如何提高教学能力

如何提高教学能力（精选8篇）

1.如何提高教学能力 篇一

谈如何提高教学反思能力水平教学反思是教师自觉地把自己的课堂教学实践，作为认识对象而进行全面、深入的冷静思考和总结。具体表现为：把课堂上的反馈信息、自我感觉以及引发的诸多思考形成文字；一般也可认为是教育教学札记。对于教师教学而言，这是相当重要的一个环节，也是教师积累经验、成长的有效途径。因此，教学实际如何反思；怎样提高教育教学反思能力水平凸显重要。下面本人结合自身教学经验，谈谈在实际教学中如何提高反思能力水平。

首先，明确反思什么？个人认为教师的教学反思集中在两个基本方面。一，反思成功之处。反思不是将课堂教学环节“流水线”式总结一下，要有系统性和规划性。我想，教学反思过程应该是一个严密的整体反思过程。首要反思预先设计的教学目的、引起教学效应的做法及课堂教学中临时应变得当的措施。其次，对于教学过程中某些教学思想方法的渗透与应用的过程和教育学、心理学中一些基本原理使用的感触要记录下来；再者，要反思一下教学方法在不同课堂上的改革与创新等等，以供以后教学时参考使用，并可在此基础上不断地改进、完善、推陈出新，达到光辉顶点。

二、反思教学中的不足之处。即使是成功的课堂教学也难免有疏漏失误之处，有不尽如人意的地方。对它们进行系统的回顾、梳理，并对其作深刻的反思、探究和剖析，使之成为今后教学上吸取教训，更上一层楼。

其次，提高教学反思过程中要采用一些好的方法才能有效提高自己的教学反思能力。比如：从怀疑处反思。从怀疑处寻求问题，至少产生两个角度以上的思考。如：教学方法的使用是否科学。从“是”与“否”两个角度，还可以延生出怎么“更科学”，怎么才能避免“不科学”等举一反三的思考。以本人的通识教学为例，在解释一些难以理解的概念（专用术语）或语言的时，我想一般会按照通常的表达方式解释就完事了，然而很少有反思该方式是不是适合本班的教学情况，是不是适合每一个层次的学生，是不是另外再选择一种更特别的方式，比如结合实际，结合图片或实验或讨论交流，更容易让绝大多数学生明白。从自我怀疑和学生角度去反思问题，可能效果会更好。

另外，我觉得教师反思的时候通常是闭门造车，这一点应该把自我反思和请教他人相结合，多请教学习一下其他优秀教师。同时我觉得教师在反思的过程中十分重要的一个交流对象，即学生常常被忘记。其实教学的对象主体是学生，教师在反思过程中要多多问一下学生的意见，他们才是体会最深刻的人。有时我上课的时候，自我感觉十分良好的一堂课，上完后走下讲台问问一些学生刚才的课感受如何，一些学生会说不错，但也有学生会提出哪些地方讲快了或者没讲清楚，这种来自学生的意见对于教师反思课堂其实更有作用。

总之，我想教学反思是多方面的，要结合多方面的意见，采用较为先进的方法，才能做好教学反思。

2.如何提高教学能力 篇二

一、做好课前的准备工作

在课堂教学进行之前,首要工作就是对课堂教学目标、内容、方法等重要的教学因素进行详细周密的计划和安排,在此基础上,青年教师还要做好以下几步工作。

首先,要写好教案,设计合理的教学目标,注意对教学对象的定位:是给什么样的人讲课,不同的授课对象要求不同的层次和深度,研究利用何种讲法使学生理解得更明白更透彻。

其次,在写教案的同时,每堂课之前还要做好上课的准备,如对第二天要讲的内容,要预先对内容进行安排,列出提纲,对于青年教师来说,因为教学经验不够导致对教学的控制力过低。因此最好能够在每次课前自己试讲一下。

最后,要重视辅导和答疑工作,在上一门课前能让老教师先担任一两次辅导工作,这样可以把本门课的内容进行系统复习同时可以吸收老教师的教学经验。

二、提高青年教师课堂教学能力

1.提高青年教师课堂教学的操作能力

首先,要提高教师的教学组织能力。教学包括了教与学两方面。学生是学习活动的主体,教师则是教学活动的主导。教师要充分发挥其引导作用对教学双方的活动进行组织协调和控制,使师生双方按一定的要求共同参与教学活动,完成指定的教学任务。教师能否实现主导作用与其组织教学能力密切相关。教师组织教学可采用不同的方法和策略,如采用不同的导入方法(故事导入、实验导入、问题导入等)采用不同的课堂组织形式(班级教学、分组教学、个别教学等)也可以采用不同的教学方法(接受法、发现法、自学指导法以及各种相关方法) 组织教学。

其次,要注意自己的语言表达能力。在教学过程中青年教师要以严格的标准要求自己:课堂教学语言能力要求标准、简洁、清楚、生动;语言的外部特征(音色、音量、语声、语调、节奏等)的驾驭能力;教师课堂教学一般语调、音量、语速适中,语调节奏富于变化,语言的停顿应适当等方面,使语言富于表现力、感染力即所谓的要有“言语表情”;身体语言能力,教师适应自己会的面部表情和身姿表情(体态语)等非词语信息来加强语言的效果。

再次,要注意培养自己的板书能力。板书可以呈现教学的主要结构、重点、难点,对整个教学内容起着提纲挈领的提示概括作用。教师可以借板书控制教学速度,吸引学生的注意力,促进学生对知识的掌握与理解及引起学生对某些重要的题目深入思考。因此,青年教师应要求自己:板书字迹规范(清楚美观、图表设计扼要醒目);结构条理清晰、详略得当、重点突出;数量适当。

最后,青年教师要熟练适应多媒体进行教学,多媒体辅助教学是利用计算机所具有的屏幕显示文字和图像、声音、计算、控制、存储等功能来帮助教师教学,辅助学生学习,优化教学过程,提高教学质量。因此,多媒体教学特别适合一些难于理解的也难于在板书中表达的模型,青年教师要主动学习多媒体课件制作知识,大胆在教学中应用多媒体教学。

2.提高教师课堂教学的管理能力

首先,对学生注意力的培养管理。课堂教学中,学生的注意力状况与教学内容、教学活动的趣味性有关,与教学速度、 难度等教学的因素有关,还与教师对学生注意力的培养管理有关,所以教师不仅要引导学生多种注意交替使用,还要应用某些策略对学生的不良状态进行管理。

其次,对学生进行恰当表扬。教师要对学生参与教学活动的各种反应进行恰如其分、灵活多变的表扬,使学生增强自信心,增强学习的积极性和主动性,自觉维护课堂秩序。

最后,要对不良行为进行控制。课堂中,当学生“开小差” 时,教师要及时提醒制止,可以采取多种形式:不点名批评或用眼神提醒;让开小差的学生回答问题做示范;表扬其他同学,树立榜样;表扬开小差学生某个阶段或某些方面的较好表现,增强其荣誉感和自我约束力。

3.课后反思,丰富教师自身的知识

青年教师要在教学过程中对自己的教学效果进行及时的反思,经常自我检查、自我评价、自我指导和自我控制,以不断提升青年教师的教学能力。反思主要包括对教学速度是否适宜的反思,对自己教学思路是否清晰地反思,对自己是否能调动、调整和控制自己的情绪情感的反思以及对教学效果的反思。教师在反思中正确评价自己,进行自我指导和控制,并逐渐成长为一名优秀的教师。

三、对青年教师课堂教学实践的反思

提高青年教师的课堂教学能力要求教师切切实实地做足基本功,也需要教师有较多的学习智慧。总的来说,第一,青年教师需要在借鉴中感悟,借鉴他人经验是提高教师教学能力的重要途径。青年教师需要透过表象看本质,在花团锦簇、精彩纷呈的景象中感悟教学真谛;第二,青年教师需要从实践中探索,借鉴是“他山之石”,探索是“自我发现”,要提高教师的教学能力就应当勇于在实践中探索;第三,青年教师需要从学习中升华。学习包括教学实践经验学习和教学学习,要想提高教学能力,教师既要学习实践经验,也要学习教学理论两者兼顾,突出后者;第四,青年教师需要在反思中前进,通过及时地分析、努力,可以让自己强的更强,弱的不弱,实现“扬长补短” 的策略。

3.如何提高美术教学能力 篇三

一、美术教学中愉快的课堂气氛作用

在愉快中锻炼学生的动脑动手能力，在愉快中培养学生当学习的主人。关于“愉快教学”，古今中外不少有见识的教育理论家都有过许多精辟的论述，我国古代教育家孔子在《论语·雍也》中说过：“知之者不知好之者，好之者不如乐之者”。这里所说的“好”与“乐”就是一种兴趣，一种愉悦的心理，一种力求认识和创造的倾向。古罗马文艺理论家贺拉斯在《诗艺》中提出“寓教于乐”理论，它深刻地揭示了“教”与“乐”的辩证关系：教寓乐中，乐为教存。它不但对文学创作有重要的指导意义，而且对文化教育乃至其他工作都有很大的启迪。周恩来在谈到关于文化教育时，就曾强调“寓教于乐”，要求在无穷的乐趣中蕴入深刻的教益，以获得最佳的教育效果。可见，有关愉快教学自古有之，而且已是全世界都倡导的一种教学艺术。

二、初中美术课的特点及实施愉快教学的必要性。

科学实验也已证明，学习美术能使右半脑得到锻炼，这对于促进人的智力全面发展具有非常重要的作用，一个受到良好美术教育的学生，观察事物就比较敏锐、细致、准确、完整，对形状的区别、明暗的判断、空间的理解、色彩的分辨能力都较高。它对从事社会职业，比如工业、农业、教育、军事和科学研究等都有极大的好处，对于提高整个中华民族的文化素质，挖掘人类的潜力都具有深远的意义。但长期以来，我国的基础教育都是实行应试教育，片面追求升学率，美术教育的重要性没有引起足够的重视。为了改变这种状态，除有关部门切实抓好从应试教育向素质教育的转轨外，美术教育工作者在教学方法上也要积极进行改革，努力探索美术教学的新路子，激发学生对美术学习的兴趣。因此，在初中美术教学中实施愉快教学是十分必要的。

三、初中美术愉快教学的具体措施

美术课的愉快教学，就是要从本学科的特点出发，充分利用教材中的愉快因素，采用学生喜爱的灵活多样的教学手段，来提高学生对美术学习的兴趣，使学生在愉快中学到知识，本人多年来一直从事初中美术教学工作，围绕着美术课的愉快教学，在实践中作了一些初步的探讨和尝试。

（一）教师的教态应亲切自然，师生共同创造一种和谐愉快的气氛。

教态是教师在教学过程中，外部表情与内在气质的形象反映，它对学生的学习心理和情绪有着直接或间接的影响。好的教态，学生会感到亲切、轻松、愉快，有利于提高学习的兴趣。教师面带微笑，和颜悦色，会给学生愉快的暗示，学生会从中受到感染。许多优秀的教师都懂得微笑的意义，他们即使在十分疲惫或身体不适的情况下，也总是面带微笑地走进教室，因为他们懂得，学生会从老师的微笑里感到关心、爱护、理解和友谊。同时学生也会从教师的愉快感中受到鼓励，激发起爱老师，爱这门课的相应情感，所以，在学生面前，老师应永远是亲切自然的。

（二）运用电化教学，激发学生的学习兴趣，创造良好的教学情景。

美术是视觉艺术，需要通过视觉来获取信息，这就必须强化直观教学。传统的教学方法常常使教学陷于枯燥乏味，如将现代化的电化教学手段引入美术课堂，使教学媒体多样化，就可以调动学生的视觉、听觉来参与感知，激发学生的学习兴趣，有助于实施愉快教学，增强教学效果。例如，上《图案基础——写生变化》一课，在讲解“变化”的几种方法过程中，我同时在投影上用彩笔画出简化的鱼、兔子，几何化的松鼠、青蛙，夸张的小猪、梅花等，这些简练的图案激发起学生的极大兴趣。每画完一个图案，学生们就不由自主地说出“松鼠！”、“青蛙！”、“小猪！”等等，课堂上充满了欢乐的气氛。讲添加法时，在鱼身上添加莲花，在梅花上添加喜鹊，再问学生有什么寓意？学生经过思考，可回答出“连年有余”、“喜上眉梢”的寓意。这样，学生在轻松愉快的气氛中，不但掌握了“变化”的几种方法，而且使学生的形象思维能力及创造力有了进一步的提高，达到了较好的教学效果。

在上《水彩风景画——桂林山水》一课时，通常采用的教学方法是同步演示法，即老师边讲边辅导，此法直观性很强，很适合水彩画的教学。但由于学生的绘画水平各不相同，老师“断断续续”地示范、讲解、辅导，画得快的同学想“开快车”，而画得慢的同学又因跟不上而显得手忙脚乱。针对这种情况，我先把这幅画的作画过程拍录好，并配上優美的音乐及解说，在进行同步演示前先放录像给学生看，让学生先看到了这幅画的作画全过程，使学生感到耳目一新。这样，画得既好又快的同学就可胸有成竹地作画，心里没底的同学也可跟着老师的示范慢慢进行。这样，既丰富了课堂的教学手段，又面向全体学生，使教学在张弛有致的和谐节奏中进行，创造了良好的教学情景。

（三）重视导课和结课艺术。

成功的一节课，从开始就应引人入胜，让学生的精力很快集中并对新课产生兴趣，因此对新课的导入应作精心的设计。导课是一种教学艺术，它没有固定不变的模式，要根据教材的特点和学生的实际，进行创造性的设计。例如，在上《色彩与感情》一课时，我从日本著名影星山口百惠因穿衣服的颜色而左右她一天情绪的几个生动例子导入，学生听得津津有味，为新课的展开作好了辅垫。

上《标志设计》一课时，正值香港回归之际，我在课前先制作好香港特别行政区的区徽图案，上课开始时即把图案亮出，逐个提问：这是什么标志？它是怎样设计的？它有什么深刻含义？学生发言踊跃，兴致很高，导入新课的同时，渗透了爱国主义的教育。又比如上《水彩风景画——桂林山水》一课，先问学生是否游览过漓江？游览漓江有什么感受？然后放《桂林山水》的风光录像片，让学生感受桂林山水的美，使他们知道，原来自己就生活在这人间仙境里。再问：作为桂林人，难道你不想把自己的家乡美景描绘成一幅幅美丽的图画？这样的导入使得学生跃跃欲试，同时增强了学生热爱家乡的真挚感情。一堂完美的课，不仅开始要引人入胜，而且结尾也要精彩，余味无穷，给学生留下难忘的回忆，激起对下一次课的强烈欲望。

（四）优化课堂教学结构。

4.如何提高自己的课堂教学能力 篇四

2003年3月，教育部印发了《普通高中课程方案（实验）》和15个学科的课程标准（实验）。新课程标准提倡转变学生的学习方式，培养学生主动参与、乐于探究、交流合作的学习态度。那么我们应该怎么在此背景下提高自己的教学能力？

下面我就如何提高自己的课堂教学能力提出我个人的见解：

一、进行科学的教学设计

科学的教学设计才能产出高效、优质的教学效益。教学设计是上课的指路灯，也是优质的课堂教学的基础。教学设计包括教学任务及对象、教学目标、教学策略、教学过程和教学评价这五大方面，同时教学设计里有包含学情分析，可以根据不同班级不同学生的学情进行教学设计，让教学设计符合每个班的学生学情，从而使课堂教学达到高效、优质的教学效益。而教学评价让我们根据自己的课堂教学总结出闪光点、优点以及自己的不足，有利于帮助自己以后的教学和促进自己的成长与进步。

教学设计能够促使教师理性地思考教学，同时在教学元认知能力上有所提高。只有这样，才能够真正体现教师与学生双双发展的教育目的。

二、借鉴老教师、优秀教师的教学经验，取长补短

由于我们是刚踏上教育事业的新教师，在教学经验与处理课堂教学的突发事件的能力不足，我们应多向老教师、优秀教师学习，多去听他们的课堂教学，根据自己所教的班级的学情来借鉴他们的教学经验，取长补短，从而提高自己的课堂教学效益，促进自己的成长与进步。

三、博览群书，增强自己的专业知识

俗话说“楼外有楼，天外有天”，我们要树立终身学习的目标，不断学习，增强自己的专业知识。我们不能不思进取、滞步不前，不能因为自己的专业知识储备不够，而导致自己的课堂课堂教学日益底下，这样不仅不利于我们的进步，从而也会影响学生的发展，没有真正做到一位教师的职责。

四、多看一些教育视频或与自己所教科目相同的教学视频，借鉴课堂教学的方法

现在科技网络的应用广泛，我们应合理地借鉴网络来学习，多看一些教育视频或自己所教科目相同的教学视频，学习优秀的教育者是如何安排课堂，如何掌握课堂时间与气氛，如何处理课堂的突发事件······

但是我们也不能一成不变的照搬，不能陷进“本本主义”，应进行取舍，取其精华，去其糟粕。

5.如何提高教学能力 篇五

近年来，我校招考了一大批青年教师，充实师资力量。他们学历较高，思想活跃，有热情、干劲足、有朝气、敢创新，专业功底较扎实，给学校带来了新的活力和希望。他们大都在教学第一线，承担了较繁重的教学任务。他们主观上都想尽力搞好教学工作。然而他们中大部分人由于经验不够，在课堂教学中存在着一定的不足：一是备课的内容把握不到位；二是教学过程的安排不够合理；三是对学生的理解能力要求过高；四是知识结构单一，对教学活动中发生的突发事件处理能力不强；五是对学生人性化关怀不够。因而在在课堂教学中未能充分发挥优势，取得令学校、家长，学生满意的课堂教学效果。

2.原因分析

认真分析青年教师课堂教学效果不够好的原因。我认为主要是因为他们没有经过一定的课堂教学的实践锻炼，不熟悉中学课堂的教学方法，缺乏课堂教学的经验。这些青年教师在从事教学之前实践的太少，经验太少，导致他们对于教学的方式方法，对每个具体的教学过程该如何去操作都无从下手。例如该如何去做教案，如何通过课程的标准去组织各个单元教学的内容，如何去给学生构造课前预习题以及课外作业等，接下来怎么样去发动学生进行课堂研讨，怎么样根据教学内容的不同区采取不同方式的进行启发教学，如何去突出重点和难点，如何区别每个板块之间相互的联系，实现前后呼应，如何抓住课程的最基本主线，并让其贯串于课程的始终去形成一个整体，如何能做到理论与实践相互结合等等，这些青年教师们都不甚了解，不熟悉。在这种情况下，让青年教师仓促上课，必然影响其课堂教学的效果。

3.解决办法

怎样解决青年教师课堂教学效果不够好的问题呢？近年，我在英语教研组通过青蓝工程、老带新指导培养青年教师，取得了一定成效，指导的五名青年教师已成为学校英语教学的骨干力量，五名青年教师撰写的论文或在国家级省级报刊发表、获奖，或参与省市县各种比赛获奖，或指导学生参与省市县各种比赛获奖，其中，一人已成长为县级骨干教师。本人认为，最好的办法是，由学校指定本学科教学经验丰富、教学水平较高的老教师，以老带新，对新走上教学岗位的青年教师进行全面指导和培养，帮助他们尽快成长。

3.1指导熟练教材，钻研课标

教材是教学过程中的主要知识的载体，是教学展开的基本工具。青年教师一开始要先在老教师的指导下努力通读教材，深入研究教材里的细节，找到本课程的重点和难点在哪里，分析出各个章节之间存在的联系，抓住主线和提纲，对学科教学任务有较全面的认识。每一门课程都有课程标准，青年教师在掌握了教材内容的基础上方可在有经验的教师指导下去熟悉一个课程的课程标准，制订好精确的教学任务与计划。教学计划要能表现出该课程的知识重点、学科的体系、教学达到的目的以及思维的方式，还有很重要的一点：教学进度时间的把握，有意识地避免上课的随意性，避免出现知识环节空白。指导教师还要指导青年教师熟悉教学常规、考试要求等。

3.2指导备课细节、认真做教案

教案是课堂教学的具体实施细则，是每一节课都能成功所必不可少的材料。有个别青年教师喜欢上课空手上讲台，既不带教材，也不写教案。也许这样的教师确实有一定的学术功底，但他们的教学效果并不一定好。我们听课时就曾发现他们讲课常常出现逻辑顺序混乱、概念解释不清，繁简处理失当等现象。为了避免出现这些现象，青年教师就要克服情绪化，脚踏实地地在老教师的指导下，认真负责地把教案写好。教案不能生搬硬套教材，要做到把教材的内容细化、具体化、简练化，做到创造性地使用教材。在传授教材知识时还要注意画龙点睛，恰如其分地讲背景、讲现状、讲前沿、讲发展，让学生学会举一反三的能力，充分展现教师本人的个性化。指导教师要帮助青年教师审核教案，提出修改意见。

3.3相互听课，互相学习各自的长处

教学是一门科学的艺术。青年教师随堂跟班去听课是学习经验丰富的教师教学方法和教学艺术的一种很好的方法。经过了大量跟班的听课，青年教师学到了老教师是怎样组织教学工作的，老教师如何去集中学生的注意力，去调动学生积极认真听课，如何恰到好处地安排了教学内容，突出了重点和难点，深浅自如，融会贯通，如何把握课堂授课音调的高低起伏以及讲课速度，如何做到清楚地表达自己的思想，如何去传授给学生自主学习的办法，如何激发出学生积极的思维，积极参与互动，把一节课的气氛给活跃，如何适当利用多媒体进行教学，如何制作声像和图文并茂的课件，如何分配好讲课的时间，课后如何耐心给学生做答疑等。青年教师还可以学到老教师对教学精益求精、追求完美、严谨治学、为人师表的好作风。青年教师在指导教师的指导下做好一系列的教学实践准备后方能正式登台讲课。指导教师通过听课检查出青年教师在教学过程中的不严谨，知识的疏漏之处以及每个教学环节进行处理时的合理性，所讲内容和所用时间的分配是不是把握得精确，以及还存在一些什么问题，及时发现，加以修改补充完善，从而增强青年教师上好课的自信心。青年教师每一次讲完课，都要认真去总结，把同事给出的意见以及自己认为讲课时临场发挥的比较好的进行笔录，这样可以慢慢地积累经验，以便于后面去改进不好的教学方式。指导教师要指导青年教师在校内上公开汇报课，并对每一节课做出详细的点评。指导教师还要为青年教师上示范课、观摩课，指导青年教师互相听课，并且跨年级听课，甚至跨学科，最后从各学科中总结好的方式方法，学习其精华。

3.4指导作业批改、试卷命题、撰写论文和参加教研活动

指导青年教师认真做好学生作业的布置、批改和讲评工作以及试卷命题、质量分析、撰写教学小结和教学反思以及教学总结。指导青年教师多写论文，学习取材和论证的方法，时常对自己的教学进行总结提炼，形成自己的一套思路，提高青年教师撰写论文的水平。多鼓励青年教师参加论文竞选，多向出版社投稿。青年教师还要积极参加各种教研活动，参与课题研究、参加各种交流活动。

3.5为青年教师提供教学实践锻炼的平台

老教师要根据每一个青年教师的个性，给他们提供更多的拓展、实践教学的机会。让青年教师在不断磨练中逐渐成长起来。积极鼓动青年教师参加各种教学的比赛。如“教学比拼技能大赛”、“教学创新设计大赛”、“说课比赛现场”等活动。督促青年教师建立自己的教学博客，进行交流互动学习。坚持写日记分享自己的教学点滴，带动更多人迅速成长。通过采取以上措施，就可以帮助青年教师在教学能力上日臻完善，解决青年教师课堂教学效果不够好的问题，从而使一批优秀的青年教师脱颖而出，们迅速成为骨干教师。

参考文献:

6.如何提高教学能力 篇六

Good Work Organization 论文作者：留学生论文论文属性：thesis登出时间：2010-12-24编辑：anterran点击率：1654 论文字数：5178论文编号：org***590语种：English地区：China价格：免费论文

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关键词：Speaking abilityteaching activitiesanalysis method.Project title: Improving Students’ Speaking ability Through Good Work Organization Investigator

Infulfilment of the course Practical Project Design.Prepare for China Central Radio &Television University Anhui Radio and Television University Practical Project Design

Title: Improving Students’ Speaking Ability Through Good Work Organization

Name: Ma-Xiang Number: 011090227 School: AnQing Radio and Tv University Major: Education Tutor: Xuan-Sheng-Li Date: Mar.25, 2005 Student’s Tel :(0556)5374050

Acknowledgement

I am mostly grateful to my tutor Mrs.Xuan Shen Li, without whose support and patience this project would not have been finish.I am also grateful to my classmates Huang Xiaohong, Li Shuyuan and my colleagues for their time spent on panel discussions with me.No amount of thanks will be adequate for my students without whose will participation in the project implementation it would have remained on paper.Last but not least, big thanks go to my family who has shared with me my worries and uneasiness during my work time.Without them, I couldn’t have made it.Abstract The present study presents a detailed report of a project implemented to solve the problems that improve students’ speaking ability through good work organization.It is hypothesized that students’ speaking ability can be improved by creating more opportunities for them to speak.This hypothesis is verified by a four-week practice of well-organized activities.Among the methods of this project I have used analytic method, cause analysis, questionnaire and brainstorming.摘

要

这篇论文是关于如何精心设计教学活动来提高学生口语能力的项目实施的详细报告。假设学生的英语口语能力是能通过精心组织课堂口语活动来创造更多的对话机会而提高的。该假设通过了四个星期精心设计的活动来验证。在这篇论文里，我运用了分析法，因果法，问卷法和集体探讨法。Key Words: Speaking ability, teaching activities, analysis method.关键词：

口语能力，教学活动，分析方法。Main headings of the Project Report I.Introduction Ⅱ.Summary of the preliminary research Ⅲ.Project objective Ⅳ.Project Hypothesis Ⅴ.Project rationale Ⅵ.Project implementation Ⅶ.Data Analysis Ⅷ.Project evaluation Ⅸ.Conclusion

Appendix: A

The timetable of the project B The second questionnaire C Teaching diaries D Notes of attending a lesson E Teac hing notes F Oral test paper J Recording tap Ⅰ.Introduction

I have been teaching in a junior middle school.In my teaching I have come cross some problems, which have been troubled me for some time.I’ll have finished my study in Anqing TV University.I hope I can solve the problem through the action research so that I can apply my knowledge and theory into practice.I think if I design the activities well, I could improve the students Speaking ability.Ⅱ.Summary of the Preliminary Research 1.Problem The problem I have in my teaching is that most of my students are weak in speaking English.Every time when I have an oral class and ask them to do a speaking activity, some of them don’t seem interested in it.There are also some students are afraid of speaking in front of the whole class.Only a few students can answer in English when I raise questions during the speaking activities.It is common that students can get high marks in an exam cannot speak a complete and correct English sentence.2.Problem analysis This problem has been troubling me for quite a long time in my teaching, I tried every means to solve this problem.Eventually I worked out 3 main reasons that influence the students’ speaking ability.(1)The students are busy with their heavy lesson and ignored the importance of oral communication.(2)The students pay little attention to the training of speaking skill.(3)In the classroom learning, students lack training in speaking.1)Analytic method.Through careful analysis, my problem makes me think of this: Why a few students have good speaking English, while most of them haven’t? If my colleagues teach the same class, is it the same case? If it not the case, then it seems that the problem is actually caused by myself, not by my students.Probably the oral practice I asked my students to do was poorly designed.2)Cause Analysis I analyzed with a list of factors that may contribute to the causes.From my side: 1.The speaking tasks are poorly designed 2.I talk most of the time and leave very limited time for my students.3.I ignored the importance of oral communication.I placed more emphasis on doing written exercises in or outside the English textbook.4.Some of the tasks are not appropriate for a large class.From the student’s side 1.Some students paid little attention to the training of speak.There is no relevant part about oral English in an exam.They would do more written exercises rather than practise speaks.2.Students have little opportunity to practise their speaking in my English teaching.3.Some students don’t like speaking English.The classroom The room is too small for a large class..3)Questionnaire When I did my cause analysis, I tried to dig out all possible causes.But I think it’s just my own view.It’s does not mean that students also think in the same way.To find out what students think of the problem, I designed a questionnaire just like this : Questionnaire on oral English work Dear student: I’ll thank you for sparing 10 or 15 minutes in your busy study to answer this questionnaire.your opinion or suggestion will be helpful for my teaching of oral English and my better performance in turn help you to improve your speaking.Please tick the box next to the answer that expresses you opinion.1, Do you like oral English? □a.a.very much □ b.a litter □c..so so

□d.dislike 2, Do you want practise you oral English in class? □a.yes □ b.no

□c.don’t know 3, do you have opportunity to practise you oral English in my teaching? □a.No

□b.little □c.not much

□d.often 4, What do you think about the designed activities of oral English by me before? □a.lively □b.stiff □c.ordinary 5, Which designed activity do you like? □a.pair

□b.group.□c.retelling

□d.being plenary □e.the other 6, Can the well-designed activities increase your interest in oral English class”? □1.yes □2.no

□ 3.I don’t know 7, Do you think the well-designed activities can improve your oral English to practise in class? □1.yes □2.no

□ 3.I don’t know

I gave my questionnaires to my students and all of them, sixty students, returned their questionnaires.When all these date come in, I made some statistical evaluation.The results showed that over 70% of the students expressed that they liked oral English and wanted to exercise their oral English in class and that over 85% of them thought they have little opportunity to exercise their oral English in class and they thought my teaching was stiff lack of interest.Therefore I think the problem was caused by my self.I should change my pattern of teaching and getting my students more actively and interestingly involved in oral practice.4)Brainstorming activation When I was engaged in the problem analysis, I often talked to my colleagues about all the problem I met.Quite often they gave me a lot of advice so that I pondered the problem more deeply and carefully.Also I discussed with my students, collected them response and feedback.With the help of them, I realized that there were some problems in my teaching.After a lengthy problem analysis, I began to launch a project to solve the problem.Ⅲ.Project Objective

To improve students’ Speaking ability to a large class by good work organization.Ⅳ.Project Hypothesis.It is hypothesis that students’ speaking ability can be improved by creating more opportunities for them to speak.Ⅴ.Project Rationale: 1.The importance of oral English--Since China entered the WTO people are closely connected with foreigners.Oral communication in English is such a natural part of life.But many of us speak “dumb-English”.The professor Li Qiang who is the expert in researching Americanism said: The dumb-English is no use.I have studied the course of English language Teaching Methodology(1 and 2)and it made me realize the importance of speaking English.Because some of my students thought oral English was not important and not worthy of time-wasting.I thought I could change their mind by their progress in class.2.The role of the teacher-As a teacher.I should know the diverse roles I play, such as a controller, assessor, organizer, participant, and shouldn’t consider myself as the controller all the time when teaching, Besides, I should demonstrate those different roles so that students realize when I take a major instructional role in class and when I take only a minor helping role.In students’ speaking activities, I’d like to play a participant role more than others.During most of the class time, I’d like my students to be accustomed to being responsible for their own leaning.3.Grouping them.Deal with a large class, well-designed pair and group work tasks can be tried out to increase the participation of all the members.And I know the members in each group couldn’t be too many or too few.There are 48 students in my class, I decided to make eight groups.Ⅵ.Project Implementation Based on the rationale, I used four units of the existing junior English text book as the communicative material.New tasks were designed with the aim of providing students with a chance to be creative and express themselves freely.Since it is a large class, I must attention to the following factors while designing the tasks: a)give clear instructions, b)persuade the class to use English, c)control the noise, d)monitor the students’ practice, and e)use various task types to a rouse the students’ interest.Following are the details of the implementation.Week 1, Activity 1, Welcome Back!This activity is based as in Junior English for China, Book 2A, Unit 1, Lesson 2 “Welcome back!”

Purpose: To revise words and practice the pronunciation of the word correctly Instructions: I taught the text and then I organized a game of WORD CHAIN in class.Procedure: After I taught the text, I asked my students to play a game of the “word chain”.They were so excited.I told them the rule of the game and asked them to work in turn of the seat number so that everyone could take part in it.They played the game in pair.I monitored the game and offered help if necessary.For students: Every one must take part in the game and according to the rule of the game: Step 1: The first student gives a word, for example: “bag”

Step 2: The second student must tell a new word whose the beginning letter is the end of the first word, such as “go”

Step 3: The third student works according to the method of the step 3, giving “on” out.The next one continues till the last one, each word can not be repeated.Week 2, Activity 2: What Are We Going To Do? This activity is based at in Junior English for China, Book 2A, unit 2, lesson 5 “What are we going to do?”

Purpose: To practice “using” the sentence of “be going to”

Instructions: I taught some new words, then I explained usages of “be going to” and gave them some more examples.I asked them to make sentences by using the words which I gave on the blackboard to practise the grammar of “be going to” in group.At last they acted out their dialogues in front of the class.Procedure: Before I taught the text to my students, I explained the grammar of “be going to” and gave them some examples to understand well.Then I began my lesson.After that, I asked some of them to make sentences by using “be going to” and wrote on the blackboard and all of us checked it and corrected errors.Then, I provided some new materials which wrote on the blackboard, and then get students to work in pairs by them.The students should exchange roles one time.At last, I asked the volunteers to give their performance in front of the class, the title was “what are you going to be when you growing up?” After the play over, I ordered the students to correct them which were not proper by their judge.For students: The students worked in pairs.They had a list of “what they do”, one asked the partner question with “be going to”.The other one answered the question.Then they chang

Week 3, Activity2: Find The Right Place!This activity is based as in Junior English for China, Book 2A, Unit 6, Lesson 21 “Find the right place!”

Purpose: To practise asking for and giving directions Instructions: At first I taught the text.I explained the function of asking for and giving directions.Then I gave them opportunities to practise expression with each other.At last I showed my students some cards I have made and ask them to work in pairs.Procedure: Before I taught the text, I asked them to tell me some buildings near our school in Chinese if necessary.They were so excited to tell me some building name.Then I began my lesson.After that, I divided my students into pairs and gave out separate worksheet to student A and student B.Each had a map of the city on the book, but they have different places labeled.They had to ask their partner for directions for getting to the different distinctions and label their maps.I monitored the activity and offered help if necessary.For the students: They worked in pairs.They both had maps of the city, some places was labeled and some are not.The partner had the same map which showed different places.They must ask each other for a list of places they wanted to go to, and then labeled them on the map.They could not show their map to their partner.When they had both finished they could compare their maps to make sure they had labeled the places correctly.Week 4: Activity2: The Memory Robot This activity is based as in Junior English for China, Book 2A, Unit 9, Lesson 33 “The memory robot”

Purpose: To practise the grammar of the Simple Past Tense and the method of retelling a text.Instructions: At first I taught the text, and then I got the students to retell the text in groups.After that I asked three groups to give their performance in front of the class.Procedure: I revised the text simply.then I taught them how to retell the text.I led them to find out the main words and the using TENSE of the dialogue.they could express it in their own way and use the new words and new patterns only if they could tell the main idea correctly.I gave them some minutes to prepare for retelling in groups.Then I asked three groups to give their performance in front of the class.For students: They must read the text himself, understanding the tense and the main idea of the text.After that, they could try to tell the text to their partner.Then I would ask someone of each group to retell it to the class.Ⅶ.Data Analysis It took me four weeks to research on the project.Now I want to know if the hypothesis has been proved or not.That is to say I want to assess the effectiveness of the above-designed activities.Data were gathered mainly from three sources: two of questionnaires, two tests oral tests and classroom observations I took in my diary.1.Data from the questionnaires After four weeks’ action research, the first questionnaire was designed for examining the result of these activities.The second questionnaire was nearly the same to the first one in the preliminary research so that comparisons can be made to see the improvement.In both questionnaires, the students were asked to answer questions concerning their interaction in oral English class.Comparing the results of the questionnaires, I found that students’ opportunity to practise their oral English in class has b

een significantly improved after the implementation and the increasing amount is nearing 65%.It is found 25% of students had no opportunity to practise their oral English in class before the implementation of the research.And after it, no one’ questionnaire shows “No”.The amount of the students who “often” practise their oral English rise to 90% while the percentage was only 15% before the implementation.From Graph 1, it proves that my implementation of the project is effectives.Yet there are still 5% of the students choosing “little” though the number is smaller than it in Questionnaire 1.So I need to do more analysis for the fact and try to solve the problem.Graph 1.Comparison of the opportunity to practise oral English in class.2.Data from the tests I issued two tests to check if the well-designed activity are helpful for the students’ enhancing of speaking abilities, one at the beginning of the project, the other at the finish of the project, with the same format.Comparing with results of two tests, I found students’ oral English has been greatly improved during the action research.It is found that 40 students’ marks are not satisfied before the implementation.After it, the number of students who did oral practice well has distinctly increased from 25 to 45.But I also found that 15 students don’t perform excellently in their practice.This may be caused by students and me.Some of them may be poor in English and while the activities I designed for students didn’t consider the different levels of them.I must try my best to do my work..Graph 2.Comparison of whether students do speak practice well.3.Classroom observations I took in my diary.I found my students became more active than before and they had more opportunities to practise speaking English through my well-designed activities.They made progress and their speaking English has been improved.From the above analysis I think students’ Speaking ability can be improved by my well-designed activities.Ⅷ.Project evaluation.Following the stage 4, I evaluated the project by asking and answering relevant questions on every aspect of my project 1.the problem Is the problem a researchable one? Yes, as I am an English teacher, if I was given the resources, the time plus my expertise, I can launch a project to solve the problem my students having poor speaking English.2.the methods used in problem analysis Are the methods used to analyze the problem acceptable, suitable to it and properly applied? Yes, I used the Analytic method, Cause analysis, Questionnaire and Brainstorming.There are all acceptable methods suitable to my problem.I also used them properly.3.the project objective Is the project objective realistic? Yes, since it is researchable, it is realistic, it can be achieved.4.the project hypothesis Is the project hypothesis provable? Yes, my hypothesis-students’ speaking ability can be improved by good organization is provable.I have found that my students’ oral English have been improved by creating more opportunities for them to speak.5.the project rationale Does the project have a sound basis? Yes, my project was based on the four theoretical assumptions which are valid and sound.6.the crucial questions to be asked in clued: Has the investigator defined his or her project objective? Has the invess? Has the investigator stated his or her project rationale? Has the investigator worked out the details for project implementation? Has the investigator planned the stages and the timetable for the project implementation? I have fulfilled all these requirements.7.the stages and details of the implementation The stages are necessary and complete.The implementation details are properly maintained.8.the methods used in project implementation In what way has the project been implemented? In my case, I first set up control and target groups and used the classroom teaching.9.the methods used to obtain the results I used observations, interview, teaching notes and questionnaires to obtain the project results.They are all acceptable, suitable to the task and properly used.10.the results obtained from the project implementation My hypothesis has been proved to be correct.I have found that student’s improve them Speaking ability after I use the well designed exercises.Ⅸ.Conclusion This paper is based on the project that I conducted from Mar.2005 to May, 2005, which aimed to improve my students’ speaking ability.During this hard-working period, I consistently adjusted my teaching methods, analyzed the problem, adopted different kinds of activities to carry out the teaching plan.The results are very satisfactory.After four-week project implementation I found my students’ speaking English had been improved by my designed activities.After having experienced the research action, I’ve learned that doing more oral practice can enhance learners’ oral English accordingly.Meantime I also find my shortages in my teaching.I lack of enough patience.My oral tasks are ineffective.I give few feedbacks and check on my students’ homework.But, due to this teaching experience, I also strengthen my self-confidence of overcoming any teaching problem.In the future I will find out and solve this kind of problems as early as possible.References: 1.Gu Yueguo, 2003, Practical Project Design, Foreign Language Teaching and Research Press 2.Gu Yueguo, 2002, English Language Teaching Methodology, Foreign Language Teaching and Research Press.3.Junior English for China-Students’ Book 2A, People Education Press.4.Junior English for China-Teachers’ Book 2A, People Education Press.Appendix A: The timetable of the project stage Week Calendar dates tasks I 1 Mar.1-7 Identify a problem II 2-3 Mar.8-20 Analyze the problem using scientific methods of investigation 1.analyzing the teaching situation 2.analyzing the teaching objectives /teacher’s roles/task/types/students’roles etc.3.analyzing the possible causes of the identified problem III 4 Mar.21-Apr.3 Design a problem-solving project 1.formulating the project objective and hypothesis 2.making a lesson plan 3.preparing materials and resources needed 4.proposing data collection method: questionnaire/survey/interview IV 5-9 Apr.4-May.3 Implement the project 1.report of the classroom implementation of the lesson plan 2.report of the data collection V 10 May.4-May.11 Evaluate the project against a checklist 1.critical comment on your own teaching by checking your subjective comments against the tigator defined his or her project hypothesi collected data 2.suggestions for future teaching VI 11-13 May.12-26 Write the project report

Appendix B: The Second Questionnaire Please tick the box next to the answer that expresses you opinion.1.Do you like oral English? □a.a.very much □ b.a litter □c..so so

□d.dislike 2.Do you want practise you oral English in class? □a.yes □ b.no

□c.don’t know 3.In the four-week project implementation, do you have opportunity to practise you oral English in my teaching? □a.no

□b.little □c.not much

□d.often 4.Do you like to work in pair or group in class? □a.yes

□2.no

□ 3.I don’t know 5.Are you volunteer to answer my questions in class? □a.no

□b.little □c.not much

□d.often 6.What do you think about the designed activities of oral English by me now? □a.lively □b.stiff □c.ordinary 7.Do you think your Speaking ability had improved? □a.quite more

□b.some □c.a little

□d.nAppendix C: Teaching diaries Week 1 Date: 20.Apr.2005

I thought this lesson would be the beginning of my new design of teaching because I found that my students show more interests in speaking English in class than before.Students were so excited when I told them we would play a game after I taught the text.But when I told them the rule of the game--“word chain”, some students said it was difficult to them.I told them I would offer help if necessary, then they were not nervous at once.The game was performed smoothly.It seams that most of them enjoy the time though I only offered a little help to them.Every one could take part in the activity.Week 2 Date: 27.Apr.2005 I found that most of students parctise their oral English positively in my designed activities.Because of working in pairs, everyone had the opportunity to express their mind.The classroom atmosphere was quite lively.I was surprised to find that Wang Jie seating in the corner and always keeping silent also practiced the task with his partner actively.Week 3 Date: 9.May.2005 Today the classroom atmosphere was more lively.Especially when I ask them to discuss and work in pair, all of them were glad to finish what I had asked them to do.As a controller, I walked around the class to give them immediate help when needed.Wang Jie made progress with his oral English and today he, as a volunteer, came to the blackboard to act out his dialogue actively.Week 4 Date: 16.May.2005 I was surprised to see the students’ oral English improved.Most of them could retell a complete story by using the main words and the tense.I ’m glad that I can easily teach a large class and each one has opportunities to practise oral English in class.After the class, Wang Jie told me that he began to like oral English class because he was a participant and not a looker just like before.学校

班级

科目

授课

老师

课型

时间

教学目的 教学过程 点评与建议

Appendix E: Teaching notes Week 1 Date: 4.5

class: 3 ◇Today’s objectives: To revise words and practise the pronunciation of the word correctly ◇Teaching methods: Be whole;order of doing things ◇Opening Recapturing the key points of the last lesson Briefing today’s objectives ◇Procedure:

After I taught the text, I asked my students to play a game of the “word chain”.They were so excited.I told them the rule of the game.Students worked in turn of the seat number and everyone took part in it.They played the game.I monitored the game and offered help if necessary.◇Closing: Summarizing the lesson Home work Week 2 Date:4.12

class: 3 ◇Today’s objectives: To practice “using” the sentence of “be going to” ◇Teaching methods: Pole—play;pair work ◇Opening Recapturing the key points of the last lesson Briefing today’s objectives ◇Procedure: Before I taught the text to my students, I explained the grammar of “be going to” and gave them some examples to understand well.Then I began my lesson.After that, I ask some of them to make sentences by using “be going to” and wrote them on the blackboard and all of us checked it and corrected errors.Then, I provided some new materials which wrote on the blackboard, and then get students to work in pairs by them.The students should exchange roles one time.At last, I asked the volunteers to give their performance in front of the class, the title is “ what are you going to be when you growing up?”.After the play over, I ordered the students to correct them which were not proper by their judge.◇Closing: Summarizing the lesson Home work Week 3: Date: 4.19

class: 3 ◇Today’s objectives: To pratise asking for and giving directions ◇Teaching methods: Pole—play;pair work ◇Opening Recapturing the key points of the last lesson Briefing today’s objectives ◇Procedure: Before I taught the text, I asked them to tell me some buildings near our school in Chinese if necessary.They were so excited to tell me some building name.Then I began my lesson.After that, I divided my students into pairs and gave out separate worksheet to student A and student B.Each had a map of the city on the book.But they have different places labeled.They had to ask their partner for directions for getting to the different distinctions and label their maps.I monitored the activity and offered help if necessary.◇Closing: Summarizing the lesson Home work Week 4: Date:4.28

class: 3 ◇Today’s objectives: To practise the grammar of the Simple Past Tense and the method of retelling a text ◇Teaching methods: Pole—play;group ◇Opening Recapturing the key points of the last lesson Briefing today’s objectives ◇Procedure: I revised the text simply.then I taught them how to retell the text.I led them to find out the main words and the using TENSE of the dialogue.they could express it in their own way and use the new words and new patterns only if they could tell the main idea correctly.I gave them some minutes to prepare for retelling in groups.Then I asked three groups to give their performance in front of the class.◇Closing: Summarizing the lesson Home work Appendix F: The oral test paper A

7.如何提高英语教学的实际能力 篇七

关键词：英语教学,教学能力,终身学习,教师自我提升,与时俱进

中国学生在日常生活中并不经常接触英语, 不具备英语语境, 这对英语教学是个很大的阻碍。所以英语教学是对英语教师教学能力的考验, 如何提高英语教学的实际能力是每个英语教师需要认真研究的很重要的问题, 也是每个英语老师必须面对的问题。

1 树立正确的教学观念

要树立正确的教育观念。很多教师在进行英语教学的时候有一个错误的认知, 只要学生考试成绩好, 就是英语教学的成功, 但是这是错误的, 英语教学不是为了应试的, 英语教学是为了让学生具备交流能力, 能够在更大的舞台上发挥自己的潜力。

传统的教育方法多是死记硬背, 只注重试卷成绩, 这样很容易让学生产生厌烦感, 并不能达到实际的教学作者, 很多学生最后能在英语测试中拿到很高的成绩, 却无法开口进行对话, 甚至不能听懂一句简单的问话。这是长期存在的听说缺失问题, 在实际教学中不可忽视。英语教学的目的是帮助适应学生进行中外沟通和理解世界, 英语成绩只是一个外在的证明, 并不是学生实际运用英语能力的表现。

在面对学生时英语教师不能像其他学科的教学者那样, 纯粹将学生放在知识接受者的位置上, 英语教学的教学相长远高于其他学科。例如英语口语变化很快, 随时能出现很多新概念, 有些时候教师并不一定能知道, 但是学生由于接受渠道广, 学习兴趣浓厚, 能够快速掌握这些词汇。

2 良好的教学知识

这是提高英语教学实际能力的重中之重。英语教学相关知识是教师专业结构中的一个重要组成部分。教学工作的动态发展要求教师的知识体系应含多元内容并且不断发展, 具体来说分为以下五个方面。

2.1 普通文化知识

是指一个人或一个普通英语教师应具有的对周围世界和事物最一般、最基本的常识或认识。教育的宗旨就是为提高学生的科学素质和人文素养。教师作为“传道、授业、解惑”者就更应该首先具备这些普通文化知识。特别是外语课, 由于教学内容丰富多彩, 涉及中西文化、习俗、古今知名人士、流行现象、历史、音乐、地理、人文、科普常识、经济、政治、文艺、体育, 几乎无所不包, 这更使英语教师不能偏居一隅, 虽不一定样样精通, 但也应略知一二。因此, 英语教师应该养成关注世事的习惯, 注重各类知识的点滴积累。

2.2 专业学科知识

英语教师首先是一名语言教师, 教授另一门语言当然要知道语言学知识, 其次才是一名英语教师。因此, 在谈及专业学科知识时, 英语教师应具备以下三方面的知识。

2.2.1 扎实的英语教学专业知识

英语教师要学好英语, 掌握英语知识、技能和综合运用能力, 这是根本。如果缺乏坚实的英语语言基础, 自然难以确保正常的英语教学工作。由于语言是文化的载体, 英语教师还应具有对于不同文化的尊重和理解的态度, 了解英语民族的风俗及国家的概况, 从而帮助学生在学习外语时体会并了解中西文化的异同之处, 帮助学生建立公正的眼光去看待这些不同之处, 达到运用英语进行跨文化沟通和理解世界的教学目的。

2.2.2 扎实的语言学基础知识

英语教师还应重视对语言学基本知识的掌握和对外语教学相关的分类学科, 如语用学、语言符号学、语言人类学和语言习得论等等的了解, 以便把握和认识人类在语言的学习及学习曲线上的一些共同规则和相关理论, 从而发现和认识外语学习规律, 选择和使用符合第二语言学习规律的教学方法。

2.3 优秀的本民族语言技能

作为一名中国的英语教师, 首先要具有良好本民族语的能力, 对本民族语语言知识及其所承载的悠久丰富文化有基本的了解。能够正确的使用本民族语言阐述英语语言的特点和规律是进行英语教学的前提。因为不可能在一开始就使用全英语教学, 学生都是从最基本的字母开始学习英语的, 本民族语言是传授这些基础知识的关键, 使用学生能够理解的语言才不会使学生对英语望而生畏。而为本民族语言是教师上好英语课, 在教学中进行中外语言的相关知识对比, 以帮助学生更好地理解非本族语言和处理中外文化冲突的必要条件。

2.4 一般教学法知识

英语课是基础教育课程的一部分, 与其他学科一样, 同样受到教育学、心理学和教学论原理的制约。因此, 英语教师必须熟悉这类学科, 了解教育规律、普通教学原则和教学方法。为此, 英语教师要学习一定的英语教学论知识, 了解英语教学史上的一些主要教学法流派, 合理借鉴前人、外人的英语教学经验还要深人了解中国英语教学的国情特点和实践经验。

2.5 个人实践知识

这里的“个人实践知识”主要指两方面的知识。其一, 通过实践研究, 把前人的知识深化为自己的认识。因为人们在吸收前人的知识时, 总会根据自己的情感、信念、阅历去进行诊释、提炼, 从而使这些知识带有重新创造的特征。如一个在二语环境里学会英语的教师会把英语教学法理解为跟着别人模仿学习的艺术。其二, 通过反思、行动研究等方法, 把自己的经验提升到理性认识阶段。显然, 这两种实践知识应是教师发展必不可少的知识。

3 终身学习

教师是一个需要终身学习, 需要的断提升自我的职业。所指的终身学习主要有两个途径。

3.1 学校培训

学校对于教师的培训是必需的, 只有学校重视对教师的培训, 才能保证教学质量的高水准, 教师职业素养的不断提升是教师教学能力的保障。学校要加大对教师培训的投资和力度, 提供教师自我提升的环境, 帮助教师能够在更便利的情况下不断提高自我能力。

3.2 教师自我提升

教师不再是单纯的学位教育, 而是逐渐演变成了终身教育职位, 为人师表, 除了“身正为师”, 更要“学高为范”, 对于专业知识的最新进展要有把握和了解, 对于专业基础知识要不断巩固, 对于教育知识的变化和发展也不断学习, 帮助自己在教学活动中获得最佳效果。教师要对于自我提升有清楚认识, 不是把它当成完成任务, 而是明白这是作为教师应尽的义务。不断充实自我, 提升自我, 积极参与学校和社会的各项职业或者相关培训、进修、深造和访学等等活动, 开放思想进行校内外交流, 坚持自学提高, 扩大自己的交流面, 跟上时代和社会的发展。

4 与时俱进

英语是一种语言, 语言传递的是现时信息, 帮助进行日常交流和沟通, 所以内容是随着社会的改变而改变的。每个一段时间都会出现新的词汇或词义, 淘汰旧的词汇或者词义, 这就需要英语教师与时俱进, 不断吸收新的知识, 教给学生新的知识, 是英语成为能够交流的工具, 而不是单纯的应试工具。

参考文献

[1]黄剑茹.高中英语教学中的行动研究[J].山东师范大学外国语学院学报 (基础英语教育) , 2006.

[2]曹南学.浅议新课程下高中英语教师胜任力的提升[J].宿州教育学院学报, 2009.

[3]王振兴.新课程背景下高中英语教师专业发展研究[J]开封教育学院学报, 2008.

[4]吴一安.优秀外语教师专业素质探究[J]外语教学与研究, 2005.

[5]辛广勤.论述大学英语教师在岗自我发展[J].国外外语教学, 2006.

[6]夏纪梅.大学英语教师的外语教育观念、知识、能力、科研现状与进修情况调查结果报告[D]外语知识, 2002.

[7]卢武.浅谈新课程下高中英语教学思考[J].才智, 2009.

8.如何提高教学能力 篇八

【关键词】初中英語 单词 教学方法

【中图分类号】G633.41【文献标识码】B 【文章编号】2095-3089（2013）01-0105-01

随着单词量的增加，语法知识的不断扩充，学生的英语学习负担越来越重，迫切要求老师用更实际的方法解决不爱记忆英语单词的问题。我认为要学好英语，关键是记住单词。单词是初中英语教学的重要组成部分，掌握一定数量的单词有助于提高理解文章能力、口语表达能力和写作水平。初中生必须学好英语单词，才能为以后进一步学习英语打下坚实的基础。

一、教学生练习记忆单词的方法，让他们产生浓厚的兴趣

二、总结教学方法，加强学生记忆单词的能力

1.要把散为整”记忆单词

记忆单词不能割裂它与句子、段落之间的联系，必须把它放到特定语境中充当句中成分，表达一定意思，这样才能达到深刻记忆的目的。把单词放入句子与段落中记忆，既可以在一定的语境中了解单词的意义和用法，做到活记活用单词，又能利用上下文的联系避免遗忘。

2.要在理解的基础上记忆单词

一般地说，理解越深刻，记忆越牢固。在英语教学中必须把单词的音、形、义、想象用法等内容全面告诉给学生，使其在理解的基础上记忆，从而提高记忆效率。还可以通过对同义词、近义词、反义词的辨析，同音异形词、词类转换、单词的比较归纳等方式，加深学生对单词的理解，以此来提高记忆效率。

3.要按照科学记忆法记忆英语单词

要引导学生对所学的词汇进行有计划地重复识记，使学生在反复学习中巩固所学词。

4.要快速记忆、限时记忆单词

就是在记忆单词时，先向学生明确记忆指标，限定时间快速识记

5.要多元记忆、联想记忆单词

就是利用多元思维方法，全方位认知单词，实现初次记忆，然后在脑海中多角度多层次地立体再现单词，从而实现“二次记忆”，通过联想记住本词根相同、相近的各种单词、词组或短语。英语单词一般平均有三个左右的派生词，如果我们记住了一个常用单词，就可以通过发散记忆法记住3～4个英语单词，从而提高记忆效。

6.要分解单词记忆

就是利用单词构成知识对单词的组成部分进行分解，找出其组成规律，按其组成规律记忆单词。如对于单词indifferent，可以分解为in（前缀）+ dif（前缀）+ fer（词根）+ ent（后缀）。通过分解，找出了单词的组成规律，从而加深了对单词的记。

7.要比较单词记忆

就是通过对单词之间音形、词义的比较分类，找出其异同，分别记忆，从而避免单词之间弄混记错。如：改变一个元音的词，ball、bell、bill；改变一个辅音的词，fight，light，might，night，right，sight，tight；音同而形义不同的词，sun和son，too和two；形同而音义不同，desert（沙漠）和desert（丢弃）；音形相同而意义不同，light（光）和light（轻）等。

8.要象形记忆

就是利用单词整体或局部结构的象形性（形状）想象到某种含义，加深印象，从而达到强化记忆的目的。如sap一词，其首字母“s”弯曲的形状可使人们想到流动的液体，而其词义即为树液、体液。这样，这个需GRE词汇一万以上才可接触到的单词利用象形记忆，几秒钟就可记住。除此之外，单词记忆方法还有辨析法、分类归纳法、说汉语夹杂外语记忆法等等。

总之，单词记忆方法很多。我们要在教学实践中努力探索，根据不同情况，对学生记忆单词进行有意识地训练。通过记忆单词训练，掌握多种符合自身实际的方法。只有这样，才能事半功倍，不断提高学习效率。

三、经过总结，英语传统记忆法有三点缺陷

1.机械重复，死记硬背。2.音形意脱离，忽视语境。3.复习不科学，耗时长，效率低。随着英语教学的不断深入，把英语基础打好，必须记住英语单词。如何使学生单词记得牢，必须做好以下几点。第一，读准音。音要准，声要大，读得快。第二，对所学单词非常熟，将生词通过分解，字母替换，字母编码等方法转化为一个或几个熟词或熟悉的编码。第三，联想串联。通过联想串联，想象使记词情景化，形象化。第四，双向回想。通过英语单词联想汉语意思，通过汉语意思回想英语单词，强化重点物象，及时纠错。第五，造句。通过造句，加深对词汇的印象，了解词汇的应用。第六，及时复习。

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