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高中英语写作的两种教学策略

发布时间:2021-01-20 10:47:57

❶ 论文<高中英语写作策略>请高手帮忙(要中\英文对照)谢谢了

一、滴水穿石
俗话说“千里之行始于足下”。英语书面的表达能力的形成不是一日之功,也不是一周两月之功,必须从平时的课堂教学一点一滴抓起,持之以恒,滴水穿石,才有可能最后解决英语书面表达的难题。

高中英语课堂以课文教学为主,结合课文教学抓住学生英语书面表达的难点和关键——谓语动词语义比较语法形式变化,采取多种形式进行写作的基本训练,是培养学生英语书面表达能力的主要手段之一。具体做法是:①课文的词汇教学,不局限于照本宣章,而是结合英语的构词,同义反义比较,名词的可数与不可数词义的区别,加强学生对英语词形变化的理解,扩充他们的词汇量,鼓励他们口笔头造句,借此培养学生用完整句子表意的能力。②课文教学的过程读、写、听、说交替。一般听说在先,读写在后。针对写作训练的听、说、读、写要注意材料内容的语言形式和课文内容的语言形式要有适当的变化和整体的系统性,以课文内容的提问为例,教师提问用的词语结构和课文内容相关,但和课文语言所用词语要有适当的差异,使学生稍加思考能够理解,为学生同样意思多种英语近似表达形式添砖加瓦,积累材料,在不知不觉中了解掌握更多的英语语句表达。③指导学生就课文内容进行长句短写,短句详写的口笔头练习,帮助学生熟练掌握英语中常用动词句子的结构变化,单句和复句的异同关键所在。使用频率高,结构变化较多的英语常用动词如Wishhopeexpect之类的动词要经常反复采用不同形式练习,帮助学生熟练掌握常用动词句子结构和词义区别,逐步在心理上树立用英语造句达意的信心和习惯。④有时结合课文,有时另外补充材料,采用各种形式指导学生改写、缩写或连词完成短文或填词完成短文。

然而英语课文教学中所进行的以上写作训练指导并不解决英语书面表达的全部,这一过程主要抓住英语动词和单复句的变化,少而精地进行英语书面表达的基础训练,为培养学生扎实的语言书面表达能力还需要广泛的多而杂的英文阅读

二、蓄势待发
“读书破万卷,下笔如有神”。这句话生动说明了书面表达和广泛阅读的关系。世界著名的外语教学家美国人StephenKrashen在其1993年出版的教学理论力作《Power of Reading——Insight from the research》中指出外语过程中①外语书读的多的人,其读写能力比读书量少的人强。②第二语言的阅读量和语言的习得之间有肯定的关系。表明,正确指导学生阅读是解决词汇和迅速提高第二语言的有效必由之路。读书和写作就好比输入和输出,没有足够的输入吸收是不可能有大量的输出的。

高中学生词汇量有限,各科作业负担沉重,英语阅读必须考虑、难易适当,时间上尽可能不给他们加重额外负担。经过比较选择,采用省高校出版社发行的“高中英语泛读教程”为主,国家级刊物“高中英语画刊”和全国发行的“中学生报”和“英语辅导报”为辅。这几种阅读材料内容广泛,语言生动,体裁多样,文章长短适宜,很受学生们的欢迎。时间安排平时利用早自习限时完成,以每分钟50到100个单词阅读量,高三年级每周用两节课的时间专门用于学生自己自由阅读英文杂志和报刊,老师个别指导解答问题,一般经过两学期到三学期的坚持阅读,学生们就会感到英语常用词的基本词义和情景有很大提高。动词的结构和变换也比较熟悉和习惯了,实际上学生已在不知不觉充满乐趣地完成了英语词汇的巩固强化这个艰巨任务,为用英语进行书面表达积累了必需的词语、句式和背景方面的材料。学生进行英语阅读时是否积极主动,满怀热情,对于语言材料的理解和吸收极大,若是抱着完成老师作业的态度读书,就可能出现和尚念经有口无心,前面看过,后面忘光的现象。因此,仅仅为学生选择适宜有趣的读物和安排一定的时间还不够,教师要想法在指导学生阅读的过程中激发培养学生主动学习外语的兴趣,增强学生学外语的自信心,形成良好正确阅读外文材料的习惯,基本的做法是经常让学生个别地在自己的同学面前理解,成功地完成有适当难度的英语阅读问题,老师及时给以鼓励。

三、提纲挈领
英语书面表达的综合训练要提纲挈领是相对省时有效的。尤其高三毕业班时间紧,复习量大,更是如此。这里的“纲”指的是教学大纲和纲要说明要求学生掌握的重要语法概念和书面表达各种不同文体及要求。这里的“领”是说书面表达训练过程要先口头训练,后笔头训练,贯穿始终。

以考纲加大纲要求的各种书面表达形式为顺序,在高三英语总复习的过程中分别进行专门的写作训练指导,目的明确,便于安排;针对性强,容易归纳。每个专项,结合文体,进行先口头,后笔头的写作训练,可以使学生相互交流,取长补短,集思广益,
更好地掌握同一话题,文体的多种表达形式和不同的连贯组合。也有利于增强学生书面表达的自信心和准确性,减少不必要的简单错误,实际上等于一种话题和文体进行两次以上语篇表达训练,无形中起到巩固强化作用。以考纲和大纲要求掌握的文体写通知为例,来说明一下如何进行总复习的写作训练:①用投影仪打出同一内容的口头通知和书面通知比较其格式和句式特点。②让学生口头复述同一内容的两种通知。③教师提供另一内容通知的要求和必要的词语。④由学生准备个别发言,口头表达通知要求尽可能用不同的英语句子结构和语序表达类似的内容。⑤教师组织比较学生口头表达中不同结构和语序的异同和效果。⑥归纳口头和笔头通知常用的各种开头语;中间内容的动词结构;结尾要求的套话和基本格式。⑦布置口头笔头通知的书面练习。⑧收回练习,即时批改,在课堂上交流学生写的有特色或基本正确的通知。⑨集体或个别翻译复习通知的开头、中间和结尾的常用句式。以上具体步骤是学生进行书面表达训练时采用的基本程序,由此可大概看出书面表达是如何提纲挈领进行训练的。

First, power of perseverance
As the saying goes "line of beginning the great distance toyou". English written expression ability formation is not merit of thefirst, also is not week two months merit, must grasp bit by bit fromthe usual classroom instruction, perseveres, the power ofperseverance, only then has the possibility finally to solve Englishwritten expression difficult problem.

The high school English classroom by the text teaching primarily, theunion text teaching holds the student English written expression thedifficulty and the key - predicate verb semantics comparisongrammatical form change, adopts the many kinds of forms to carry onwriting the basic training, raises one of student English writtenexpression ability main methods. The concrete procere is: (1) Thetext glossary teaching, does not limit to according to the textproclaims the chapter, but is unifies English the construction word,the synonymy counter- righteousness comparison, the noun may countwith cannot count the word meaning the difference, strengthens thestudent to English morphological changes understanding, expands theirvocabulary, encourages their mouth writing skill to create sentences,to borrow this to train the student to use complete sentence 子表Italy the ability. (2) The text teaching process reads, writes,listens, to say takes turn. Generally hears in first, read-write inafter. Listens in view of the writing training, to say, to read,writes must pay attention to the material content the language formand the text content language form must have the suitable change andthe whole systematic characteristic, take the text content inquiry asthe example, the teacher inquires the words and expressions structureand the text content which uses is related, but uses the words andexpressions with the text language to have to have the suitabledifference, causes the student slightly to ponder can understand,contributes labor and materials for the student similar meaning manykinds of English approximate expression form, the accumulationmaterial, in unconsciously center understood grasps the more Englishsentence expression. (3) Instructs the student to carry on the longverse on the text content short to write, the short phrase detailedwrites the mouth writing skill practice, helps the student skilled tograsp in English the commonly used verb sentence structural change,the sentence and the plicate sentence similarities and differenceskey is at. The frequency of use is high, structural change moreEnglish commonly used verb like W i s h h o p e e x p e c the t and soon verb must frequently repeatedly use the different form practice,helps the student skilled to grasp the commonly used verb sentencestructure and the word meaning difference, graally has theconfidence and the custom in the psychology which creates sentenceswith English to express one's ideas. (4) Sometimes unifies the text,sometimes other supplement material, uses each kind of form toinstruct the student to rewrite, the abbreviation either theconjunction completes the short written work or completes theshort written work.

However in English text teaching carries on above writes the traininginstruction certainly not to solve the English written expressioncomplete, this process mainly holds English verb and Shan Fuju change,carries on the English written expression the fundamentaltraining, for raises the student solid language written expressionability also to need widespread many and mixed English reading.
Second,
"Studies the broken ten thousand volumes, starts writing liketo be bright". This speech vividly showed the written expression andthe widespread reading relations. The world famous foreign languageteaches the scientist American S t e p h e n K r a s h e n theteaching theory strength which published in its in 1993 to make "P o we r o f R e a d i n g - I n s i g h t f r o m t h e r e s e a r c h"center to point out in the foreign language process (1) foreignlanguage book read many people, its read-write ability studied thequantity few people to be stronger than. (2) The second languagereading quantity and the language custom between has the firmlyrelations. Indicated that, correctly instructs student reading issolves the glossary and rapidly enhances the second language theeffective way that must be taken. Studies and writing is just like theinput and the output, not the enough input absorption is impossible tohave the massive outputs.

High school student vocabulary limited, various branches work burdenheavy, English reading must consider, the difficulty is suitable, inthe time does not aggravate the extra burden as far as possible tothem. After the comparison choice, uses the province universitiespublishing house to distribute "the high school Englishgeneral-comprehension reading course" primarily, the national levelpublication "the high school English periodical" and the nationalrelease "the middle-school student reports" and "English auxiliary导报" for auxiliary. These kind of reading material contentwidespread, language vivid, the literature style is diverse, thearticle length is suitable, gains the students popularity very much.The time arrangement usually uses early studies by oneself the timelimit to complete, by each minute 50 to 100 words reading quantity,high three grades each week specially uses in with two classes timestudent freely to read English magazine and the publication, teacherthe particular guidance explanation question, persist reading thegeneral process two semesters to three semesters, the students willfeel the English commonly used word the basic word meaning and thescene have the very big enhancement. The verb structure and thetransformation quite was also familiar and be used to it, in fact thestudent unconsciously feature fun has been completing English glossaryconsolidated strengthened this arous task, for used English to carryon the written expression to accumulate the essential words andexpressions, the sentence type and the background aspect material. Thestudent carries on when English reading whether positive initiative,fills with the enthusiasm, is enormous regarding the language materialunderstanding and the absorption, if hugs is completing teacher thework the manner to study, possibly appears the buddhist priest tochant scripture the lip-service, front has looked, behind forgets thelight the phenomenon. Therefore, merely chooses for the student issuitable the interesting reading material and the arrangement certaintime is also insufficient, the teacher wants the idea in to instructin the process which the student reads to stimulate to train thestudent to study the foreign language on own initiative the interest,strengthens the student study foreign language the self-confidence,forms the good correct reading foreign language material the custom,the essential procere is frequently lets the student indiviallyunderstand in front of own schoolmate, successfully completes has thesuitable difficulty English reading question, teacher promptly givesthe encouragement.

Third, concentrates on the main points
English written expression integrated training needs toconcentrate on the main points is relatively time-saving effective.Especially high three graating classes time tight, the reviewquantity is big, is so. Here "the outline" refers is the program ofinstruction and the summary explained requests important grammarconcept and written expression each kind of different literary styleand request which the student grasps. Here "the collar" is said thewritten expression training process needs first oral to train, thelatter writing skill training, passes through throughout.

Take tests the outline to enlarge the outline request each kind ofwritten expression form as the order, always reviews in the high threeEnglish in the process separately carries on the special writingtraining instruction, the goal is clear about, is advantageous for thearrangement; Pointed strong, is easy to ince. Each special, theunion literary style, carries on first orally, the latter writingskill writing training, may cause the student mutually to exchange,makes up for one's deficiency by learning from others' strong points,profits by opinions from various sources,
Grasps the identical topic well, the literary style many kindsof expressions form and different links up the combination. Also isadvantageous to strengthening the student written expression theself-confidence and the accuracy, reces the nonessential simplemistake, is actual superior carries on two times of above languagesexpressions training to one kind of topic and the literary style,imperceptibly plays the consolidated strengthened role. Take tests theliterary style which the outline and the program request grasps towrite the notice as the example, explained how carries on the writingtraining which always reviews: (1) Splits out the identical contentwith the projecting apparatus the oral notification and the writtennotification compares its form and the sentence type characteristic.(2) Orally let the student repeat the identical content two kind ofnotices. (3) The teacher provides another content notice the requestand the essential words and expressions. (4) Prepares by the studentindivially to speak, the oral expression notice request uses thedifferent English sentence structure and the word order as far aspossible expresses the similar content. (5) The teacher organizes tocompare in the student oral expression the different structure and theword order similarities and differences and the effect. (6) Incesoral and writing skill notice commonly used each kind of 开头语;Middle content verb structure; Ending request polite talk and basicform. (7) Arranges the oral writing skill notice the written practice.(8) Takes back the practice, revises immediately, exchanges thestudent in the classroom to write has the characteristic or the basiccorrect notice. (9) Collective or indivial translation review noticeopening, middle and ending commonly used sentence type. The mainroutine which above the concrete step is the student carries on whenwritten expression training uses, how from this can probably see thewritten expression is concentrates on the main points carries on thetraining.

❷ 高中英语阅读教学策略有哪些

浅析高中英语阅读教学的策略
http://www.yscbook.com/yingyu/fanyi/201203/525165.html
,你还可以进教育界杂志社的官网(
www.jyjzzs.com
)去查看,里面有很多关于高中英语教学的论文,都是老师发表的职称论文

❸ 如何指导高中生写好英语议论文

如何指导高中生写好英语作文论文导读:本论文是一篇关于如何指导高中生写好英语作文的优秀论文范文,对正在写有关于写作论文的写有一定的参考和指导作用,教学策略,但是写作能力的培养和提高,有赖于扎实的基础、写作策略和大量的写作实践,仅仅依靠教师的有效教学策略也是不够的。教师要在教学的过程中,培养学生形成良好的学习策略,如培养他们的写作构思策略、语篇衔接策略、修改策略等。这些良好的学习策略会让学生积极主动地完成写作任务。同时,教师要鼓励学生进行大量的阅读,夯 写作能力训练是发展学生思维能力和表达能力的有效途径,是衡量教学效果的标准之一。教育部颁发的《普通高级中学英语课程标准》指出:英语课程改革的重点就是要转变英语课程过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养的倾向,强调课程从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径。发展学生的综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、形成自主学习能力的过程。《新课标》的要求使得转变传统的重结果的写作教学模式显得尤为必要和迫切。

一、过程写作教学法

过程写作教学法是一种强调写作过程的教学策略。过程是结果的保证,没有过程中活动的有效展开,就不可能达到预期的效果。提出过程教学法有代表性的学者是弗劳尔和黑斯。他们认为写作过程是一种复杂的、有目标的、循环往复的活动。这种教学理如何指导高中生写好英语作文论文资料由.zbjy.提供,地址.论把重点放在关注学生本身及培养学生写作过程中各种策略的运用和认知活动上,如观察、描写学生的写作过程;在写作前和写作后与学生交谈,了解他们在完成某项写作任务的过程中如何处理各个阶段出现的理由;系统地对学生的作文进行历史性的分析从而发现其发展进步的轨迹;从人文的角度研究写作教学的过程。按照这种理论,学生对想要表达的内容的认识通常是在写、修改、再写、再修改的过程中从模糊而不完整逐渐变为清晰而充实的。笔者在写作教学实践中,基于过程教学法理论总结了以下几个有效的课堂写作教学操作步骤:

❹ 元认知策略训练在高中英语写作教学的哪个阶段实施效果会更好

阅读思维能力的训练有5个方面。1)判断能力。让学生通过分析语法结构,推断版生词的大意;2)概括能力。权让学生通过意群来概括段落核心大意,总结出关键句;3)辨析能力。让学生正确判断选项之间的细微差别,找出与原文相符的答案;4)定位能力。让学生找到问题选项的在原文中的还原点;5)综合运用能力:让学生阅读文章后能体会、概括出作者的语气、态度、观点。具体教学设计,围绕着5方面针对性的找原文,改编,最重要的是教师要具备独立编写阅读题和设计选项的能力。

❺ 高中英语写作有效教学策略的实践与研究 如何有效地

(一)教师以自己为中心, 将自己视为知识的权威和传授者。
1.
没有把写作看做是交际活动。教师没有站在读者的角度去看待学生的作文 , 不去指出学生表达不清或欠妥之处 , 不能明确提出修改建议。
2.
批改作文时只是订正学生所犯的语法错误。可是写作并不仅仅是语法练习 , 好的文章并不只是一些语法正确的句子堆砌的产物。教师应当从两个角度来批改作文 :先从语篇层次上看文章内容是否达到表情达意的目的 , 再在语法层次上进行必要的修改。
3.
没有把写作视为认知活动。许多教师在指导作文时只给学生分析一篇范文
, 却并没有意识到在向学生提供范文的同时, 必须引导学生注意理解范文中可以为我所用的那些知识或语法 ;引导学生剖析自己的文章 ,
发现存在的问题 , 然后改正, 并注意在以后的写作中扬长避短 , 学以致用。
(二)教学方法不合理。长期以来,
结果教学法在英语写作课的教学中占据统治地位 , 教师以讲授传统技法和作品为中心, 片面地强调语言理论知识的输入 , 过于注重写作结果,
轻视写作过程中的诸多环节。这种教学法的理论基础是行为主义理论,认为教学过程就是老师给予刺激—学生作出反应的过程, 因而教师主宰了课堂教学 ,
从运用“教师提问 -学生回答”的单一教学模式 , 到学生参照范文仿写 , 再到教师面面俱到地评讲那些注满红批的作文 ,
学生始终处于思维被束缚、被动接受知识的尴尬境地。建构主义认为 , 知识昀主要是由学习者个体建构的 , 而不是由他人传授的 ,
而且这种建构总是在具体环境中通过互动产生的。语言学习中 , 学习者不应该被简单地视为被动接受者 , 而应积极参与学习活动的计划和学习效率的评估 ,
否则学生就没有机会主动地创造和探索。
二、改善当前高中英语写作教学现状的方法
1.注重对学生写作过程的指导
在英语的教学过程中既要注重对学生的语言输入,
也要注重对学生的语言输出 , 这两个过程都非常的重要 ,
对提高学生综合语言运用能力都起着重要的作用。而写作能力正是这种综合语言运用能力的体现。因此, 在“重结果”之时 ,
更要“重过程”。写作应包括语言知识、语境知识、写作目的和写作技巧等要素。写作目的、语言知识和语境知识可以为写作者提供足够多的输入 ,
使学习者有话说而写作技巧的训练是使学习者知道怎么说。所以 , 写作既是语言输入的过程,
也是学生按一定技巧建构体裁、内化知识的过程。他们强调的是教师在教学写作时要注意情景 , 并帮助学生了解某一体裁的词汇、语法、篇章结构的特点 ,
然后再运用到具体的写作中。从图中可以看出 , 写作过程不是单一的个人行为 ,
而是个人与个人、个人与他人、个人与范文、个人与社会多方位的互动过程。
希望能帮助到你,望采纳!

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