，让学生养成自主学习英语的习惯，而不是在老师的监督、督促下学习。教师与学生之间应该多互动，让每个学生都参与到英语的学习和应用中，在“寓教于乐”的教学理念下达到教与学的结合。教师的任务不仅仅是教会学生如何学习好英语，更是要培养他们的自主学习意识，发挥其主观能动性，在英语学习的过程中，通过感知、体验、实践、参与和合作等方式，实现教学任务的目标，感受收获成功的喜悦，丰富情感世界，真正使学生成为学习的主人。

二、因材施教，分层教学

每个学生的学习目的、学习动机、学习习惯、学习方法、智力水平和接受能力都存在一定的差异，针对不同的学生，教师一定要采取不同的教学方式，因材施教，分层教学。所谓因材施教，分层教学，就是教师充分考虑学生存在的差异，有针对性地加强对不同类别的学生进行学习指导，以便使每个学生都能够得到最好的发展。那么，如何开展分层教学呢？首先，对学生进行分层，按学习成绩、接受能力、兴趣程度等综合因素将学生分为三个层次：A层――学习基础扎实，新知识接受能力较强，具有明确的学习目标、浓厚的学习兴趣和良好的学习习惯；B层――学习成绩一般，新知识接受能力一般，学习兴趣不浓；C层――学习成绩较差，缺乏学习兴趣，没有正确的学习习惯和方法。这样一来，教师就有了明确的努力方向，针对每个层次的学生教学时也会有所区分。其次，辅导作业分层：作业完成好的学生应该及时给予鼓励；作业马虎应付的学生应该委婉指出不足并给予建议；作业存在较多错误的学生应该和他们当面谈，表达愿意帮助辅导他们的意愿，重要的是不要在错题上划“叉”,因为每一个“叉”都是对学生自尊心、自信心的一种伤害和打击。最后，根据不同的分层，对学生进行分组，合理地搭配，让学习好的学生适当帮助学习较差的学生，而学习较差的学生也可以见贤思齐向学习好的学生学习。分组结束后，对每个成员的角色进行定位，根据他们自身的特点合理分配任务，让每个人都能收获成功，得到全面发展。小组合作学习的过程中，通过讨论和发言交流，让每个学生都参与其中，学会吸收和分享思维方式和学习成果。()对于分层教学，评价也应该分层，真正发挥评价的促进与激励功能。既要各小组团体评价，又要根据学生的参与热情和个人表现，形成过程性评价。

三、开展情境教学，培养学生的英语综合应用能力

情境教学是在课堂教学中，教师根据教学目标和教学内容而创设一定的'情境来引导学生在情境中认知、理解、构建知识体系的一种教学方法。常用的情境有生活化情境、实物演示情境、多媒体情境、音乐情境、表演情境、语言情境等，教学过程中，各情境相互整合，教师以情境为主线，通过情境来渗透知识，激发学生的学习兴趣，促进学生对知识的理解和知识体系的构建。就初中生而言，掌握的英语知识还很简单，词汇量不大、语法知识欠缺、口语技能较低。所以，在英语情境教学中，可以在词汇教学、语法教学、阅读教学和写作教学中进行。词汇教学是学习英语的基础，学生需要掌握词汇的读音和拼写，正确理解词汇的含义并灵活应用，要做到这些，在情境教学过程中，教师需要保证情境的直观性和形象性，通常可采用实物演示、动作表演、游戏情境等方式。语法教学重点是让学生通过实际的教学情境掌握语法知识，在实践过程中老师的主导作用相当重要，要将整个语法知识从头至尾贯穿整个情境。阅读教学重点在于通过情境来激发学生的阅读兴趣，阅读是枯燥的，所以抓住学生的兴趣是非常重要的，教师在设计情境时应该以与阅读材料相似的情境来启发学生的思维，从而达到促进学生理解材料内涵的目的。在作文教学中运用情境教学，写作是一个运用语言知识的过程，在这个过程中，教师应该重点通过创设的情境来丰富学生的感性认识，并引导学生积累写作素材，借助之前的词汇、语法和阅读的知识来表达自己的思想和情感，因而在作文教学中情境设置应侧重于实践活动，让学生在活动中多说、多做、多思，写作是一个累积的过程，需要各方面知识结合表现。最后是口语交际教学，这个是应用情境教学最多的一个环节，也是对学生要求最高的一个环节，学生在情景交际中，需要灵活的应变能力及丰富的词汇、语法知识才能完整地表现出交际过程中的语言意思。在口语交际教学中，教师在创设情境时应该贴近生活，学生结合生活实际更能调动积极参与性，达到学以致用的目的。

四、多媒体教学为课堂增光添彩

在多媒体辅助教学技术日益普及的今天，英语教师要积极学习、熟练掌握这一技术手段，以多媒体教学来引领学生感受英语的魅力，畅游知识的海洋。逼真生动、声像俱佳的教学课件可以克服传统教学中“教师说，学生听”的弊端，为学生创设一个愉快、有吸引力的学习环境，使学生在浓厚的兴趣驱使下提高自己的英语水平。多媒体教学可以通过图片、音频、视频等刺激和强化学生的学习，教师在制作课件时，可根据教学重点将重点内容通过不同颜色的字体或加粗来加以强调，课件通过图片直观地呈现，再加以文字说明，给学生留下深刻的印象，有助于学生更好、更快地理解和记忆所学内容。音乐和歌曲也是激发学生英语学习兴趣的有效途径，能让学生在轻松快乐中学习。学习英语歌曲是词汇、语法和句型学习的一个重要手段，学习吟唱是一种快乐的体验，在潜移默化中就能学到英语，培养良好的英语语感。视频和动画比音乐更加形象直观，在丰富的画面感和活泼的语言操练环境下，学生更加自然地提高听说能力。例如，在教学“How do you get to school ?”一课时，可以结合教材插图从教学资源库中选取、播放一段相关联的视频，既可吸引学生注意力，又可强化学生对课文主题的感知。视频播放后，在教师的引导和要求下，学生再次欣赏精美视频的过程中可以模仿视频中人物的音调等进行跟读，多次练习后，教师即可选择视频静音，让学生结合教材主题与语言练习重点配合画面进行英语配音，甚至可加入课本剧表演与学生自由发挥的部分。多媒体教学更加灵活多变地让教师自由发挥，不断地创新，创造新的教学方法，可以使初中英语课堂更加生动有趣，这远比仅仅是参照教材静态且不清晰的几幅插图展开的教学成果更好。在以多媒体辅助教学的过程中，学生学习兴趣浓烈，师生间、生生间的互动更多，课堂更加生动有趣，这些对学习初中英语有很大的帮助。

随着我国经济政治不断与国际接轨，英语作为国际通用语言将会更加流行，对英语的学习更加重要。因此，初中英语的教学质量要求更高，我们要解决传统教学中的弊端，对教学方法、方式进行改革创新，在英语教学过程中充分运用以上所说的教学形式，使教师教得轻松，学生学得愉快，从而达到教与学的最佳组合，形成教与学的最佳境界，进而全面提高学生的英语能力，为今后的学习打下坚实基础，成为社会和世界所需人才。

参考文献：

[1]叶品菊。分层教学的新模式的试用：基于河北雄县中学教学改革探索的思考[J].安徽文学：下半月，2009（05）。

[2]李华。实施分层教学提高英语课堂教学质量[K].职业技术教育研究，2005（09）。

[3]张孔明。浅谈初中生学习动机的心理辅导。当代教育科学，2012（06）。

[4]周兴东。高中英语PPT课件改进管见。教学与管理，2011（12）。

[5]周智忠。新课程下初中英语教学中的问题及对策。基础英语教育，2010（06）。

[6]朱永生。多模态话语分析的理论基础与研究方法。外语学刊，2007（09）。

（作者单位 河源市东源县实验中学）

篇3：文化教学英语论文

文化教学英语论文

一、应用探讨的方式开展英语文化教学

动物意向表达的差异：He is as strong as a horse.这句话的中文为“他壮得像头牛”。可是对西方人来说，马是更健康更有活力的，所以他们更改了动物的意向表达。颜色意向表达的差异：white lie，这个词组不能译为“白色的谎言”，而要译为“善意的谎言”。对西方人来说，白色代表神圣和纯洁的意思。这是西方文化背景对语言造成的影响。此外还有人物意向的差异、数字意向的差异等。教师要引导学生注意到东西方文化之间存在的巨大差异。当学生意识到不了解这些差异就会造成沟通上的困难的时候，他们就会自主学习西方文化，并学习标准的英语表达方式。

二、应用欣赏的方式开展英语文化教学

部分学生在使用英语的时候，英语句式没有错误，然而他使用的英语句式却不符合当时的情境。如果学生不了解什么情境下应当使用什么话语，同样会造成理解上的岐义。为了让学生了解到不同情境下英语词汇和句式表达的差异性，初中英语教师可以引导学生欣赏专业的英语表达方法。比如，一位英语教师引导学生阅读商务英语材料，这段英语材料描述的是中国商人与外国商人谈完业务以后开始社交对话。这时中国商人问外国商人：“Do you like China？”英语教师可以引导学生特别关注这一句的表达方法。这一句表达的意思为“你觉得中国怎样？”如果学生不了解文化之间的`差异，就容易使用“：How about China？”或“What about China？”这种表达方法，且认为这样套用句型似乎没有错误。但是对外国人来说，“How about...”句式有强烈的引导意向，外国人会觉得对方不尊重自己的感受，这种表达方式会造成外国商人的反感。所以，在社交场合，要询问“你对一件事有什么看法？”或者“你对一个人有什么看法？”时，应使用“Do you like...”或者“What do you think about...”这样没有引导性的句式。初中英语教师只有引导学生接触多个领域的英语应用方法，比如计算机英语、商务英语等，让学生全方位了解英语文化，学生在使用英语的时候，才能知道在某些领域应当使用哪些句式，才不会出现错误。

三、应用活动的方式开展英语文化教学

为了让学生感受到地道的英语，初中英语教师在开展英语阅读教学活动的时候，可以把阅读和活动结合在一起，让学生在参与活动的时候学会应用地道的英语表达方法。比如，有一名教师在开展英语阅读文化教学活动的时候，将学生分成几个学习小组，然后给每个学习小组一篇英语材料，学习小组需根据自己小组的人数、性别等将之改编成一个英语表演剧本，每个小组成员都要担任其中一个角色。学生在阅读和改写英语剧本时，能够进一步感受到东西方文化的差异。比如，有一个学习小组在改写的时候，发现英语的书面语和口语在表达上有很大的差异，如他们在改写“Cindy辞职了？这太突然了！”这句话时，书面语表示辞职应用“resign”，而口语则应用“quit”。如果要把书面语改写成口语，就要注意到这种差异性。所以，如果要用口语来表达这个句子，标准的英语表示方式应为：“Cindy quitted? That's out of the blue”，其中“太突然”的口语表示方法应为“out of the blue”或“come as a surprise”。如果教师能灵活应用各种英语活动，学生将会在英语阅读教学活动中进一步了解英语文化。以上为在初中英语阅读教学中开展英语文化教学的方法。为了让学生掌握标准的英语表达方式，初中英语教师要经常开展文化教学活动。

作者：徐雅 单位：江苏省盐城市田家炳中学

篇4：语法教学英语论文

关于语法教学英语论文

一、初中英语语法教学存在的问题

目前，我国初中英语语法教学过程中基本上还是以教师为主，以课本为纲。许多英语教师在教授语法时不顾及学生的接受程度，一股脑地将一个语法项目的所有规则罗列出来，让学生死记硬背。对于学生来说，没有经过理解和运用的语法点显然记不住，而记忆的过程也是相当无聊的。这种机械式、填鸭式的语法教学模式不仅不能让学生很好地掌握语法点，不能正确地使用语法，还伤害了众多学生学习英语的自信，甚至一些初中生“谈语法色变”，想起语法就马上想到“无聊、单调、乏味”等。

二、初中英语语法教学的策略

针对目前我国初中英语语法教学中存在的问题，可以采用互动学习法、语境教学法等策略来教学。

1.互动学习法

众所周知，采用死记硬背的方法来学习语法，显然不能得到很好的效果。要使得语法教学效果显著，就要激发学生学习语法的兴趣，让学生提高学习语法的主动性，在学习中发挥主人公的作用。因此，教师应摆脱填鸭式的教学方式，运用多种方式调用学生积极性显得非常有必要，而互动学习法是激发学生学习语法的重要途径之一。互动学习法包括“提问策略”和“小组讨论策略”。课堂提问是提高学生思考力、洞察力的重要方式，通过提问和回答的形式，不仅可以提高学生的注意力和调动想象力，激发他们去寻找新知识，逐步掌握语法点。小组讨论策略可以让学生适应小团体，然后逐渐适应社会，以培养学生的社会适应性，还是培养学生自主性的有效途径。学会与团队成员沟通，鼓励中学生大胆地表达自己的意见，帮助他们形成自己的`独立见解。

此外，小组合作学习可以促使学生讨论并找到问题的答案，激发学生学习英语的兴趣。小组讨论教学使得每组学生建立起集体意识和强烈的学习动机，提高学习英语的积极性。比如，当老师教虚拟语气时就可以使用小组合作教学法。活动可以是一组或多组竞争的方法，教师可以把学生分成四至六组，然后给出下列“If you were a millionaire”的大富翁游戏主题：如果我有一百万元，你将如何使用；如果你明天能到巴黎去，你会怎么样。接下来给同学们五至十分钟讨论时间。经过讨论，每个小组必须选择一个代表将他们讨论的结果运用所学语法点陈述出来。

2.语境教学法

最近的一项研究发现，语境教学的效果显著。通过语境教学，学生能够“身临其境”的感受到所学的知识点，有利于学生理解、记忆、掌握和灵活运用。因此，初中英语教师可以根据具体的语法点，并结合相关的语境，进行详细讲解和分析。此外，对于这一语法点，教师要讲述在何种情况下，如何使用。笔者看来，根据上下文语境学习语法点，不仅可以很好地帮助学生理解所学语法，还能激发学生学医英语语法的兴趣，提高在适当情况下使用语法规则的能力。语境教学法有两种形式，借助多媒体展示和创造适合的情境。第一，借助多媒体的形式，多媒体集视频、图像和音响功能展现于一体，使用方便，效果好。通过语句场景的转化容易激发初中生学习的兴趣，能够更加直观的反应语法的知识点和重点。例如，播放一张图片，在图片下面写上英语句子，标注出语法；在播放另一张图片，在图片下写上英语句子，标注出和上一个英语语法的不同。

这种直观的语境教学通过简单的对比方式反而使学生更能够理解。第二，创造适合的情境，情境带入也是现代教学的重要方法之一，这样的课堂形式较为活泼，符合初中生的性格特点。例如，在学习某一种语法现象时，教师可以创造一种语境，由学生到课堂上进行表演，通过人物之间的对话和模拟故事的行为，来理解和掌握语法的特点。

篇5：浅析爱默生的《论自助》英语论文

浅析爱默生的《论自助》英语论文

Abstract

Emerson, Ralph Waldo is an outstanding American writer in the nineteenth century. His work Self-Reliance is an important and influential work which encourages a man to be confident and independent. Through the analysis and research of Emerson and his works, the thesis explores four main ideas in the work, including “The Confidence” , “The Independence” , “The Personality” , “Showing no Sympathy to the Poor”, of which “The Confidence” is the core point in this thesis. Based on the research of the four ideas, the thesis discusses the enlightenments on today’s society, including the enlightenments on the confident and optimistic attitudes towards life, the promotion of female’s self-reliance, the influence on individuals’ success and a country’s prosperity.

Key Words

Self-reliance; Emerson; enlightenment

摘 要

拉尔夫华尔多爱默生是美国十九世纪著名的作家，《论自助》是其极具影响力的一部作品，也是一部激励人们自信、独立的作品。论文从分析、研究爱默生及其作品出发，探索了作品中的四种主要思想，包括“自信”、“独立”、“个性”、“拒绝对穷人的.同情”，其中，“自信”是论文的核心。在研究作品主要思想的基础上，论文探讨了作品的主要思想对当今社会的启迪和影响，包括对乐观自信生活态度的启迪、对女性自助思想的促进、对个人成功的影响及对国家繁荣与富强的影响。

关键词

爱默生； 自助 ； 启迪

Introduction

Emerson, Ralph Waldo was one of the most outstanding American writers in the19th century; he experienced much in his whole life. His Self-Reliance is an influential work which deeply attracts many readers. “Believe in Oneself” is the main idea expressed and analyzed in the work. In Self-Reliance, there exist four kinds of important thoughts. The first kind of thought is “The Confidence”. Emerson advocated that a man must show his opinion confidently and bravely in spite of different ideas. “The Independence” is the second kind of important thought which is expressed in Self-Reliance. A man should keep himself firmly but not be easily influenced by environment. The third kind of thought is to keep personality, which is closely related to the confidence and the independence. From Emerson’s opinion, a man must keep his personality and conform to his own principles. “Showing no Sympathy to the Poor” is the fourth kind of thought in the work. It shows that why the poor are poor is mainly due to their backward thinking. Showing help to this kind of people means doing harm to them. All these ideas in Emerson’s Self-reliance have enlightenments on today’s society. They help people take confident and optimistic attitudes towards life. These important thoughts enlighten the female to be confident and strive for their social status. Besides, they are crucial for individuals’ success. Each man who possesses the thoughts is easy to make progress and achieve success. Moreover, a country’s prosperity is established on the basis of confidence and independence.

I. A Brief Introduction to Emerson and His Self-Reliance

A. Emerson, Ralph Waldo

Emerson was one of the most outstanding American writers in the 19th century. He was born in a clergyman’s family in Boston in 1803 and raised by his mother and aunt. America was lively but disordered when he was born. Some people were aware of the appearance of new power, but nobody could express it clearly. He entered Harvard University when he was 14 years old. During this period of time, he read a large numbers of books about Britain romanticism and enriched his thoughts. Three years later, he graduated and became a teacher for two years. In 1826, he entered seminary of Harvard and formally appointed as priest in 1829. However, he resigned 3 years later for two reasons, that is, he was unsatisfied with the dogma and his wife died of illness. Then he traveled around Europe and got to know some famous writers. He was deeply influenced by romanticism and gradually formed his own transcendentalism. He returned to his country in 1834 and then settled with his second wife in Concord. In the time following, he published Nature that includes almost all his important ideas. From that time on, he made addresses everywhere publicly and gradually became a celebrated scholar in America. Emerson always held a small party with his friends and made discussion about theology, philosophy and sociology. Such kind of party was called transcendentalism club at that time. Naturally, Emerson became the leader of transcendentalism and was responsible for brining transcendentalism to England.

Emerson collected all his speech materials and made a book called Essays, including Self-reliance, Love, and Friendship and so on. Emerson’s Essays speaks highly of the man who should trust their own suggestion. He advocated that a man should develop the national pride and opposed following the others’ saying. Almost all his speeches made a deep influence on America’s national civilization. In 1837, he published a famous speech which declared that the American literature was separated from Britain literature. He was also the spokesman of transcendentalism. Emerson abandoned the thought which takes god as the centre. He raised the idea that the man could know the truth by instinct, so to some extent, the man is the god. Then he cried out that ‘Believe in Yourself’. His opinion reflected the advancing spirit of capitalism society. This positive spirit was called as American religion and it pushed the development of national spirit of America. He was the clairvoyant of American spirit and belonged to America, Emerson’s thoughts and works largely promoted the establishment and development of American national spirit.

B. Self-Reliance

Emerson’s works deeply attract readers, especially Self-Reliance, which is from Essays. This prose is finished according to a series of speech materials between 1836 and 1837. Self-Reliance is his significant work which expresses his idea of transcendentalism. “Believe in Yourself” is the core point of Self-Reliance. Emerson opposed all forms of imitation in the works. He thought the man should believe he was excellent at any time. The real man should learn how to reject to drift with the stream. If a man is afraid of public opinion or compelled him to do something unchanged, he will possibly lose the innovative ability which leads him to success. If a person doesn’t want to let him or the society down, he must comply with the principles in his inner heart, yet the people who comply with the authority, tradition or current system means break this principle. The ideas which Emerson expressed in his prose are largely different. They agreed with the American people’s optimistic spirit at that time. Above all, he believed in individualism, independence and self-reliance. His works is not easy to be understood. He reconstructed the common literature images in writing skill and endowed the works with new ideas. Generally, the readers have a common view that his ideas are special and unique.

Nowadays, there are many books about self-support. The authors express a series of ideas as Emerson did. The difference is that the common books are easier to be understood. The authors use simple sentences in their works so that all readers can easily know what the authors express. But Emerson’s Self-reliance is needed to read many times. He mainly expressed four important ideas in this works, including “The Confidence”, “The Independence”, “The Personality”, “Showing No Sympathy to the Poor”. “The confidence” is a core point which Emerson stressed in Self-Reliance. All men should trust their own opinions in spite of the different ideas. Emerson thought a man should trust himself firmly. “The Independence” is another subject which Self-Reliance fully elaborates. It expresses that a man should act independently but not always relies on the other people. Besides, “Showing no Sympathy to the Poor” agrees with the idea of self-support. In the works, Emerson gave the opinion that the poor are lack of advancing ideas. The result of supporting the poor is to do harm to them. At last, to be a self-reliant person, the man should keep his personality. These ideas are important in today’s society. This prose exerts much influence on many ordinary people.

II. The Analysis on Emerson’s Thoughts in Self-Reliance

Self-Reliance is not an average work. Its content is difficult for readers to understand. Emerson showed many of his opinions about life in the work. The most important ideas include “The Confidence”, “The Independence”, “The Personality”, and “Showing no Sympathy to the Poor”. These ideas are practicable and meaningful for the reader’s lives.

A. The Confidence

Self-Reliance is one of Emerson’s important works which express his transcendentalism. “Believe in Oneself” is the core point in it. In the works, Emerson showed his opinions about the confidence. He criticized all forms of imitation and opposed all self-abased people. The confidence is an evident idea which Emerson gave in Self-Reliance. He thought that the confidence was a very important virtue. The philosophical idea which he expressed in Self-Reliance had its special power. It enlightened many people and catered to thespirit of optimism in America at that time.

Emerson believed a man must trust himself and be himself. Many self-abased people can’t express themselves bravely and are ashamed of their divine ideas just because the ideas are their own. Emerson believed that the man should concern his own points of view and keep them steadfastly. In his opinion: “A man should learn to detect and watch the gleam of light flashes across his mind from within, more than the luster of the firmament of bards and cages. Yet he dismisses without notice his thought, because it is his.”(Emerson, P7, ) From this sentence, it can be acquired that Emerson gave support for expressing one’s own ideas loudly and bravely in spite of the others’ existence. Emerson’s opinions enlighten a man to keep his original saying in the face of mixed voices. As an individual in society, a man shouldn’t suspect himself, or the suspicion from the other people will attack him constantly. The person who doesn’t believe in himself will never win the other’s credibility. In Emerson’s Self-Reliance, It is a little difficult to understand the meaning. However, “Trust Yourself” is expressed clearly and can be known by readers easily. The author showed the idea that the man should own the spirit of self-confidence and try to be the true himself. For example, Emerson said in Self-reliance: “Let us never bow and apologize more. A great man is coming to eat at my house, I do not wish to please him; I wish that he should wish to please me”. (Emerson, P20, 2005) On Emerson’s saying, it is known that he supported the man to be himself generously in spite of the other people’s social status. Once a person comes to the world, he is possible to be the best one. However, many people are generally timid, and they are no longer upright, they are afraid of saying “I think”, but only quote motto. As a matter of fact, Emerson encouraged the people to express “I think”, “I am” bravely and directly. These words clearly prove the spirit of self-trust.

There is a popular saying that “if you think you can, you can”. The confidence is the first step to make success. And Emerson showed the valuable idea in his works. It is believed that the readers are more confident after they finished Self-reliance.

B. The Independence

Just as “The Confidence”, “The Independence” is also a significant idea which Emerson showed in the works. “The Independence” is closely related with the spirit of self-reliance. The author mentioned “The Independence” everywhere in the works. Emerson supported the man to be the true himself independently.

Each person should act according to what he thinks. According to Emerson’s original words: “what I must do is all that concerns me, not what the people think”(Emerson, P15, 2005)，Emerson thought that the people shouldn’t be influenced by the others. Each one is the first who knows himself much. It is known that the only right is to conform to the man’s own will, namely, the only wrong thing is what is against his own will. Emerson supported that the people insist on carrying themselves in the face of all opposition. The true self-independence is void of other’s encouragement; prize is just as an auxiliary function for achievements. The true self-independent man is one who still stand firmly when all people fall over, and who himself plays the major role in his world, while all the other persons are supporting roles. Emerson pointed out that it was easy to live after the world’s opinion. Most people prefer to this in daily lives. But a great man always separates himself from the crowds.

Generally speaking, many people are easily influenced by environment. Emerson sharply opposed this idea in Self-Reliance. He thought the man should cultivate the personality of self-independence. Emerson expressed another kind of viewpoint, that is, consistency, which is in large scale a kind of self-trust. He once said: “A reverence for our past act or word, because the eyes of others have no other data for computing our orbit than our past acts, and we are loath to disappoint them”. (Emerson, P16, 2005) Indeed, a large number of person always cope with their lives in the same way, because they are afraid of being defeated by new methods. However, they are lack of innovation, which makes them lack of self-independence. Because of their consistency, it is very difficult for them to make progress or stride in life. Independence is established on the basis of continuous new progress. Therefore, the spirit of innovation can strengthen self-reliance. Emerson said: “Nature suffers nothing to remain in her kingdoms which cannot help itself. The genesis and maturation of a planet, its poise and orbit, the bended tree recovering itself from the strong wind, the vital resources of every animal and vegetable, are demonstrations of self-sufficing, and therefore self-relying soul”. (Emerson, p30, 2005) According to Emerson’s words, the society refuses the persons without self-reliance. No one can help the man except himself. Those independent people can stand easily and stably.

Independence is an indispensable quality for one’s success. Emerson pointed out that the man without any independent idea is difficult to conduct himself. Therefore, it is very necessary to form the habit of self-reliance.

C. The Personality

In Self-Reliance, Emerson advocated that a man should do everything according to his own will. This thought is closely related with the idea of confidence. A confident man is the one who always keeps his own personality. It is a very important thought which Emerson expressed in the works. It does help the readers to be confident.

Nowadays, many people tend to chase fashion and imitate stars. Some people love the stars’ characters deeply and even want to be a star. In fact, these people are excellent in many aspects, but they never look for their merits carefully. It is said in The Best Seller in the World: “I’m the greatest miracle in the nature; no one is same with me since the god created the world. My head, eyes, ears, hands are distinctive. I’m the uniqueness in the world.”(Og Mandino, p45, ) From this opinion, it is known that each man is different, and each man has his own worth in the world. It is useless to imitate anyone. Emerson suggested the man express their opinions loudly and bravely even if they are wrong. A man should conform to his own principles and live on his way. Emerson said: “No law can be scared to me but that of my nature. Good and bad are but names very readily transferable to that or this; the only right is what is after my constitution, the only wrong what is against it. A man is to carry himself in the presence of all opposition, as if everything were titular and ephemeral but me.”(Emerson, P10, 2005) From the words, it is evident that a man should keep himself in spite of the others’ existence. Once the decision has been made, it is uneasy to change it or give it up. There is a fact that some people are different from before after the environments are changed. It is obvious that these people are influenced by the others and are easy to follow the others’ principles and forget their own. Emerson gave the readers a very typical example: “Infancy conforms to nobody, all conforms to it, so that one baby commonly makes four or fives out of adults who pattle and play to it”. (Emerson, p8, 2005) It shows that if a man often keeps his own personality, he is able to make the environment different. The man’s inner power is limitless; he is able to change the whole world if he stands on his own feet forever. Emerson always lived in his own world and never mixed with the man whom he did not belong to. He said; “I will not hide my tastes or aversions, I will so trust that what is deep is holy, that I will do strongly before the sun and moon whatever inly rejoices me, and the heart appoints, if you are noble, I will love you, if you are not, I will not hurt you and myself by hypocritical attentions”. (Emerson, P32, 2005) These points of view are easy to be understood. The core point is that a man should insist that his idea be the best one.

As a mater of fact, it is the man’s faith, not the environment that influences people’s lives. A successful man is the one who deeply trusts his inner power. He is never influenced by the environment.

D. Showing no Sympathy to the Poor

In Self-reliance, Emerson fundamentally showed the idea of confidence and independence. Besides these ideas, he illustrated the idea of “Showing no sympathy to the Poor”. This point of view agrees with the confidence and independence. Emerson indirectly showed the reason why the man is poor and why no sympathy should be showed to the poor.

From Self-Reliance, Emerson never sympathized with the person who had no relation with him. He just did what he should do. He said: “Expect me not to show causes why I seek or why I exclude company. Then again, do not tell me, asa good man did today, of my obligation to put all poor men in good situations. Are they my poor? I tell your, your foolish philanthropist, that I grudge the dollar, the dime, the cent. I give to such men as do not belong to me and whom I do not belong.”(Emerson, P12, 2005) This point of view shows that if these poor people are self-supported, their living conditions would be better. Helping this kind of people is to do harm to them and make them more and more poor. There is a popular saying: “If one’s pocket is empty, but idea is full, that’s temporary; on the contrary, if one’s pocket if full, but idea is empty, that’s also temporary”. At most time, the poor are lack of independent conducts, optimistic attitudes, and adventurous spirits. They have no innovative abilities, because they never think that they should challenge life and make progress. Therefore, in many aspects, the poor are lagged behind of the society. From Emerson’s opinion, he definitely rejected to help this kind of people. However, sometimes the situation is different, just as Emerson said “There is a class of persons to whom by all spiritual affinity I am bought and sold, for them I will go to prison.” (Emerson, P12, 2005). This kind of people is the poor in pocket, but they are full of ideas in mind. They have the quality of confidence, of independence, but only lack of materials. Emerson believed that their conditions would be quickly improved through a period of time.

The poor condition is not terrible, but the poor mind is a very serious problem. The man should never help the poor with money, but give them a tool to produce wealth by themselves, or teach them to be independent and challengeable. Emerson’s opinions towards the poor have given the readers a meaningful enlightenment.

III．Self-Reliance’s Enlightenment on Today’s Society

Self-Reliance gives readers much help in coping with their lives. It exerts enlightenment on readers to be confident and independent. It teaches man to take advancing attitudes towards life. Besides, these ideas enlighten female’s life. It is also of great help for individuals’ progress and a country’s development.

A. Attitudes towards Life

Self-Reliance profoundly inspires a man to strengthen his self-confidence. A young man said in a forum: “If they are afraid of other’s different suggestion and give up their own thinking, then that’s losing themselves. No matter what they do, they should keep definite point of view and independent thinking”.(Smear, P49,).He further explained that everyone’s idea is different, no one can make the others’ the same with he himself, so just think about the objection but neglect the irrelevant discussion. When the man finishes his aim, all voices have stopped with it. Each man should have his virtue in tacking with all problems.

The attitudes towards life have two choices. One is to die and the other is to live. Emerson’s Self-Reliance teaches the readers to follow their own thoughts andtake optimistic attitudes towards life. Everything has two sides, the most important is that which side the man chooses. A man should be confident everyday, and then each day is beautiful and without worry. Emerson showed in his works that each man should be independent to cope with his problems, but not always seek for assistance. The man can learn from the other people, but he should make decisions by himself. Each successful man has his own personality so that he is easy to achieve his dreams. Once a person catches the fundamental idea of self-independence and self-confidence, he can tell which is right or wrong no matter how complicated the interpersonal relation is. Then he is likely to reject to parrot.

B. The Female’s Self-Reliance

It is known that man and woman are born of inequality in human history. No matter how successful the women’s liberation is, this bias will forever occupy people’s minds. With the development of society, some female people with spirits of self-support fiercely object this thought. Women have their own forte in most time while the men don’t have. It is accepted that women’s social status is highly improved. According to the investigation, the female officers or managers are highly increased and account a large proportion among the total. Besides this, most women accept more advanced education than the male. However, the prejudice originated from the history seems never to disappear from people’s minds. Some women are still suffering from the prejudice in such a developed society. In modern society, the women possess so many social protocols. For instance, there is a popular saying that “Ladies First”, and the national law also safeguards the female’s rights and interests. Someone thinks the meaning implied in this phenomenon is that the society takes women as the weak, for the people who need protection are to some extent weaker than those who can deal with problems by themselves.

However, although a small part of girls can’t live on their own, most women are aware of the crisis, and most of them can deal with their lives completely and independently. On Emerson’s views, whether a man or woman is, he/she should depend on themselves except the general assistance from each other. As an important part in human being, women should have their own understanding, their own careers and worlds. Some girls who seek fortune or reliance from men are severely looked down upon by society. Those women seem to lead a perfect life, but their inner hearts are too void. They acknowledge that they are corrupted and forsaken by society. Whereas, they are reluctant to escape from this corrupted living circle once they abandon themselves to it. Moreover, they often search protection, responsibility from men. But most women are advancing in mind. It seems that women take more and more significant roles in a family, even in the society. Most women often support for their families which testifies their high ability.

From Emerson’s ideas in Self-Reliance, all women should own the self-reliance of idea, of economy, and of ability. He advocated the women to strive for the social status and make contributions to the society.

C. The Influence on Individuals

To be a self-independent person can absolutely change one’s humble life even in the backward society. Generally, the poor people are inclining to be self-reliant for coercion of life. It is well known that the richest man, Li Jiacheng, is the business tycoon in Hong Kong. It is an evident example that the poor man is ambitious and self-improving so that he can become an uncommon person in later time. Another famous person is the head of board of Meng Niu enterprise, Niu Gengsheng. He was sold out for 50 Yuan when he was in infancy not because his parents abandoned him but because they couldn’t raise him. In such kind of living condition, he studied and worked hard to be a successful man. All men are intelligent and brave, but not all men can make success. Some people often complain about destiny. The wise think that success originates from one’s spirit. The genius is only but common people with knowledge and virtue. Helen Keller, the everlasting pride of human being, was deprived of both sight and hearing after the terrible illness in the 19th month after she was born. However, she was not defeated by disastrous life which happened to her in her young age. No one can imagine how a dumb and deaf girl transformed her life thoroughly by her persistent hard work and persevering spirit, yet Helen Keller did it. Her adversity and great achievements stimulates the common people to work hard and to be self-supported. Helen’s remarkable success was partly due to the assistance, Miss Sullivan who accompanied her in the whole life, but largely due to her own persistent and dauntless faith. She learned several languages in her life and created miracles one by one. The very difficulties which cannot be done by common people were broken through by Helen Keller. Her name was set as a symbolization of persistent will. As the tremendous spiritual power, her legendary life deeply encourages the people to conquer the misfortune. Mark Twain said: “Helen Keller was the focus of America in 19th century”. These examples prove that independence and self-support can change one’s life thoroughly.

The valuable ideas which Emerson showed in Self-Reliance are a great help for individuals’ development. These ideas make each one to be confident and independent. Many people’s success is fundamentally due to these two qualities.

D. The Influence on Countries

As the strongest country in the world, America has its own individualities. This country only enjoys a history of 200 years. In comparison with the other European countries, it is full of innovation and has its own personality. The technology, weapons, comprehensive strength are always in the first place. The Americas are realistic. Money is vital in their minds so that all Americans are up to their ears for work. Money can be used for fame, social status, even presidency in this country. They are democratic, liberal, outspoken and competitive. Take the American children for example. They can work to support themselves when they are young and also cope with their problems by themselves without any help from parents. All Americans have formed these habits from early time so that their country is the best self-improvement among all countries.

Almost every person believes the country should support them with the perfect system so that they can improve their living conditions, but the ideas in Self-Reliance suggest that the high life and well-being can only be acquired through a man’s own efforts. The people often take a high expectation towards the function of laws. If the laws work well, then they can insure people to enjoy their own achievements and reduce individual sacrifices. However, the best strict law cannot change the sluggish persons to industrious persons or the poor to the rich. These changes can be achieved only through one’s own conducts and activities. The history proved that the power of country is not decided by social system but by people’s qualities and personalities.

The spirit of Self-Independence in Emerson’s Self-Reliance promotes a country’s advancement. The strong and prosperous country is made up of confident and independent individuals. Self-Reliance’s enlightenment effectively helps the progress of society.

Conclusion

From above, “The Confidence” is the basic thought and the core point in Emerson’s Self-Reliance. In the work, “The Independence” and “The Personality” are main ideas. ‘Showing no Sympathy to the Poor” represents “The Confidence” and “The Independence”. These four ideas largely enlighten many people to form the habits of self-independence. The spirit of self-reliance is the foundation stone of everyone’s success. What’s more, it plays an important role in a country’s prosperity. The spirit of self-reliance greatly helps the progress of society. There will be more and more readers to research and study Self-Reliance and more and more people would possess the idea of self-reliance in future.

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篇6：论外语能力的培养英语论文

关键词：

外语能力 交际能力 语言能力 外语教学

摘要：

20世纪70年代，有些学者提出了外语能力这一概念，强调外语教学的最终日的是培养学习者运用语言的能力。但迄今为止对外语能力的内涵的界定仍不统一，在外语能力培养中往往陷入误区。外语能力受制于众多因素，应该从语言能力、交际能力、跨文化能力、自学能力等方面人手，全方位地培养学习者的外语能力。

1．引言

自1972年Hymes…提出“交际能力”这一概念之后，不少应用语言学家等从外语教学的角度对交际能力作了进一步的探讨和研究，进而提出了外语能力这一概念，并从不同角度对其进行了阐述，提出了不少新颖的见解(Stem4)。但是迄今为止，对外语能力这一概念的界定并不统一。笔者认为Baehman&Palmer对外语能力的阐述较为全面，他们认为：外语能力主要由语言知识和策略能力两大部分组成，语言知识包括结构知识和语用知识。结构知识指的是构成语句和语篇所需的知识，主要包括语法知识及语篇结构知识。语用知识指的是能够根据交际意图和环境等因素来正确运用语言所具备的知识，它包括语言功能知识和社会语言学知识。策略能力主要包括三个方面：一是目标确定(goalseting)能力，即在特定的交际场合交际者能够认定、选择和决定完成某种语言运用任务的能力；二是估计衡量(assessment)能力，即根据确定的语言运用任务来估计或衡量自己是否具有完成这一任务所需的话题知识和语言知识的能力。三是策划实施(planning)能力，即根据自己的话题知识和语言知识来策划完成语言运用任务的实施方案的能力。在我国，许多学者也对外语能力进行了界定，普遍认为，外语能力包括知识体系和技能两大内容。知识体系包括语音知识、语法知识、语篇知识、语用知识和交际策略知识等；技能包括听说读写等，是融语法及词汇、语篇、语用、交际策略知识于一体的实际操作技能(戴曼纯。)。上述有关外语能力界定的阐释对制定教学大纲(或课程标准)、指导外语教学与外语测试等大有裨益。

篇7：论外语能力的培养英语论文

近来，交际语言教学法在我国外语界颇为盛行，专家和外语教师们已经意识到交际教学法在培养外语能力中的重要性，并积极地探索交际教学法在我国外语教学中的具体应用问题。但是，由于我们对交际教学法的认识缺乏统一性和全面性，往往过分强调其中的某些原则而忽视其他一些原则。因而导致了外语教学中外语能力培养的某些误区。

(1)认为外语教学的目的是培养学生在所有不同场合能恰当自如地用外语进行交际的能力。不要说外语，即使是本族语，我们的语言能力也是非常有限的。尽管每一个正常人的日常听说没有问题，但并不是每个人都能流利地即席发言。实际上，我们用汉语游刃有余地从事口语和书面语交际的场合并不很多。因此错误地认为外语教学的目的是要使学生在外语方面具有完美的交际能力会给外语教学带来某些不利的影响。可能会导致制定出不切实际的教学目标和教学大纲。导致教师、学生、教育管理部门和社会对外语教育产生难以企及的期望值，因而损伤教师的外语教学积极性，使学生产生失望的态度。

(2)认为语言交际能力仅指口语交际能力，认为要培养学生的交际能力，要运用交际教学法，课堂教学就必须采用小组讨论(groupwork)和对话等形式。产生这种误解的原因可以追溯到美国结构主义语言学家的某些见解和主张。他们认为口语是第一性的，书面语是第二性的，因而语言教学应当以听说领先，这样势必导致交际能力就是指口语交际能力的较为片面的观点。实际上，语言交际能力不仅指口语交际能力，也包括书面语交际能力。课堂教学除了采用小组讨论、对话等形式培养口语交际能力外，还可以让学生独立地完成阅读、写作等书面语交际任务来培养学生的书面语交际能力。

(3)认为在交际能力培养过程中，对学生所犯的语言错误没有必要纠正，可以放任自流。这种误解源于对Chomsky的语言习理论、Spair的“语言共性论”以及对中介语理论等的不恰当理解，认为语言错误是学习者在外语学习过程中取得进步的具体表现(李宇明)。受其影响，有些人可能会认为语言错误随着日后的不断学习会自然地消失，没有必要进行纠正。但是，语言交际能力的培养是建立在语言能力的培养基础之上的，因此我们不能忽视语言能力的培养，特别是那些使正常交际中断的错误需要适时指明并加以纠正(张兼中。)。

(4)认为交际教学法对外语教师的外语水平和外语交际能力要求过高，我国目前的`外语师资水平难以适应。这种误解源于“理想化的本族语者拥有完美的语言能力和交际能力(黄和斌)”。实际上，语言交际存在着层阶性、不平衡性和领域差，只要我们进一步加强对交际教学法的认识和了解，采取不同的形式对外语教师进行教学方法方面的培训，并且编写出与之相适应的外语教材，我们有条件、有能力运用交际教学法培养学习者的交际能力。

3．如何培养外语能力

通过对外语能力的认识和界定，尤其是对语言能力和交际能力的理解分析，笔者认为培养外语能力应从以下几个方面入手。

(1)加强语言能力的培养

语言能力是外语能力中最重要的组成部分，是交际能力培养与发展的基础。培养学生的语言能力，必须在教学过程中强调语言规则和基本词汇的掌握与运用。语言规则指的是语音、词汇、语法和语篇等不同层次上语言单位的组合规则；基本词汇是目标语言群体中所有成员都接受和使用的，具有相对稳定性和较强的语篇构建能力。因此外语教师应尽可能地向学生提供语言运用的环境，鼓励学生在这些环境中灵活地运用语言规则和基本词汇。除了完成教材中的练习之外，教师还可以设计一些针对性较强的补充练习，给学生提供更多的实践机会，使他们能够对所学规则举一反三、运用自如。

(2)强调从交际活动中学会交际

语言是一门技能性很强的学科，语言技能的掌握需要反复的实践。不少专家学者，如Hatchlo]、Kmshen…等，特别强调语言交际在语言习得中的重要作用。因此我们应该尽可能地为学生创造语言交际的环境与机会，让学生在语言交际活动中学会交际。当然，在课堂上模拟语言交际活动会有一定的困难和局限性。但是，只要我们充分认识交际活动在外语能力培养中的重要性，明确学生的需求和我们的教学目标，坚持让学生在外语交际活动中学会外语交际这条原则，不断改进和完善我们的教学方法，外语教学的效率必定会稳步提高。

(3)注重英语文化的输入和汉文化的对外传播

语言与文化的关系十分密切，语言是文化的载体，文化是语言的管轨。语言直接或间接地反映文化的方方面面，包括社会体制、科学技术、思维方式、价值观念、道德准则、风俗习惯、宗教礼仪、处事方式等等。文化的方方面面也在不同程度上制约着语言的应用。外语教学的目的是为了实现跨文化交际，即把国外的先进文化引进到国内，又把中华文化介绍到国外。因此，在外语教学过程中，不仅要帮助学习者学习和了解目标语文化，同时也要教会学习者如何用外语来表达中国文化。多年来，对目标语文化的了解和表达以及用目标语表达中国文化一直是中国外语学习者的弱点。因此注重文化的了解和表达应贯穿于外语教学的始终。

(4)外语教学应有针对性

尽管外语教学的目的是培养学生的跨文化交际能力，但是在具体的教学过程中，由于受时间和外语教学作用的局限，只能培养学习者在某一方面的交际能力。目前我国外语教学的弊端之一在于过分强调共性和统一，这可能也是导致英语教育效率不高的原因之一。在中国，学习者学习外语的目的和需求存在很大的差异，因此我们应该在调查和分析的基础上，根据不同学习者的不同需求和目的，制定不同的教学大纲、教学内容、教学计划、教学方法和评估手段等等，从而使我们培养的学生具有从事某一工作所需的外语能力。

(5)强化自学能力的培养

由于外语教学的时间与作用是十分有限的，我们不能指望学生在完成学校学习之后，就能在各种交际场合用外语进行成功的交际。但社会的需求有时却要求学生在不同场合都具有相当好的外语交际能力。也就是说，社会的需求与外语教学的培养目标之间存在着很大的差距。要缩小这一差距，我们应该加强学生自学能力的培养，教会学生充分利用各种媒体和工具书，注重培养学生分析问题和解决问题的能力，帮助学生养成观察和归纳语言在不同领域中所表现出的特有的表达方式、文体风格和语用习惯，使他们具有很快适应不同领域交际需求的能力。

4．结语

外语能力的培养是个系统的工程，它受制于众多的条件，如外语教学的内部因素和与外语教学相关的外部社会系统等等。因此，我们应尽量协调各方面的关系，大胆尝试各种新方法，努力培养学习者的外语能力。

篇8：语法教学初中英语论文

语法教学初中英语论文

一、现阶段初中英语语法教学存在的主要问题

很多教师在进行英语语法的讲授时，唯一的参照资料就是所用的英语教材，教师会按照教材的基本内容来进行授课，一步一步严格的按照要求进行，很少有教师会对教材的基本知识进行变通。更有甚者，很多教师为了完成基本的教材规定的目标，会在仓促的时间内将教材内容讲完，而不会顾忌学生有没有真正的掌握这些知识。这种教学方式对于学生语法知识的掌握和学习成绩的提高是非常不利的。教师必须要在参透教材的基础上，做到活学活用，能够将教材中固定的知识，在深入理解的基础上传授给学生，这样就能够做到教学相长，更渗透的理解教材知识。

二、初中英语语法教学策略

1.有效激发学生的学习动机

兴趣是学习的主要动力，只有激起学生的学习动机，才能很好的让学生投入到教学之中。为了提高学生的学习动机，教师可以通过创设情境的方式，让学生很好的投入到教学情境中去；亦或者是通过鼓励、激励的政策，让学生为了一定的目标进行奋斗。这样的教学方式都可以很好的提高学生的学习兴趣[3]。比如说在学习“must”、“could”、“might”等表示猜测的语法用法时，教师可以通过举例子的方式，教师展现一张动物的图片，但是却遮住了它身体的大部分，只露出了小腿，那么教师就让学生进行猜测，这是什么动物？学生或者会说：Maybeitisalion？或者会说：Itmustatiger.教师就可以根据学生的回答来进行解答，用maybe、must都表示了什么样的具体情况，这样学生就可以很好的理解这些语法的用法。

2.将语法知识与语言意义统一起来

在讲授句子的语法时，要善于让学生了解基本的句子意思，否则，一味的进行语法的教学，很难让学生真正透彻的了解文章知识，这对于学生对语法的了解也是非常不利的。比如说让学生在几个句子中来判断’s的`用法，是属于is的缩写还是所有格形式：Mary’sfriendsisTom；Jim’sadoctor；She’stwenty；He’sbagisred.很少有学生都能够分清楚’s的用法属于哪一类，这样教师就需要对学生掌握的语义来进行充实，让他们在懂得句子的基本含义的基础上，更好的理解语法概念。

3.对学生进行具体的语法学习指导

学生在学习英语语法知识时，经常会出现错误是一定的，但是他们所犯的错误的原因是不同的，教师不应该采取一概而论的方式进行指正，而是要对不同学生犯错原因的不同进行分别的教导，让学生能够很好的认识到自己的错误，这种因人而异的教学方式，对于提高学生的语法掌握能力是非常必要的。通过这种方式，学生可以深刻的了解到自己在语法掌握方面存在的不足，从而更好的提升自己。综上所述，现阶段的初中英语语法教学还存在着很多的问题，比如说教师对学生在语法认知中的错误缺乏科学认识、语法教学重形式结构，与技能培养脱节、教师照搬教材，无法做到活学活用，这些都严重阻碍了语法教学的有效利用。必须要不断的采取措施，以便更好的利用语法知识来进行英语教学，提高学生的学习水平和对英语的掌握能力。

作者：陆媛媛 单位：江苏省阜宁县实验初级中学

篇9：语音教学高职英语论文

语音教学高职英语论文

一、高职英语语音教学的现状及原因分析

1.高职英语语音教学的现状

（1）缺乏语音常识。英语语音教学一般是在英语学习的初级阶段进行并完成的,但多数高职学生仍在语音常识方面表现出明显不足，这主要是由于学生语言基础相对薄弱导致的。高职高专学生英语基础相对较差，进入高职院校后，语音问题就更加突出。首先表现在难以准确认读并正确使用国际音标，其次是不能使用正确语音、语调朗读英语段落或用英语进行沟通；最后就是语音知识系统不完整，常常出现单词拼读错误，单词的读音要靠死记硬背或标注汉字、汉语拼音才能记住。

（2）语音知识掌握不牢靠。语音、语法及词汇是构成语言的三要素，其中语音学习是语言学习的基石，语音可辅助词汇的识记与听说。语音知识未掌握牢固，会进一步影响英语听说能力。

2.原因分析

高职英语语音教学中存在上述问题，除了学生自身因素外，也与学校、教师等外界因素有密切关系。教师往往过度重视知识的传授，而忽视了学生能力的培养；重视单音知识的传授，忽视了语流教学。学生语音知识的积累一般是通过模仿教师发音，或通过教师口头理论讲解得来的。但部分高职教学中仍采用传统的“灌输式”教学模式，重视向学生传授语音理论知识，而学生也未重视口语及语音的重要性，导致语音基础薄弱，缺乏语音常识。另外，教师在教学过程中，过度强调单音，缺乏对连读、弱度、重音、节奏、停顿、语速、语调等方面的重视。导致学生在使用英语交流时，语感不足，难以将情感与语言融合。除此之外，在我国高职院校中，非英语专业的学生较多，班级容量较大，教师往往在传授完基本语音知识后，就没有时间让学生单独进行练习了。学生缺乏练习机会，实践能力不足，这也是造成学生语音差的重要原因。

二、教学策略分析

1.提高对英语语音的认识，认清语音学习在英语学习中的重要性

加强语音学习对于高职院校非英语专业的'学生来说是很重要的，主要目的就是帮助学生掌握系统的语音知识，对学生的错误发音进行纠正，使其语音规范、正确、自然。学生与教师要同时加大对语音学习的重视。教师重视语音教学中的连续性，课后仍将语音教学贯穿在整个英语教学中。学生要加强对英语语音的学习，主动在英语学习过程中强化语音知识。同时教师也要认识到语音教学不是一项孤立的教学活动，要积极与阅读、口语、听力等方面并行，这样不仅能够丰富学生的语音知识，也有助于学生提高自身的听力及口语能力，听力与口语又是语音实践的重要环节。

2.构建良好的教学环境，实施多样的教学方法

在具体的英语语音教学活动中，为了充分调动学生学习英语的主动性与积极性，提高课堂质量，教师可选择灵活多样的教学方法开展教学活动。例如：利用英语语音室或者多媒体教学环境，让学生模仿经典电影中的英语对白、学习英语绕口令或学唱英语歌曲等，激发学生对英语学习的热情，在短时间内帮助学生掌握英语语音语调规律，提高语感。这种灵活的教学方式还可最大程度上提高基础较差的学生的参与性，发挥学生的主体作用，做到因材施教，全面提高学生的英语水平。另外，教师根据具体的教学内容及教学目标，可创设一些相关的教学情境，改善教学环境，激发学生的表现欲及学习热情；根据教材内容可创设真实的交际场景，让学生掌握最基本的词汇和句型并反复操练。同时，学生在这一情境中进行交流与沟通，培养语感并提高语音水平。

3.提高语音教学的针对性及系统性

在高职英语语音教学中，为了让学生的英语语音准确、规范、标准，可顺利地与人进行英语口语交流，教师可在课堂中或课余时间给予学生一些针对性的训练。首先，教师要让学生掌握学习英语节奏及语调规律，并在具体实践中进行练习。在英语语音学习中，语感的培养既是学习重点，同时也是学习难点。学生可在掌握单音以及英语朗读技巧后，利用课余时间进行大量的朗读训练，通过朗读大量的优秀文章、诗歌等提高语感。另外，语调及音素也是英语语音学习中的重要难题，教师可在教学目标基础上，结合多年的教学经验，为学生提供一些针对性强的练习材料。例如：在语音音调方面，教师可通过让学生听录音进行模仿的方式，用正确的音调对日常用语进行练习；对于英语音素方面，教师可准备一些单词、短语、词组、短句等材料，让学生进行区分练习。另外，在学期口语考试中，也可利用学生喜欢唱歌这一特点，让学生选择个人喜欢的英语歌曲进行练习，这也是提高学生学习兴趣、纠正英语语音、活跃课堂的重要途径。

三、结语

语言是由语音、语法、词汇构成的，其中语音是语言的基础，而对于中国学生来说，英语口语及听力方面最为薄弱。针对语音学习在语言学习中的重要作用，高职高专院校要加强英语语音教学，这是提高学生语音知识、发挥英语交际作用的重要途径。英语语音的学习是一个漫长的过程，需要不断在生活及学习中积累，教师与学生应当充分认识到语音学习的重要性，通过改变教学模式及学习方法提高语音知识，帮助学生打好理论学习基础；学生要坚持循序渐进原则，通过反复练习，形成系统、完整语音知识体系，提高英语综合水平.

篇10：图像教学初中英语论文

图像教学初中英语论文

一、图像培养初中生的英语学习能力

通过图像培养学生的表达能力英语是一门语言，即使学生的语法学得再好，如果不会使用词汇来表达自己的意思也就没有达到学习目标。图像是一种有效的教学辅助工具，教师可以利用其在课堂上构建和谐的语言交流情境。首先，教师可以利用图片来开展口语练习。例如，教师可在黑板上用一幅内容丰富的挂图，在图像中有一个办公室，办公室内有一些办公用品以及家具等，其次，教师还可以利用图像来对学生进行书面练习，即为看图作文。学生通过对图像仔细观察，通过书面文字将看到的表达出来。

二、各类型图像在初中英语课堂中的应用

1.挂图的应用

教学挂图是与教材配合的辅助教学工具，在课堂上可以帮助教师进行口语、词汇、句型、语法等各个类型知识点的学习。例如教师可以利用挂图来对学生已经掌握的单词进行归类。教师展示一幅关于食物的挂图，挂图中有水果、蔬菜等等，学生可以用英语将挂图中的食物说出来，并且进行分类。然而再使用已经掌握的词汇，进行造句，从而让学生深刻掌握词汇的含义。例如：“―Ilikebananas.Doyoulikebananas?―No，Idon’t,Ilikeoranges.”这类型的`对话，通过反复练习，将挂图中所有的食物都进行对话，这样学生不单单熟悉了单词，还深刻地记住了单词与相关句型。

2.卡片的应用

卡片是英语课堂教学中十分常见的教学辅助工具，学生可以利用卡片来进行词汇的记忆。卡片具有重点突出、个性化鲜明等特点。例如，在进行生活用品的教学过程中，教师可以利用卡片来帮助学生进行记忆table、bed、dresser、bookcase、sofa、chair、drawer等。教师还可以利用这些卡片进行分类：在黑板上写出家具的类别，例如学习用品、家电、家具等，学生可以将自己制作的卡片贴在类别下方。教师还可以让学生使用肢体语言将卡片中的词汇表现出来，让学生来竞猜，这样不仅仅可以加深学生的印象，还可以活跃课堂氛围。图像作为一种基本且重要的教学辅助工具，已经在英语课堂教学中使用得越来越广泛。图像来源广泛，使用简单方便，制作简单快捷，大大增加了其在初中英语课堂上的应用范围。在初中英语教学中使用图像作为辅助教学工具能够有效地提升英语教学效率，激发学生的学习欲望。图像能够引导学生进入教学情境，还能够帮助学生更加深刻地理解知识点，同时还可以增加学生的跨文化知识。因此，在初中英语教学中教师需要将图像这一教学辅助用具充分地重视起来，在初中英语课堂上灵活地应用，从而提升教学效率。

篇11：对话教学初中英语论文

对话教学初中英语论文

1.初中英语对话教学的有效策略

1.1采取多样化的对话形式

全面提高学生的口语水平，培养学生的综合语言运用能力的最终途径是通过不断地对话练习。因此，教师必须在初中英语的对话课堂上全面尊重学生的主体地位，采取多种形式指导学生进行对话练习。比如，在讲解牛津译林版初中英语教材九年级上册《Unit3Teenageproblems》的对话时，教师可以首先这样指导学生：在进行跟读练习之后，教师还可以根据对话中的角色，指导学生进行分角色朗读。另外，在此基础上，学生还可以摆脱课本，以小组的形式进行对话表演。另外，教师在给学生讲明白该对话的组织结构和作者的思维方式之后，学生还可以自行设置相关的语言情境，并且自己编对话进行学习。总之，为了充分发挥学生的主体地位，初中英语对话课堂必须打破“教师领读，学生跟读”的传统模式，帮助学生采取多样化的对话形式进行对话学习。

1.2鼓励学生充分利用课余的对话练习机会

为了能够有效提高学生的.口语水平，仅仅依靠课堂的时间是远远不够的。反正，教师应该指导学生充分利用课余的时间，并且在真实的语境下进行对话练习，从而不仅能够帮助学生巩固课堂上所学的知识，还能引导学生将课堂上的知识有效地运用到生活实践中去。比如，在学习完牛津译林版初中英语教材九年级上册第六单元TVprograms的对话之后，教师可以指导学生平时在家中看电视时，根据当天的具体情境并结合课堂上所学的有关知识，和家人或者朋友进行对话练习，抓住一切可以运用英语的机会，从而能够在潜移默化中提高自己的英语水平。

2.结语

在初中英语的对话教学中，教师必须清醒地认识到目前对话教学中所存在的突出问题，并采取恰当的策略来提高初中英语对话教学的效率。根据本文的研究，教师不仅应该尊重学生在课堂上的主体地位，帮助学生采取多样化的对话形式，而且还应该鼓励学生充分利用课余的对话练习机会，从而快速提高自己的口语水平。

篇12：论盖茨比悲剧的必然性英语论文

论盖茨比悲剧的必然性英语论文

Abstract

The Great Gatsby is a novel written by the famous writer F. Scott. Fitzgerald in the 1920’s， which is about disillusionment of American Dream, and it is still a piece of language endowed with deep connotations and full of metaphors and mottoes. This paper analyzes Gatsby’s tragedy by examining the essence of Gatsby’s dream, the potential destructiveness in Gatsby’s characters and the social-historical backgrounds leading to Gatsby’s destruction. Fitzgerald once summarized people’s characters at that time as “all Gods have died, all the wars have been over, and all the faiths have faded away.”(Fitzgerald, 1991: 253) American people living in Jazz Age looked down on the traditional faiths and betrayed moralities and customs that their ancestors used to abide by. At the end of the novel, Gatsby’s lonely funeral ceremony and people’s indifference completely reflected humanities coolness and ugliness in the society of U.S.A in 1920’s. At the very beginning, Gatsby was destined to be isolated helpless and to fail in the end in this society.

Key Words

Gatsby; the American dream; tragedy; personification

摘 要

《了不起的盖茨比》是20 世纪20 年代美国著名作家菲茨杰拉德的一部反映美国梦破灭的小说,也是一则被赋予了深刻含义,充满譬喻和警句的语言。本文从盖茨比之梦的实质、盖茨比性格中的不足以及社会历史原因等多方面探讨了导致盖茨比梦毁人亡这一悲剧必然因素。 菲茨杰拉德曾这样总结那个时代的特点：一切神明都统统死光，所有战争都已经统统打完，所有信念都已经统统完蛋。爵士乐时代的人蔑视一切传统的价值观念，反叛老一辈人所遵从的道德风范。 小说结尾，作者更是以人们的冷漠和盖茨比葬礼的冷冷清清彻底反映了20 世纪20 年代美国社会人性的冷酷与丑恶。在这样的社会，盖茨比从一开始就注定是孤立无助，注定是要失败的。

关键词

盖茨比; 美国梦; 悲剧; 化身

Introduction

Scott. Fitzgerald is a prominent novelist in the American literature, owned the title of the spokesman of the Jazz Age and the laurel of poet. From the contents and thoughts, the creative traits, his book the Great Gatsby is a real masterpiece of Fitzgerald, which made him get success in writing. As soon as it was published publicly in 1925, the Great Gatsby gained many critics’ affirmation and praise, becoming as one of the most excellent works in the 20th century. “The famous poet and critic Aerate said that the Great Gatsby took a great progress in American novels since Henry James.”(Donaldson, 1984: 283) In this novel, with a brief and serious style, the author vividly described a tragedy caused by American Dream, and successfully molded a suffered figure Gatsby. He was the author’s favorite character, in that they had many things in common such as many experiences and spiritual virtues that are different from the comprehension and chase to American life of common people. Gatsby owned marvelous genius, incomparable resolute romantic volition to his dream as well as his loyalty to his ideal, which won high praise of the author. The essay, on one hand, gives deep sympathy to Gatsby about his tragedy, on the other hand, it indicates that it is vain and dangerous to seek American Dream at that time.

The paper is analyzing the inevitability of the hero Gatsby’s tragedy by examining the essence of Gatsby’s dream, the potential destructiveness in Gatsby’s characters and social-backgrounds that lead to Gatsby’s destruction.

I. Description of Gatsby’s Dream

A. Origin of Gatsby’s Dream

Gatsby’s dream originated from the American dream, and the so-called “American Dream”, in American society, especially in the period of exploiting the New Continent, formed and developed a rather commonly attracting ideal. It has long history dating from the period of European emigrants exploiting the New Continent, and this dream owns tremendous enough connotations of American desire and hope to spirits and materials. Consequently, many people defined it as the synthesis of Wealthy Dream, Transcendent Dream and Love Dream. Benjamin Franklin, the first and well-known embodiment and advocate of American Dream in the world, edified and encouraged people how to enrich their families and to fulfill American Dream by their struggle, especial in his Autobiography. From the birth of it to 1920s, American Dream of owing the success in materials to the individual virtues and struggles, was always publicized by the people as powerful as possible, and then without doubtness it became the ideal which average American people tried their best to struggle for day by day, and the fundental spiritual strength which prompted American Capitalism prosperity and maintained capitalism-social system generation by generation. Gatsby’s American Dream originated from his childhood:

“Then he returned the wallet and pulled from his pocket a ragged old copy of a book called Hopolong Cassidy “look here, this is a book he had when he was a boy. It just shows you.” He opened it at the back over and turned it around for me to see. On the last fly-leaf was printed the word SCHEDULE and the date September 12, 1906 and underneath:

Rise from be……………………………………… 6.00 A.M

Dumbbell exercise and wallscaling……….6.15-6.30A.M

Study electricity, etc……………………….7.15-8.15 A.M

Work …………………………………………8.30-4.30P.M

Baseball and sports…………………..4.30-5.00P.M

Practice elocution, poise and how to attain it 5.00-6.00P.M

Study needed inventions……………..7.00-9.00P.M” ( Fitzgerald, : 206)

Above-mentioned shows that on the last fly-leaf of Hopolong Cassidy Gatsby used to read were recorded his transcending decision and a piece of strict timetable for working. Over so many years, Gatsby always persisted in it and observed it.

From the Schedule, as everyone knows, Franklin and Addison, giving a good example, depended on the struggle by themselves and got a success at last and their stories, which made every one believe that each youth could become a millionaire or the president of U.S in the future. In their age, the novels describing American Dream were best-sellers, but they gave the preaching contents: As long as one person was honest, patient and independent, he would have the equality with every one to do everything, namely, it is possible for him coming from the poor family to become a rich and noble person, while Gatsby was one of the believersof it. The dream which seemed to happen in fairy tales was the endless infinite power that encouraged Gatsby struggle for it. The author contact Gatsby’s pursuit with European emigrants’ ancient desire to New Continent, and Franklin, representing American Dream and its invert forms later, defined Gatsby’s tragedy as huge historical background and deep typical senses. The traditional model of American Dream, as many critics and writers pointed out, were full of falsity, especially under the condition of capitalism developed rapidly, and polarization intensified increasingly. It made a point of evidence that Gatsby made a fortune, relying on personal virtues, diligence and frugality. Since his childhood, Gatsby used to abide by Franklin’s teaching, and try to practice the main inquire of the traditional model, following his own comprehension and the background of 20-century society in U.S. it is vagary for one person to come to the fore, who only depended on virtues, diligence and frugality, however, Gatsby‘s story of getting rich just certified it. When he was young, Gatsby could not gain any appropriate consequence that he wanted to get, so that he was surrendered by his beloved lover Daisy, for he was penniless and fameless at that time. And later he absurdly became a millionaire. Obviously, it ought to be tremendous irony for him to believe in American Dream. By all appearances, as were same with other magnates at that time, Gatsby still understood and practiced following principles. Theoretically, borderland, (here referred to the whole American) were equal paradise to every one, and the reward completely owed to diligence, frugality and good luckiness, but in fact, the rewarding often depended on trickiness, greed and mercilessness, as well as cruel ruthlessness and completely rotten means. It is the American dream, but it is the origin of Gatsby’s dream.

B. Essence of Gatsby’s Dream

Even if his dream originated from American dream, the essence of Gatsby’s dream is the essence of American dream. With his growing, Gatsby’s American Dream went by an evolution when he was young. He dreamed making a good fortune, transcending common people and getting rid of poorness as much as the heroes written by Ben Franklin and Horatio Alger. Later he met Daisy by chance and then lost his heart to her, thus Daisy became the personification of his perfect ideal and the embodiment of concentrating his entire ideal, and the he endeavored to do everything in the direction of them. Because in his mind, Daisy represented all beautiful creatures of the upper class society in America, and in his memory, the first love between Daisy and him seemed to be a human fairyland, whereas, the cruel reality was that he lacked rich family supporting him and his love. The great disparity of their status made him sense that he had no right to touch her hand. “Gatsby was overwhelmingly aware of the youth and mystery that wealth impressions and preserves, of the freshness ofmany clothes, and of Daisy, gleaming like silver, safe and proud above hot struggles of the poor.” (Fitzgerald, 2002: 98)

So having lost Daisy, he desperately earned much more money, and fantasized about recapturing his beloved―Daisy with money when he was rich enough, afterwards, he really made a fortune. “Once I wrote down on the empty space of a timetable the names of those who came to Gatsby’s house that summer, including film stars, boarders, duke, prince, etc. (Fitzgerald, 2002: 13)” , while the narrator Nickel’s finn servant informed me that Gatsby dismissed every servant in his house a week ago and replaced them with half a dozen others. Gatsby became very rich beyond people’s imagination, nearly owned magical power, could gather all rich men and dismiss servants and employ any one, and even made West Egg become a constant magnificent feast. Surely, what have been finished was not to depend on the traditional teaching but illegal deals in gangdom or underworld, however, luxurious life could not bring Gatsby a little happiness, since in essence, he was different from those who sought for benefits and fames. In Jazz Age, wealth was not the most significant to Gatsby, while what he only recalled was to repeat the past with Daisy day and night and to get the lost pure love. After he got rich, he bought a luxurious mansion in front of Daisy’s house across the bay. “If it wasn’t for the mist we could see your house across the bay,” said Gatsby, you always have a green light that burns all nights at the end of your dock.” (Fitzgerald, 2002: 110) Almost five years, Gatsby never stopped recalling his first lover Daisy. “He had thrown himself into it with a creative passion, adding to it all the time, decking it out with every bright feather that drifted his way. No amount of fine or freshness can challenge what a man will store up in his ghostly heart.” (Fitzgerald, 2002: 113)

As a result, the more perfect his ideal became, the more far away reality was.

C. Symbol of Gatsby’s Dream

In the novel, the green light represented that innocent Gatsby looked forward to the future, and at the same time longed for the history, namely, the green light represents his dream.

“Gatsby believed the green light, the orgiastic future that year by year recedes before us. It eluded us then, but that’s no matter―tomorrow we will run faster, stretch out our arms farther….And one fine morning. So we beat on, boats against the current, borne back ceaselessly into the past.” (Fitzgerald, 2002: 188)

American Dream actually originated from the past, and made him sincerely persist in the traditional ideal foundation; however, when he was borne back ceaselessly into the past, he made efforts for exploring various possibility in the future. To some extent, Gatsby’s love to Daisy reflected his wonderful memory of the past. Four years before, he realized her and then loved her. It was deeply engraved on his mind of original love. In the long time, tothe love of missing Daisy, Gatsby memorized that Daisy fantastically became a beautiful miracle story in his mind, a historical event with wonderful experiences and a fairy maiden in a mysterious Vail. He desired to make the historical past transform to the future with same historical meaning through his own persistent efforts. And this green light representing his good ideal echoed with a fresh green breast of the world mutually at the end of this novel, which made Gatsby’s experiences indicate the whole America’s ones; nevertheless, after five years when Gatsby met Daisy again, the miracle Daisy had lost her original glory. The distinction between ideal and reality was huge.

““And she doesn’t understand,” he said: “she used to be able to understand. We’d sit for hours―”He broke off and began to walk up and down a desolate path of fruit rinds and discarded favors and crushed flowers.

“I wouldn’t ask too much for her,” I ventured, “you can’t repeat the past.”

“Can’t repeat the past?” He cried incredulously. “Why of course you can!” He looked around him wildly, as if the past were lurking here in the shadow of his house, just out reach of his hand. “I’m going to fix everything just the way it was before,” he said, “nodding determinedly she’ll see.””(Fitzgerald, 2002: 130-1)

Through these words, author gave highly emphasis to the figure of Gatsby, as if American Dream between golden past and golden future always suffered from the realistic betrayal and crush―the realistic world appearing in front of people was bleakness and dejection that “it was full of fruits rinds and discarded favors and crushed flowers” here and there. Gatsby could not build his hope future on the basis of cruel reality. He uniquely recalled the past, only to make the past illusion take place of the reality and future. He could not face squarely the reality of uniting the past with the future in the realistic environment. These reflect the essence of Gatsby’s dream.

II. Ideal Personification: Unworthy of Name

Gatsby’ ideal personification in his mind is Daisy, because she was just a beautiful woman and the Gatsby’s first lover. Surely, he loved her very much; however, Daisy was rather earthly woman and bad virtue.

A. A Worldly Beauty

Woefully, Daisy was not as perfect as Gatsby always imagining in his mind, and his ideal personification that Gatsby desperately sought was only a badly worldly beauty with a good appearance and empty soul. In a cocktail party once held by Gatsby, when Daisy with her husband ―Tom came to Gatsby’s mansion together, Gatsby, being a host, of course serving them, especially serving Daisy, introduced all customers to them one by one. When they came to the front of a pair of outstanding ones, he gave them a special introduction and description:

““Perhaps you know that lady,” Gatsby indicated gorgeous, scarcely human orchid of a woman who sat under a white plum tree. Tom and Daisy stared, with that particularly unreal feeling that accompanies the recognition of hitherto ghostly celebrities of memories.

“She’s lovely,” said Daisy.

“The man bending over is her director.”” (Fitzgerald, 2002: 120)

Seen from the surface, it is a very elegant picture, as the famous drawing in the world was exciting, while observed from the essence, the picture was none of deep sense. The scene of the movie picture star and her director never appeared in reality but in a rehearsal. After the author finished introducing other scenes, he took readers’ attention to the pair of figures again, giving readers a static and wonderful image, as if readers went to the back of the white plum tree and saw another scene.

“It was like that. Almost the last thing I remember was standing with Daisy and watching the movie picture director and his star. They are still under the white plum tree and their faces were touching except for a pale, thin ray of moonlight between them. It occurred to me that he had been very slowly bending toward to her all night this proximity, and even while I watched I saw him stoop one ultimate degree and kiss at her cheek. “I like her”, said Daisy, “I think she’s lovely.”” (Fitzgerald, 2002: 127)

But the rest offended her―and inarguably, because it wasn’t a gesture but an emotion. Daisy liked the movie picture star, because the star had no any virtual thought and connotation. She, who was just a furnishing, a prop, except for the image on the screen, had no any practical sense, and as for her, beauty meant a concrete body. In effect, she completely separated from the realistic environment in which human beings lived, and became a solid gesture. The narration and speaking was actually Daisy’s profession of the life belief, so here she asserted the attitude to emotions and the principles of actions. In essence, her emptiness and superficiality inevitably led to his indifference in emotion and corruption in morality. Daisy was not the figure that Gatsby described and chased perfectly in his mind, but a scrumptious representative in Jazz Age (When he wrote to Parkinson, F. Scott. Fitzgerald said that Jazz Age referred to the period of ten years during May 1st, 1919 and Oct. 1929 when the stock-market prices went down), and typically essential personification in the worldly society. Of love and marriage, she was also a failure, for her voice was full of money.

““She’s got and indiscreet voice,” I remarked. “It’s full of -----” I hesitated.

“Her voice is full of money,” he said suddenly.

That was it. I’d never understood before. It was full of money―that was the inexhaustible charm that rose and fell in it, the jingle of it, the symbols’ song of it……high in a white palace the king’s daughter, the golden girl……”(Fitzgerald, 2002: 143)

Without doubtness, Daisy was the concrete embodiment of epicurean: money first and material prominent.

B. Bad Virtue

Contrast with Gatsby’s hospitality, spoon and romantic, Daisy possessed neither romantic idealslike Gatsby nor the real sacrificial bravery of sacrificing for the ideal, only to desire for comfortable worldly life. It was true that she loved Gatsby, but later in order to enjoy magnificent and comfortable life, she married Tom against her wills.

As she found that Gatsby was richer than Tom Buchanan, she returned to Gatsby, the climax of the novel was arranged in a hotel, when Tom told the fact that Gatsby was a bootlegger and his wealth was illegal, Daisy shrank at once. “ ‘Even alone I can’t say I never loved Tom,’ she admitted in a pitiful voice, ‘It wouldn’t be true’. ” (Fitzgerald, 2002: 158) Impatiently, after Daisy cracked up Tom’s mistress by chance when she drove, she escaped away with her husband Tom together, and left the responsibility and guilty to Gatsby; what’s worse, she had little courage to admit the fact that she herself was the wrecker indeed. Gatsby loved a person who was a coward and lack of virtues and sincerity, but he still considered her as his best ideal, and voluntarily accepted all responsibilities and sacrificed his life, all of which caused Gatsby’s tragedy; whereas, owing to Daisy’s betrayal, his death was innocent, and it was Gatsby’s tragedy that he was surrendered by his own ideal Daisy and paid too high cost for his empty dream.

III. Potential Destructiveness in Gatsby’s Characters

The inevitability of Gatsby’s tragedy was related to the potential destructiveness in his character, namely, some factors in his character caused his life and ideals destroyed.

A. Obstinate Character

Gatsby was the believer and follower of American Dream who thought the opportunity was equal to everyone in the society and fantasized to prompt into upper class society like Daisy. Nevertheless, the upper class society which represented by Daisy and Tom never put up with Gatsby as well as his being. Tom was very proud selfish and cruel, lacking essential virtues and moralities. In his eyes, he could never abide by sharing the privilege which the noble people only owned and shared with Gatsby together. No matter who is he? If he dared to talk about the equality, he must die of it. Therefore, though Gatsby made a ladder to the fairyland in people’s mind by his illegal wealth, he could not take a place and space in the upper class society and equally share the magic and milk. However rich he was, however his name and luxurious cars he exchanged, he was still an unimportant person who came from the low class society, consequently, he was always attacked and squeezed out. Gatsby would not accept the fact he never did it but Gatsby still struggled for his dream repeating the past with Daisy and got rich by hook or crook, especially by illegal methods. So he was obstinate in his mind, actually, he was not stupid but foolish. Doubtlessly, it is inevitable that his American Dream was disillusioned.

B. Foolish Character

Actually, Gatsby is a real foolish gentleman, because he fantasized about getting a pure love, and thought of a worldly beauty as the symbol of perfect ideal. In order to get his ideal love, Gatsby struggled his feet from the low class society and devoted himself to Daisy. He innocently believed that as long as he got rich, he could repeat the past with Daisy. Different from other people in Jazz Age, Gatsby was a pure romantic gentleman. “Gatsby bought that mansion so that Daisy would bi just across the bay.” (Fitzgerald, 2002: 93) Although Daisy once returned to his body, he could not satisfy it. What he wanted to get was not that he endowed with great charm, but that he wanted nothing less of Daisy than that she should go to Tom and say: “I never love you. After she had obliterated four years with that sentence they could decide upon the more practical measures to go back to Louisville and be married from her house― just as if it were five years ago.” (Fitzgerald, 2002: 130) However, the essence of Daisy decided that the dream of Gatsby’s pure love was inevitably disillusioned.

C. Ignorance

In fact, Gatsby was serious ignorance of the upper class society for he did not recognize the essence of the upper class society clearly: For Gatsby, the realistic background of Daisy’s family and her social intercourse actually became a kind of ideal symbol that is beyond reality and agreement with the myth circumstances. As an unknown and penniless man, Gatsby was just beyond reach, so he spent all his energy struggling for and weaving his ideal and dream, so that he could not see through the hypocrisy and the ugliness hidden in beauty and luxury. While he was alive, he constantly held tremendous feasts and had an endless stream of visitors. In his blue gardens men and girls came and went like moths among the whisperings and champagne and the stars, but after he was dead, no telephone message arrived, but the butler went without his sleep and waited for it until four o’clock―until ling after there was any one to give it to if it came. On Gatsby’s funeral ceremony,

“about five o’clock our procession of three cars reached the cemetery and stopped in a thick drizzle beside the gate―first a motor hearse, horribly black and wet, then Mr. Gatz and the postman from West Egg ,” what’s worse, “I could only remember, without resent, that Daisy hadn’t sent a message or a flower.” (Fitzgerald, 2002: 208)

Daisy went far away with his husband Tom; Gatsby’s funeral ceremony was rather lonely. Perhaps, it was the essential face of upper class society. Gatsby was so lack of mind and discerning power that he was fatally destroyed. His destruction was not only in physic but in spirit or morality; unfortunately he did not realize it when he was died.

D. Innocence

The most obvious destructiveness in his characters is that Gatsby was very innocent. It is a poetic and romantic scene that hid serious facts. Under the wasted and luxurious surface hidden, Gatsby’s inner heart went by cruelty―he must think and build desire for reality of ideals in the fantasy and impractical scene, and finally find someplace beneficial for him to become practical possibility. It was the focus of the question that all his efforts were to attract a his original lover Daisy’s attention and to make her return to his body, but Gatsby made an ostentations show of one’s wealth with beyond words describing and the ostentation contained fatal factors, so luxurious party made the focus of the question ambiguous.

“There was music from my neighbor’s house through the summer nights. In blue gardens men and girls came and went like moths among the whisperings and the champagne and the stars. At night tide in the afternoon I watched guests diving from the tower of his raft, or taking the sun on the hot sand of his beach while his two motor cars slit the waters of sound, drawing aquaplanes over cataracts of foam. On weekends his Roll-Royce became an omnibus bearing parties to and from the city between mine in the morning and ling past night. While his station wagon scampered like a brisk yellow bug to meet all trains. And on Mondays eight servants, including an extra gardener, toiled all day with mops and scrubbing-brushes and hammers and garden-shears, repairing the ravages of the night before.” (Fitzgerald, 2002: 47)

The possibility of realistic life was based on materials, and the ideals fell to the second place, however, in the extremely luxurious world of materials―personal beach, mansion, Roll-Royce, etc.―Gatsby went into a marvelous state which was out of practice. His magnificent cocktail party attracted innumerable celebrities coming from upper class society. Some people were envious ones, others were visitors’ guests, but they had the same motive for showing off their noble status, sharing luxurious material life, hardly making them drop out of the day. They could be proud of attending the noble cocktail party. This kind of servile and worldly psychology made them spend weekends in a continuous, made Gatsby certainly exhaust lots of money to express his generosity and hospitality, with a result, on Mondays eight servants, including an extra gardener, toiled all day with mops and scrubbing Cbrushes and hammers and garden-shears,, repairing the ravages of the night before.

These are key important words in this part. Though it could made people produce the association of fairy tale, yet it possesses deep sarcastic meaning and innuendo function, which buried a foreshadowing for Gatsby’s tragic consequence; in addition, it is more wonderful to casually add “extra gardeners, as if his guests had broken the harmony of original natural beautiful view,” and made the original poetic and drawing scene badly messy. In this novel, using a superb metaphor, the author shows to readers that the most suitable place to record these guests’ names was on the empty spaces of an old and broken timetable, because these guests the world their embodying were fantasizing as short as time, a flash in the pan, and they would never cameback with time passing at last, as a piece of overdue train timetable left people a little dim memory. What they represented was only some misshapen scraps crushed by reality of American Dream, and these guests came to visit Gatsby in a continuous stream, because he had motor-boats, personal beach, luxurious cars, as well as various cocktails and balls’ parties. More importantly, they all followed blindly impractical reality with their illusion and showed off themselves and their own values, while Gatsby was willing to invite them to take his party. Because of his incomplete American Dream, without seeing and touching the realistic hope, he used the form of material to create the ideal world and practice his life dream. It was a fact that Gatsby needed them to decorate mansion for his face and in turn they needed Gatsby’s hospitality to raise their status. So their mutual needs made them go together, nevertheless, their own goals were completely different, and their life experiences were also more different. No matter how dazzling and luxurious the parties were, no matter how hospitality Gatsby powered, the gat between Gatsby and them always existed for ever, in that fantasy and reality acted in direct contradiction as two trains in same direction could not merged together. Followings indicate it:

“The caterwauling horns had reached a crescendo and turned away and cut across the lawn toward home. I glanced back once. A wafer of a moon was shining over Gatsby’s house, making the night fine as before, and surviving the laughter and the sound his still glowing garden. A sudden emptiness seemed to flow now from the windows and the great doors, endowing with complete isolation the figure of the host, who stood on the porch, his hand in a formal gesture of farewell.” (Fitzgerald, 2002: 66)

The phrase is a description with profound meaning. It makes people to come to realize the fickleness of human relationships and to feel the desolation and depression, and makes people feel his endurance of desire for ideals and inner pain. He lonely stood on the porch, his hand up in formal gesture of farewell, which made his figure outstanding protrusion and conspicuousness.

Therefore, the obstinate, foolish, ignorant and innocent characters are destructive characters, and they make Gatsby’s tragedy become more possible.

IV. The Decadent and Ruthless Social Reality

Superficially, Gatsby was only the sacrifice of a tri-angle love, nonetheless, the author did not only describe fate that a young and penniless man spent all his energy earning enough money and then won the lost real love, but what’s more important, deeply reacted to the social reality the author lived in, and revealed American complex modern experience and sharp social contradiction, namely, it was the struggle between the New Bourgeoisie and the old bourgeoisie whose statuses were stable. After the World War I, American value concepts changed greatly and were different from before. In people’s mind, they thought that money took God’s place, the whole traditional order was collapsed, and Fitzgerald once summarized people’s characters at that time as “all Gods have died, all the wars have been over, and all the faiths have faded away.”(Fitzgerald, 1991: 253) American people living in Jazz Age looked down on the traditional faiths and revealed against the moralities and customs that their ancestors used to abide by.

A. Cruel social Society of U.S.A

In the society of the lost ideals, Gatsby was a hot and romantic idealist, and his marvelous genius to the hope and romance made him turn a blind eye to American cruel social reality and desperately sought after impractical romantic love, even tried redeeming his lost pleasure together with Daisy in the past by a plenty of money; besides, he still obstinately believed that one person could fulfill the dream through his own ideal by hook or by crook, and even if he met huge trouble or problem, he would take his heart to fulfill his own dream with all his efforts, whereas, the power of opposing Gatsby was bourgeoisie groups represented by Tom and Daisy. The novel really responded to the struggle for statuses between the new noble men and the old groups. Tom and Daisy were extreme egoists and real materialist, Tom asserted in public “this fellow has worked out the whole thing. It’s up to us who are the dominant race, to watch out or these other races will have control of things,” (Fitzgerald, 2002: 15) while Daisy was same to echo others’ opinions. In Tom’s eyes, though Gatsby was only nobody whose life story no one knew, he who was a young magnate was aggressed by Tom who never took a casual attitude to Gatsby since he knew Gatsby. Gatsby wan the absolute victory when he competed with Tom to gain Daisy’s love, but Tom was not willing to give it up, furthermore, he took mean measures and decided to kill Gatsby to death. For this purpose, Tome rushed at Gatsby like a hungry beast, to kill Gatsby’s dream with continual dirty dust.

It was like this, because of Tom’s conspiracy and betrayal, Gatsby was tragic death. At last, the symbol meaning of Gatsby’s experiences and his broken dream is very clear:

“Most of the big shore places were close now and there were hardly and lights except the shadowy more glow of a ferryboat across the sound. And as the moon rose higher the inessential houses began to melt away until gradually I became aware of the old island here that flowered once for Dutch sailors’ eyes-----a flesh, green breast of the new world. It’s vanished trees, the trees that had made way for Gatsby’s house had once pandered in whispers too the last and greatest of all human dreams; for a transitory enchanted moment, compelled into an aesthetic contemplation he neither understood nor desired, face to face for the last time in history with something commensurate to his capacity for wonder. ” (Fitzgerald, 2002: 214)

Therefore, he could not see through the cruel society in America at that time.

B. Social Value Trend

At that time, people abandoned the traditional industriousness and thrift and began to enjoy life. Common people’s social value trend was the hedonism that money is first and materials are supreme; however, Gatsby, different from them, attached more importance to enjoy life in spirit than in material. What he always sought for is romantic and perfect ideal, i.e. repeat the past with Daisy and live a happy life with her. Owing to lack of self-comprehension, Gatsby innocently comprehended the social value and greatness, and desired for the future; Gatsby unconsciously fell into the tragic consequence that the social evil power trapped for him. At the end of the novel, Gatsby’s lonely funeral ceremony and people’s indifference completely reflected the American society’s coolness and ugliness in 1920’s. In this society, Gatsby was destined to be isolated helpless and to fail in all.

Gatsby was one of typical representatives of American Dream that all generations of American people pursued. He was really penniless before he had fulfilled his ideals, but at last he was overwhelmed by decadent ruthless society. No matter how did Gatsby struggle for it, he could not get into the upper class society; no matter how did he do hard, he could not get Daisy and her heart; even if he tried his best effort to fulfill his dream, he was destined to fail at last. People could learn something from the Gatsby’s tragedy that the upper class society in America was affected by American rotten life for pleasure, the world was the place where rich men could share life, and that was a daydream for any one who wanted to seek for the pure love and sincere happiness there. Because Gatsby held different social value from common American people, the tragedy of believer and follower ―Gatsby persistently seeking for American Dream asserted the bankruptcy of American Dream.

Conclusion

Gatsby’s final destructiveness was the consequence of Tom’s plotting and framing. It was superficial phenomenon that Tom, the real murderer of murdering Gatsby, represented the upper class society and committed the crime, but the deep connotation was that upper class society ruined Gatsby’s dream in spirit. Gatsby’s falsity was that he was too innocent to see through that his beloved Daisy was as dishonest and unconscientious as Tom, and they unique possessed selfish, cruelness, falsity, deceit as well as narrowness. In the cocktail party Gatsby held, Tom and Daisy smashed up things and creatures and then retreated back into their money or their vast carelessness, or let other people clean up the mess they had made, so Daisy was not worthy for Gatsby to devote himself to her, and he lived in cruel environment.

“So we beat on, boats on against the current, born back ceaselessly into the past”(Fitzgerald, 2002: 215). To repeat the past, Gatsby devoted all to his dream, but at last his efforts were hopeless. Actually, this was an ode of personality separated in special time and space. Gatsby tried practicing his figure again, prompting into upper class society and regaining original ideal beloved Daisy, whose actions were magnificent and epic, but he was destined to fail because his various efforts were sarcastic. He made a lot of lies for getting Daisy, yet she was only a beautiful body with good appearance and bad virtues, so Daisy has no qualification to be the person who Gatsby devoted his life to.

Owing to his innocence, lacking of discerning power and self-comprehension, Gatsby fell into the trap that the social evil power set for him. Owing to his honestness, kindness, determined beliefs, tense desire and firm decision, he believed that he could build a real fairy-land. Doubtlessly, the description of American Dream was perfect, but the realistic world represented by Tom and Daisy was too absurd to withstand a single blow. Gatsby’s lack of mind and discerning power led to his final destructiveness――his destructiveness was not only in physic but also in spirit. It is human being’s tragedy.

Bibliography

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[16] 赵宏伟. 与社会透视下美国梦的幻灭―剖析《了不起的盖茨比》的深刻内涵[J].哈尔滨学院报, 2005,(8).

篇13：论雷锋精神的道德魅力

论雷锋精神的道德魅力

雷锋精神影响着人们的思想、行为。它作为一种思想境界，激发人们的进取心；作为一种精神支柱，是激励和促进个人、民族、国家进步的内在力量。几十年来，尽管时代变迁了，社会的道德状况随着经济的发展也发生了变化，但雷锋精神以其巨大的道德魅力始终矗立在人民心中。雷锋精神深深融入人们的灵魂深处，成为中国人民宝贵的精神财富。

一、雷锋精神具有鲜明的民族性，体现了中华民族优秀的传统道德

体现中华民族优秀道德传统是雷锋精神鲜明的民族性的具体表现。中华民族的优秀道德传统源远流长，博大精深。其“舍生取义、杀身成仁”，勇于牺牲的道德传统，造就了无数令人仰慕的民族英雄和志士仁人；其公而忘私、“鞠躬尽瘁、死而后已”的道德追求，形成了以集体为本、以国家利益为重的爱国主义精神，教育鼓舞了一代又一代中华儿女为了国家和民族的利益不惜抛头颅、洒热血；其“恭、宽、信、敏、惠”的道德准则，“己所不欲、勿施于人”的道德信条，在社会生活实践中形成了诸如尊敬师长、友爱兄弟、诚实守信、廉洁奉公、严于律己、勤俭节约的传统美德。这种道德产生的强大凝聚力，使中华民族历经五千年风雨沧桑而不衰。

雷锋精神是中华民族悠久的道德传统中一朵亮丽的奇葩，是中华民族特有的民族精神在社会主义建设时期的具体表现。雷锋精神融会了中华民族传统美德的精华，以极大的.凝聚作用汇入全国人民的精神支柱之中。

二、雷锋精神鲜明的时代性，体现了社会发展的必然要求

道德作为意识形态的组成部分，一方面，由社会经济基础决定并服务于经济基础；另一方面，道德又具有相对的独立性，有着自身发展的特殊规律。从某种意义上说，道德是人类精神生活中的自觉追求。

雷锋精神源于时代，但它的意义和影响远远超越了时代，并被历史定格为代表社会主义道德价值取向的一面旗帜。社会主义是人民当家作主的社会，社会主义事业是人民群众自己的事业。雷锋久孕着对党、对人民、对社会主义事业的无限忠诚，形成了以拼搏奉献为特征的高尚道德精神，这种精神又极大地推动了我国社会主义事业的发展。是时代造就了雷锋精神，是雷锋精神引领了一个时代。雷锋勇于克服困难，自觉为国分忧、勤俭节约、爱岗敬业、奋发进取、乐于奉献的精神，适应了当时整个社会的道德需求，高扬了社会的主旋律。

今天，社会主义市场经济为雷锋精神的弘扬和发展创造了广阔的舞台。在市场经济的运行机制和运作理义中，蕴涵着许多同雷锋精神相通的因素。首先，在社会化大生产条件下，个人越来越离不开群体，整个社会结成相互依存的有机整体，这在客观上有利于形成“人人为我，我为人人”的社会道德环境，有利于强化人们的群体意识、整体意识和服务意识。其次，在市场经济条件下，商品生产经营者追求的是商品的价值，而商品的价值能否在市场交换中实现，主要取决于该商品是否符合消费者的需求。因此，商品生产经营者必须考虑消费者的需求，千方百计地为社会提供物美价廉的产品和优质高效的服务。再次，市场经济是一种竞争型经济。商品生产经营者要在激烈的市场竞争中长期立于不败之地，就必须遵循诚实守信、平等互利、合法经营等原则。由此可见，雷锋精神具有与市场经济相通的特征，体现了历史发展的进步趋势与要求。

三、雷锋精神具有广泛的群众性，体现了先进文化的前进方向

黑格尔说过，传统美德并不是一尊不动的石像，而是生命洋溢的，有如一道洪流，离开它的源头愈远，它就膨胀得越大。纵观历史的发展，人民推崇一种精神，是因为它能够造福于人民，给人民带来看得见的实际利益。对于普通百姓来说，是从实际生活感受来认识雷锋精神价

[1] [2]

篇14：兴趣教学农村初中英语论文

兴趣教学农村初中英语论文

一、和谐的师生关系对于兴趣教学至关重要

在课堂45分钟里其实就是教师和学生两种角色之间的沟通与交流，教师与学生之间融洽的关系是减轻造成学生学习压力的关键之处。老师应该成为学生的良师益友，对学生做到真正的尊重和关心，在获取知识和人格地位方面都与学生是平等的。所以，老师应该找好自己在教学模式中的位置，必须有意识的加强自己的亲和力，多参与学生活动，贴近学生生活，走进学生的心里，这样就能使学生完全放松的沉浸于融洽的气氛当中。双方师生的感情和谐，在教学课堂中才能有默契，更能形成一种很温馨的学习氛围，使其学生一堂之中保持稳定而且快乐的心情。

二、兴趣教学的关键是教程入门

在英语教师备课的时候，最让人感到头痛的就是怎么才能导入新课程，可以最快速度让学生接触到本文时就产生浓厚的兴趣，很有耐心更甚至期待学习新课。我们可以通过对日常生活用品和英文说明的直观材料或者身边的事物，由这些激发学生学习英语的兴趣，例如在仁爱版英语教材Unit8Topic 2 SectionA教学时，我会告诉学生一个好消息学校准备举行一个歌唱比赛，我们会准备一套比赛时的统一服装，这时大部分学生就会想到选择怎么样的服装才好看，花多少钱等等问题。抓住学生这样的心理，我会再告诉他们可以自己design（设计）比赛的服装，有什么建议都可以马上提出来。进一步就引导学生colour（颜色）、materia（材料）、style（款式）和where（哪儿做）各个方面去考虑，而且让他们尽量使用英语去表达，更可以进行分组讨论进行个小型的小组之间的比赛。

三、让游戏融入学习，提高兴趣教学的实效性

改革后的英语教材一般都会有一个故事情节，如何借助这一点来开展英语情景教学是提高学习英语兴趣的重要途径，因为有故事氛围的引导会使学生更能投入，注意力会更记者。创设英语教学情景可以有很多的方法：多媒体投影仪、实物图片、人物录像，甚至可以让学生自己去扮演故事里面的角色等等。作为教师在新课备课时应该根据不同的形式创设情景教学，使其学生可以在很形象、很生动的环境中学习英语。在特定的情景中，动用游戏来激发学生的学习兴趣，让他们在互动娱乐中不知不觉的掌握了英语知识，而且在脑海中留下深刻的印象。游戏是初中学生这个年龄段喜欢的活动之一，使其学生在做游戏的同时，在轻松愉快的氛围中感受到学习英语的兴趣，同时能学习到词汇，加强语言的交际能力，开发学生的发散性思维能力和丰富的想象力，真正的达到了让学生在愉快的游戏中学到了知识的目的。例如在仁爱英语教材中unit6Topic1中关于车站买票的话题，我会创设一个让学生扮演里面角色的情景，将班上的学生分成两组，一组当车站的售票员，一组是要去参加手拉手活动需要出游的学生，两组进行比赛，以对话的`游戏方式来讨论去如何买票，提高了学生的积极性，纷纷举手发表感言。

四、多元化的形式可以推动兴趣教学

不一定每堂课都能用创设情景，用游戏的方式来吸引学生。学生罪耐烦的就是关于语法和练习的讲解课题，因此，怎样可以让枯燥无味的课堂变得生机勃勃，让学生更积极，主要就是运用到多元化的教学形式。例如，在上课前或者上课中有学生疲惫和注意力不注意时，可以让学生一起唱一首当前流行的简单的英语歌，提高学生精神度，调动教学节奏。更主要的是，在唱歌的同时对学生的语言能力有一定的训练，很多当前的流行的歌曲可以和课堂内容挂钩。在教授一些语法知识的同时可以让学生非常热爱的Rap形式来提高学生的记忆能力，例如，在教人称代词的宾格和主格的使用方法时，让知识成为简单的歌词内容，然后用当系当前最流行的Rap说唱形式唱出来。歌唱的形式不仅可以推动课堂的气氛，还可以调节疲劳，使其课堂更形象。

五、有兴趣的课后作业是对兴趣教学的补充

初中学生的作业负担很大，用传统的方式布置那些写写抄抄的作业，学生一般都不感兴趣，久而久之就使学生产生抵制厌烦的心理，所以，布置作业一定具有目的性、趣味性。这样可以提高学生的学习兴趣，巩固课堂的知识最直接的方法。可以利用一些关于英语的绕口令和谜语、甚至是简单的小诗歌给他们来翻译，分配小组进行作业，让学生找出一些里面与课堂内容有关的信息。在与交通标志和规章制度有关的课堂内容时，在布置作业的时候，会让学生在学校和家之间这段路程注意观察有关的简单的交通标准（农村条件有限）和路面的情况，在电视上了解一些简单的交通规章制度，然后记录，尽量让学生英语表达出来，也可以加以中文或画图的方法配合一起在课堂上翻译。学生有兴致，逐渐培养学生积极参与的意识。

根据上面的简单叙述，初中学生学习英语，提高学生的学习英语兴趣非常重要。对于农村的初中学生来说，在课堂上做好实效性的兴趣培养是提高整个学习英语兴趣的关键和重要时间段。事实证明，动用多元化的教学方式来刺激学生学习英语的兴趣，是加强初中英语教学质量的直接的有效的方法，提高学生的自信，使学生感到成功感，学生找到了自己学习的目的和意义，把教师的教学要求改变为学生的动力，带着轻松愉快、积极认真的态度去学习英语，可以是农村初中英语学生慢慢的提高英语能力水平。

篇15：听力教学的初中英语论文

听力教学的初中英语论文

一、如何进一步提高初中英语听力教学的质量

（一）用英语讲课，培养学生听的习惯

要进一步提高初中英语听力教学的质量，老师首先就应该用英语讲课，开展英语对话活动，培养学生听的习惯。老师在初中英语听力教学中利用英语讲课，有利于提高学生的注意力，而且可以让学生模仿老师的发音，同时，老师也可以让学生进行模仿练习，听课文的录音，这样就会在逐步的练习过程当中让学生培养成仔细听的习惯。除此之外，老师还可以组织学生开展英语朗读、会话表演等活动，在学习完一段课堂对话的时候，老师就应该让学生来进行模仿对话。例如，八年级英语外研版教材的每一个模块的Unit1都是听说课，在学习完Unit1的时候，我一般会设计一个比较短的对话练习，挑选两个学生在讲台上练习对话，并且要做到情境再现。这样，学生在练习对话的过程中不知不觉地就锻炼了自己的口语，而且最重要的是提高了学生的听力水平。

（二）采用灵活多变的形式，调动学生听课的积极性

要进一步提高初中英语听力教学的质量，老师还应该采用灵活多变的形式，调动学生听课的积极性。在初中英语听力教学中，总是会出现刚听了就会忘记的情况，或者是出现能够听懂，但是记不住的情况发生，所以，这就需要老师在英语听力的教学过程当中采用灵活多变的形式，调动学生听课的积极性，甚至可以引进竞争机制，培养学生听的兴趣。例如，我在课堂教学过程当中，一般采用小组合作比赛的形式，来调动学生听的兴趣。在平常课堂训练的时候，对于一些比较难听懂的英语句子，我就会让学生反复听，并且还要让学生复述自己所听到的内容，这样学生就会努力地听懂材料中的一些关键词或者是主人公的口吻来竞争性地回答老师所提出的问题，如此一来就可以促进学生听的主动性和积极性了。

（三）加强技能训练，提高听课效果

要进一步提高初中英语听力教学的'质量，除了用英语讲课，培养学生听的习惯和采用灵活多变的形式，调动学生听课的积极性之外，还应该加强技能训练，提高听课效果。初中英语老师在初中英语听力教学过程当中，不仅要训练学生如何听懂听力材料，还应该加强学生心理素质，做题技巧，听力技巧方面的指导，从而来提高学生听课的效率。例如，在英语考试之前我经常会给学生讲解一些关于听力技巧方面的知识，首先要仔细阅读conversation中的选项的内容，还有题目的要求，尽量在读懂和获取对话主要信息的基础上再进行听，而且还可以选用一些排除法的技巧，这个技能我在平时的课堂教学过程中就会经常训练。所以，在初中英语听力教学中加强听力技能训练，这对提高学生听的效率有很大的帮助。

二、结束语

当今世界的全球化趋势越来越明显，我们国家与世界的交流也显得越来越密切，在这种大环境的要求之下，学习英语是相当重要的，同时也是时代发展的要求。在初中英语学习的四个环节当中，听力作为学习英语的一个基础性的环节，在教学中的地位显得越来越突出。但是传统的初中英语的教学模式已经远远不能满足英语听力教学的需要了，这就需要我们的初中英语老师在教学过程当中做出相应的改变。文章不仅分析了目前初中英语教学中存在的两方面的问题，而且还从学生听力的实际情况出发，来进一步提高初中英语听力教学的质量，不仅对当前英语听力教学有着极其深刻的现实意义，而且为以后初中英语听力教学提供了一定的参考价值。

篇16：英语写教学初中英语论文

英语写教学初中英语论文

1.初中英语写作教学的现状

当教师辛辛苦苦批改完学生的作文并发放给学生后，有时候会出现这种情况，学生或者将作文置于一旁不再重新观看，或者仅仅改正一下教师标注出来的错误。导致这种情况发生的主要原因是因为教师的评价方式过于单一，一般来说就是学生将作业交给教师，教师根据学生的完成情况给予等级然后发还给学生，之间两者很少或者没有交流和沟通。这种评价方式导致师生之间缺乏基本的交流，学生在长期单一的评价下逐渐失去对评价的重视程度，同时也失去了作为学习的主体意识，很难再取得应有的进步。

2.初中英语写作教学中的重难点及措施

2.1学生英语写作学习态度的教学

相对于口语英语来说，英语写作性质更偏向于目的性较强的社会行为，它是进行书面交流的基础。但是英语写作比口语英语更加正式，它的词语必须是书面化的，它的句子必须遵循一定的语法原则。对于初中生来说，由于英语基础知识的薄弱，在面对英语写作时，他们往往会感到无所适从，不知道从哪里入手开始文章的构思，也不知道怎样才能将已经学过的语法知识应用于语句的书写。因此在进行实际的初中英语语句教学之前，教师要对学生学习英语的态度进行引导，要使他们明白英语学习的重要性，要帮助他们树立英语学习的信心，这样在遇到困难时就不会轻易退缩了。

2.2审题和确定写作中心方面的'教学

教师在进行英语写作教学时，往往会依照考试的格式向学生布置写作任务，包括写作的目的、内容和单词数量。学生必须认真阅读题目要求，明白题目的用意，以免写作时偏离中心思想，要确保能够抓住题目的要点并重点在文章中体现出来。虽然对于初中生来说，英语写作中所应用的词汇越多越好，但是也不能够随意增加文章要点，这样会显得文章重点不突出。因此教师在进行教学的过程中，要训练学生审题的能力，教师可以先给学生一个作文题目，然后引导学生向大致方向思考并以提问的形式询问学生的完整构思，最后根据学生反馈回来的情况对每一种构思进行讲解，帮助学生补充和改正其中不恰当的地方。

2.3写作词汇量方面的教学

词汇是文章最基本的构成单位，尤其是对于初中生来说，有时候在写作时能够理清楚大致思路，但是却在某一个单词上面卡壳，从而放弃了原本的思路，导致了整片文章脉络不清，这就是因为词汇量不足所导致的。教师增加词汇量的方式多种多样，但是最重要的一点是要遵循一定的教学规律，这样学生才不会觉得词汇学习比较混乱。教师可以围绕课本的内容增加词汇量，初中课本中每一篇课文都会有它的核心内容，像购物、运动和食物等等，相应的课文中的重点词汇也是在这些范围之内的，但是课本的词汇毕竟是有限的，因此教师可以在课本的基础上拓展同一范围内的词语，扩充学生的词汇量。此外，英语单词的构成往往有一定的规律，比如许多以“er”结尾的单词大都表示职业人，像“teacher”和“worker”，教师可以根据这些规律来扩充词汇，这样也有利于学生的记忆。

3.结语

初中英语写作能够比较全面地反映学生的英语水平，包括词汇、语法这种基础知识水平，也包括语句和文章构思这种灵活应用的能力。教师应该从学生的实际情况出发，制定符合学生发展规律的教学计划，激发学生的学习兴趣和帮助其梳理自信心，重点培养学生的写作能力，这样才能够保证初中英语写作教学的质量。

篇17：话题教学下初中英语论文

话题教学下初中英语论文

一、话题式教学的开展――教学的四点

（一）难点为话题，让课堂呈现出梯度感

一堂初中英语课，一场老师和学生的对话，难度是不可缺少的，让在学生中制造一种有梯度、坡度的“障碍”，一堂没有挑战的课、一场没有激情的对话，学生思维会出现疲乏，课堂会陷入死板的境地。话题的难度可以联系到知识、思维以及情感等方方面面。

（二）热点为话题，将内容扩展广度

作为教学的热点，可以来至学生接触的方方面面，只要能与教学的目标联系在一起，达到教学目的就可以。以热点入手，最容易吸引住学生。例如：

在教学七年级下册的Unit 2 Where’s the post office?时，就不能够将话题局限于如何介绍post office的位置了，而应该扩展到更大的范围上，可以讨论关于post office的一切，牵引到邮局目前的形式以及热点新闻进行教学。

（三）冷点为话题，加强思维训练力度

在英语教学中，存在较多不引人注意的地方，久而久之也就成为了冷点。在教学时，恰当的利用冷点，有时也能够唤起学生的强烈好奇心，能够得到一种意想不到的成效。例如：

七年级上册Unit 9 Do you want to go to a movie ?，它的中心话题是“电影”，很多时候都关心的是电影的含义以及解释，忽略了其包含的电影类型，以及学生的'喜欢和不喜欢、建议、偏爱等等，这些都应成为我们的教学目标。因此，可以借助“电影”这个话题载体来掌握、扩充有关功能和结构知识。

（四）盲点为话题，提升英语知识精度

在英语的阅读教学中，对语言的欣赏也是一大重点，但是在当下的英语教学中，语言欣赏不单单考虑文章的理解、感悟，更多的是注意修辞术语，格式化解析等，这种现象并未引起重视，导致其成为英语教学中的盲点。

二、话题式教学的效果――有效性教学

（一）注重单元教学的时效性

要让话题教学高效，就需要做好课前准备工作。课前准备工作中包括了教师的准备工作与学生的准备工作。教师需要对教学目标进行把握，同时还应将课堂上会展开的话题提前告知学生，让学生做好相应的准备。而学生在进行课前预习时，不仅仅要扫除一些生词、词组等障碍，还需要就教师提出的话题进行准备。例如：

在教学九年级的“Unit 13 Rainy days make me sad.”时，在Section A中的四个模块中分别有一个话题，这些话题训练的内容包括了听力、口语、阅读、探究讨论等多个方面，如果学生没有进行准备，而直接将这些话题呈现在学生面前，那么就会显得仓促，不仅仅会让学生感到茫然，还会大大的降低教学的效果，为此必须要让学生做好课前准备。例如在模块四可以以“How do things affect you？”为话题，以调查的形式展开讨论。那么就应该让学生在课前思考，有什么东西可以影响自己，这些东西是如何影响到自己的。只有学生在课前思考过，才能够在课堂上加快进度，促进教学计划的完成。

（二）话题要针对学生的兴趣

激发学生兴趣是话题教学中必不可少的一个部分，但是需要注重“短而精”。如相关的游戏、演讲和唱歌等形式都应与英语的课堂教学息息相关，避免一切与课堂内容无关联的活动，应做到为了话题的目的而活动。

例如：在初中英语中会涉及到belong to及must, could等表示猜测的词语时，针对猜测的话题，在教学时做了一个Guessing Game。在教学开始时，先让学生将眼睛闭上，我从学生课桌上随意的拿走几样他们熟悉的东西，其中有一个课文中有的单词backpack。之后：

教师―― “Whosebackpack is it? ”

学生―― “It’s Jack’s”

虽然有的学生答案不是很肯定，但是引起了学生的注意。然后，我在黑板上写了一句“It must/could be Jack’s.”学生在这个游戏中，就能逐渐了走入课堂教学的重点之中，也能够有效的激发学生的学习兴趣。学生对感兴趣的话题，自然也能够更好的学习

（三）有效性教学需要配合好英语的精读训练

1、传统精读教学重“读”轻“精”，使学生语言能力的培养受到限制

精读课重在“精”，是分析，而不是重在读，而传统的英语精读教学以语言知识的讲授为核心教学模式，教师往往把精读教学看成是一套由语法、词汇组成的知识系统，以学生掌握词汇为主要教学目标，由于初中英语精读词汇量大，课文过长，这种以教师讲授为中心的教学模式，使课堂上对语言的处理时间受限，语音输入量受影响，“教师讲、学生听”使学生缺乏自主学习的积极性，导致学生的操练非常有限，很难培养学生的英语实践能力和语法应用能力。

2、运用“任务型”教学模式，培养学生的学习兴趣

任务型教学模式作为交际教学思想的一种发展形态使语言运用的基本理念能在实践中体现，以学生的生活经验和兴趣为出发点，尽可能提供真实场景，用英语与人交流，解决真实生活中实际问题，完成某个项目。设置具有真实情景的英语对话的场景，让学生完成的生活活动，在完成任务的过程中，学生动用目的语进行理解和交际，注意力集中在语言所表达的意义上，有助于调动学生的注意力和兴趣，同时解决问题的能力也会有所提高。例如：

可以围绕流行的“English song”作话题，让学生看一首English song的MV或听一曲流行的English song，然后组织学生讨论English song对学习语言的利与弊，让学生了解一些好的English song。音乐是学生比较熟悉的话题，可根据教材的内容设计以下辩论赛任务：

甲方：English song is a waste of time.

乙方：English song is not a waste of time

总之，作为初中英语老师，应当注重如何开展话题教学，如何带领学生进行有效的话题教学。话题教学已经逐渐成为一种新的形式，正在不断的改进初中英语的教学。

篇18：多媒体教学下初中英语论文

多媒体教学下初中英语论文

一、初中英语课堂中多媒体教学的作用

在课堂教学中，多媒体实现了动画、图像、声音以及文字等各种资源的整合，能提高学生的形象记忆能力，有利于提升学生的英语学习能力。课件教学能充分调动学生的视觉享受，强化记忆效果。比如，在讲解under，behind，in，on这类介词时，教师可以以PPT课件的形式向学生展示具体画面，以某一建筑物为中心，生动的展现各类介词的使用方法，方便学生理解和记忆。

二、多媒体技术在初中英语教学中的应用策略

1.实现多媒体和板书的有机结合，提高课堂教学效率

传统教学手段能较为连贯的传递信息，为学生记笔记提供了便利，但是它的信息量却十分有限，而且立体性不强。多媒体教学具备知识载体丰富、信息量大以及使用快捷等突出优势，开创了课堂教学的新模式和新思路。但是我们要深刻认识到，多媒体和板书各有利弊。例如，在讲解“Whatareyougoingtobewhenyougrowup?”这一话题，教师可以用图片展示篮球飞人――乔丹的成长变化过程，并对他的成功经历进行讲述。在这个过程中，照片能有效吸引学生的注意力；接下来，教师可以板书有关职业的单词，让学生仔细观察书写过程，强化学生的记忆。

2.完善多媒体制作效果，增强多媒体的观赏性

多媒体课件能否受到学生的欢迎，很大程度上取决于课件的制作效果。尽管教师要着重考虑课件的实质内容，但是教师也不能忽视课件形式的设计，课件形式会给学生留下第一印象，决定着学生是否有兴趣继续学习。由此，教师要进一步解放思想，充分挖掘英语课程的实质，合理布局每一张幻灯片的图片和文字比例。教师要对英语单词的形状进行深入研究，结合具体的篇目配之以有异域风情的图片，既彰显主旨，又激发学生的好奇心，保证英语课堂多媒体教学的顺利完成。

3.利用计算机软件辅助，创新课堂授课模式

计算机是多媒体技术的核心，计算机是制作各种图片和文字特效的平台。但是目前，这主要局限在简单的文字和图片组合，难以有深层次的利用。其实，很多辅助软件都可以显著提高多媒体的应用价值。例如，在英语单词的学习过程中，经常会出现各类后缀、词根的组合，这时，教师就可以充分利用PPT设计中的动画效果，借助动画、色彩等多媒体教学功能，在屏幕上直观的演示单词的转变过程，让单词变得逼真和连贯。又比如，教师还可以利用Authorware软件制作题组训练课件，创造条件让学生直接操作。假若学生回答正确，窗口就弹出激励性文字；而回答错误，窗口则应弹出鼓励文字，勉励学生不要灰心。只有这样，学生才能在轻松、愉悦的课堂氛围中进行学习，这势必提高学生的`英语学习热情。

三、结语

总而言之，随着时代的不断进步和发展，今后的教育教学中必将大规模的使用多媒体技术，所以，我们要认清形势，理清多媒体应用的利弊关系，坚持具体问题、具体分析，提出切实有效的解决策略和措施。只有这样，才能推动多媒体技术的规范利用，也才能最大限度的发挥多媒体技术的优势，切实提高学生的英语学习效率和水平，为下一阶段的英语学习奠定坚实的基础。

篇19：小组合作教学初中英语论文

小组合作教学初中英语论文

一、选择合适的合作时机

要进行新课改热潮下的初中英语合作教学就应该选择合适的合作时机。选择合适的合作时机就是指老师在进行初中英语小组合作教学时，选择一个可以进行小组合作学习的机会，不能任何时候都进行小组合作学习。在整个一堂英语课的教学活动当中，不是任何时候都可以进行小组合作探讨学习，教师要利用好最佳的时机让学生进行小组合作，这样才能使初中英语的小组合作教学效果得到增强。例如，我们学校的老师在教学内容、讨论方法上都会选择合适的`时机，让学生进行交流和讨论，这样就会使教学效果事半功倍，让学生感觉到自己才是整个英语课堂的驾驭者。这样不仅能够培养学生的合作意义和团结合作能力，还增强了初中英语教学效果，提高了初中英语的教学质量。所以，选择合适的合作时机也是新课程改革热潮下初中英语小组合作教学的技巧之一。

二、采用科学的评价方法

新课改热潮下的初中英语小组合作教学技巧，除了要进行合理的分组以及选择合适的合作时机之外，还需要采用科学的评级方法。采用科学的评价方法能够提升初中英语小组合作教学的效果。同时，采用科学的、多样化的评价方法，能够调动学生学习的积极性和引发学生学习初中英语的兴趣。我们都知道，教师的评价是对学生最好的鼓励，是学生进步的动力。例如我校在进行评选的时候，特别注意评选的方式，实行学习小组评价、激励的机制。其评价遵循的原则是小组是一个集体，考核时考核整个小组，注意整体考察，并且以激励为主。评价的内容包括四个方面：预习环节、课堂展示、检测反馈、拓展延伸，每周都要进行评价，同时还要与小组激励机制相结合，提高学生的团队合作意识和学习效率。新课改热潮下的初中英语小组合作教学这种模式，不仅适应了时代发展的要求，而且提高了初中英语课堂的教学效率，同时极大地调动了学生学习初中英语的积极性，从而提高了学生团队合作能力，是符合时代发展的一种新型的教学模式。但是在实施这种新型的教学模式的时候，还应该讲究一定的技巧，文章从三个方面来阐述新课改热潮下初中英语小组合作学习技巧，对初中英语教学有着一定的积极的意义。

篇20：教学论

教学论

1.体育教学设计:是根据教学目标和教学条件，对某个过程的教学进行的诸多方

面的最优化研究工作和计划工作。

2.体育教学模式：是在某种体育教学思想和理论指导下建立起来的体育教学程

序，它包括相对稳定的教学过程结构和相应的教学方法体系，主要体现在体

育教学单元和教学课的设计和事实上。

3.体育课堂教学组织和管理：是指体育教师为了保证体育课堂的次序和效益，

在课中对体育教学形态、运动负荷、教学次序、教学信息和运动体验方面

进行的设计与控制工作。

4.体育教学方法：在体育教学过程中，教师与学生为实现体育教学目标和完

成体育教学任务而又计划的采用的、可以生产教与学相互作用、具有技术

性的教学活动的总称。

5.体育教学评价：是依据体育教学目标和体育教学的原则，对体育教与学的

过程及结果所进行的价值判断和量评工作。

6.体育教材化：体育教材化是依据体育教学目标和学生发展的需要，针对体

育教学条件将体育的素材加工成为体育教学内容的过程。

7.体育教学过程：体育教学过程是为实现体育教学目标而计划、实施的，使

学生掌握体育知识和运动技能并接受各种体育道德和行为的教学程序。这

个程序有学段、学年、学期、单元和课时等不同的时间概念。

8.体育教学内容：是依据体育教学目标被选择出来的，根据学生发展需要和

教学条件加工的，在体育局教学环境下传授给学生的身体练习，运动技术

学士和教学比三体验等体育教学内容与体育教材的意思基本相同。

9.体育教学论：体育教学论是分科教学论的组成部分，是研究和说明体育教学现象、

要素、本质以及内在规律的科学和学科，起研究的主要内容有体育教学中的学生

教师、目标、内容、过程、环境、方法、评价以及它们之间的关系。

10.体育教学目标：体育教学目标是依据体育教学目的而提出的预期成果。这个预期

成果可分为阶段性成果和最终成果，阶段性成果是体育教学的阶段目标；阶段性成果

的总和就是最终成果，即体育教学总目标。体育教学总目标是体育教学目的得以实现的标志。

11.体育教学计划：体育教学计划是体育教学设计的成果形式，是根据国家颁布的体育教学指导

文件，参照学校所选用的体育教科书，结合学校的体育教学实际而制订的体育教学指导方案和

教学过程的实施。包括有学段、学年、学期、单元和课时等层次的教学计划。

二.简答论述题。

1.体育教学的基本要素：学生、教师、教学目标、教学内容、教学过程、教学

环境、教学方法、教学评价。

2.体育教学目标、体育教学目的、体育教学任务三者之间的关系。

a.各个阶段的体育教学目标的总和就是最终的体育教学目标。

b.最终的体育教学目标是实现体育教学目的的标志。

c.体育教学任务是为实现体育教学目的和体育教学目标所应该做的，实际工

作和应承担的.责任。

3.选择体育教学内容的原则：

a.与教学目标统一性原则。

b.科学性、健身性和安全性原则。

c.可行性原则。

d.趣味性原则。

e.与社会体育和地区体育特色相结合原则。

4.单元体育教学设计的设计步骤：

a.根据体育教学目标和教材，明确单元的性质。

b.根据单元的性质，调整单元的规模。

c.根据某个单元教学设计原理，或者参加某个体育教学模式，设计出该单元

教学过程，其具体的工作就是定出每次课的教学的目标和任务。

d.选择适当的教学方法，填充到各节课中去。

e.确定某项教材的考核方法与评价。

5.制定教案的基本内容与步骤：

a.确定的教学内容目标。

b.排列教学内容。

c.针对教学内容组织教法。

d.安排各项教学内容、时间和练习的次数。

e.设计课的生理负荷和练习密度。

f.设计本科所需的场地器材和用具。

g.课后小结。

6.体育教学模式的组成：教学指导思想、教学过程结构及相应的教法体系三者组

成。 三者的关系是：

a.教学过程结构是支撑教学模式的骨架。

b.教学方法体系是填充教学过程的肌肉。

c.教学思想是内含在骨骼与肌肉中，并起到协调和指挥作用的神经。

d.教学指导思想体现了教学模式的理论型。

e.教学过程结构体现了教学模式的稳定性。

f.教学方法体现了教学模式的直观性和可塑性。

7.体育课堂教学中的几个基本矛盾分析解决措施：讲解和练习的矛盾、约束与自主矛盾、

师生关系与生生关系的矛盾、成功与挫折的矛盾。

如何解决讲解与练习的矛盾？

在体育课中，讲解与练习一直是一对矛盾，体育习得及要求身体练习的量，有要求示范

和讲解的量。讲解的时间长了练习的时间就短，练习时间长了讲解的时间就不够。因此

在体育课堂组织和管理时，首先要处理好讲解和练习的关系，在长期的体育教学实践中，

体育教师们提出了“精讲多练”的原则。要体现体育教学中的“精讲多练”应该具备以下

的认识：a.在不同的教学目标下的不同课型中，讲解与练习的比例不一样。

b.在不同任务的不同课堂教学阶段中，讲解与练习的比例不一样。

c.在学习不同的教学内容时，讲解与练习的比例不一样。

8.体育教学过程的性质：

a.体育教学过程是学生掌握运动技能的过程。

b.体育教学过程是提高运动素质的过程。

c.体育教学过程是学习知识和形成运动认知的过程。

d.体育教学过程是集体学习和集体思考的过程。

e.体育教学过程是体验运动乐趣的过程。

9.体育教学方法：

a.以语言传递信息为主的体育教学方法：讲解法、问答法、讨论法。

b.以直接感知为主的体育教学方法：运动示范法、演示法、纠正错误动作与

帮助法、视听引导法。

c.以身体练习为主的体育教学方法；分解练习法、完整练习法、领会教学法

循环教学法。

d.以情景和竞赛活动：运动游戏法、运动竞技法、情景教学法。

e.以探究活动为主:发现法、小群体教学法。

10.体育教学评价的技术与手段：

a.教师对学生学习效果的总结性评价，教师对学生学习过程性的评价。

b.学生对学习的自我评价，学生对学习的相互评价。

11.体育教学的诸多要素及关系：

体育教学共由8个要素组成：学生、教师、教学目标、教学内容、教学过程

教学环境、教学方法、教学评价。

关系：a.体育教学目标是教师掌控体育教学的依据。

b.没有学生就没必要的组织体育教学，学生是教学的主体。

c.体育教师是体育课程设计的参与者和实施者，体育教师起主导作用。

d.体育教学内容是由内容的实体和内容的载体。

e.教学过程是体育教学中的时间和流程因素。

f.体育教学环境影响着体育教学质量的好坏。

g.体育教学方法是帮助学生理解学习内容和老师传递教学信息的重要因素。

h.体育教学评价能很好的反映教学质量。

12.体育教师主导性的含义：教师的主导性是对应学生主体性的概念，主导性表明

了教师在教学中的主要地位和主要责任。主导性包括对学生的领导、诱导

和指导等综合的作用域责任。

发挥教师主导性的条件：教师熟知体育教学概念、教师要熟知体育教材、教师

要熟知自己的学生。

13.体育教师主导性的内容：

a.贯彻体育教学指导思想。

b.对教学内容的选择与教材加工。

c.选用与学生学习需要相适应的教学手段和方法。

d.对体育学习作出评价。

e.创造适合学生学习的体育教学环境

f.导航学生的体育学习方式。

14.当前中国的基本体育教学的原则：

1.合理安排身体活动量的原则的含义：

是指在体育教学中必须要体现有教学的本质特点--身体活动性，还有使学生

身体所承受的运动负荷有效、合理，以满足学生锻炼身体和掌握运动技能的需要。

依据：是依据体育教学的本质特点和体育教学需要适宜的运动负荷的规律而提出来的。

2.注重体验运动乐趣原则的含义：

是指在体育教学中要让学生掌握运动技能和进行身体锻炼的同时，体验运动乐趣，以

使学生喜欢运动并养成参加运动的习惯。

依据：是依据游戏的特性和体育教学中运用情感变化的规律提出来的。

3.促进运动技能不断提高原则:

是指在体育教学中要不断提高学生的运动技能，提高学生的运动成绩，实现有效的体育教育。

依据：较好的运动技能掌握有利于参与终身体育的规律和体育教学条件下运动技能形成规律提出来的。

4.提高运动认知和传承运动文化原则

5.在集体活动中进行集体教育原则。

6.因材施教原则。

15.学生的主体性概念、内容和充分发挥学生主体性的条件：

概念：学生的主体性是指体育教学活动中，作为学习主体的学生在教师的教授、指导和引导下所

表现出的积极态度和有独立性和创造性的学习行为。

内容：a.学生对体育学习内容的选择。b.学生在体育学习过程中的自主性。c.学生在体育学习过程中的能动性。

条件：a.教师要把教授的目标转化成为学习目标。b.教师要和学生共同拥有体育教材。c.教师要将教学过程设计

成学生的学习过程。d.教师要创立明主的教学环境。e.要重视学生的学习方法。

16.制定体育教学目标的原则：a.目标在体育教学场景中原则。b.目标包含努力因素原则。c.目标可选择行原则。

d.目标依托体育教材原则。

17.体育教学的五大规律：a.运动技能形成的规律b.运动负荷变化与控制的规律c.体育知识学习和运动认知的规律。

d.体育学习集体形成与变化的规律e.体验运动乐趣的规律。

18.体育教学中的主导性和主体性的关系？

在体育教学过程中，教师的主导性和学生的主体性是相辅相成和相互促进的关系，

是浑然一体的关系，是一个事物的二个方面。教师的主导性和学生的主体性是一件事件

二个方面，教师指导学习是为了更好地发挥学生的主体性学习，学生接受老师

的知道，一个事正确的“导”，一个事主动积极地“学”，因此二者应该说是统一的。

没有正确“导”的积极的“学”，只能是“瞎学”；而没有积极的“学”的“导”

，也只能白费劲的“导”了。在教学中，教师的指导性越强，学生的主体性就越强

，相反，教师的指导性差，学生的主体性也差。

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