怎样让课堂活起来论文

中央广播电视大学人才培养模式改革和开放教育试点英语教育专业毕业论文 怎样让英语课堂“活”起来姓名： 付晓华 学校： 安阳电大 学号： 071070135 指导教师： 孙洋海 定稿日期： 2008.12.30 题目：怎样让英语课堂“活”起来项目设计者付晓华安阳电大提交日期8年10月12日课程名称：教学实践设计Project Title:How to Make the English Classes LivelyInvestigatorFu XiaohuaAnyang Radio & TV UniversitySubmitted on 12th Oct 2008In fulfillment of the coursePractical Project DesignAcknowledgementI really appreciate my tutor Sun Yanghai, whose help and patience made this project get off the ground and come to a close smoothly. I am also grateful to my colleagues for their time spent on brainstorming and panel discussions with me. No amount of thanks will be adequate for my students, without whose willing participation in the project implementation it would have remained on paper.Last but not least, thanks are given to my husband, who has shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.摘 要“兴趣是最好的老师”，学生只有有了兴趣，他才会乐于学、主动学，所以教师应努力创造一种轻松、愉快、和谐、平等的课堂学习氛围。课堂活动教学在吸收了传统教学的优点的同时，还应融入任务型教学活动，来进一步完善英语学科教学体系，使英语学科课堂教学更能体现学生学习的主体性和创造性，并且也自然而然地融入了新课程的理念。关键词：活;学习兴趣;英语课堂活动教学AbstractInterest is the best teacher. Only when we have students interested, he will be happy to learn, take the initiative to learn. So teachers should strive to create a relaxed, happy, harmonious, equal classroom learning atmosphere. Classroom teaching activities should absorb the merits of traditional teaching, and at the same time introduce the task-based teaching activities to further improve the system of teaching English .Therefore students can learn more, independent and creative. Meanwhile the method naturally has also integrated with the new curriculum ideas.                           Key words: Lively, Interest, Classroom teaching activities. ContentsAcknowledgment.IAbstract (in Chinese).IIAbstract (in English).IIIContents.IV1. Introduction.12. Problem.13. Problem analysis.13.1 Analytical method.23.2 Questionnaire.23.3 Brainstorming.34. Project objective.35. Project hypothesis.36. Project rationale.37. Project design.68.Project implementation.99. Data analysis.1210. Problem unsolved.1411. Conclusion.14References.15IVHow to Make the English Classes Lively1. IntroductionI have been teaching the students who are in their first year of a junior middle school in my teaching. Ive found there are some problems. Now Ill finish my study in Anyang Radio & TV University. I have learned from my work that I hope I can solve the problems.This part of my study was conducted during March, 2008-April, 20082. ProblemThe problem I have in my teaching is how to organize students to participate actively in, first of all to help students overcome timid, shy of the psychological.3. Problem analysis To learn English well, must be "listening, speaking, reading, writing and translation of" all-round development, but the lack of Chinese students learning English in English language environment in the classes, can always find such students, written first-rate skills, written test results in the distance leading, but the implementation of the mouth, the office immediately blushed, stammered a few words in English can not speak both timidity and inferiority. Some school students to answer questions, the other students who often had to laugh. It causes, mainly the students are always acceptable passive English education, and science is "dumb English."3.1 Analytical methodThe division of teaching materials, teaching content live up to face a good English education in the form of development, in order for English education in line with international standards, the real world, for the past years, toward modernization, in order to establish with the fear into the concept of foster student-oriented in order to develop student-centered education thinking, seek the best way. The existing English teaching that there are an imbalance between. Some teachers on the basis of the content of teaching materials, teaching materials teach what is what, in some cases often can not meet all the needs of students can not be up-to-date, useful and not the content of textbooks to teach the students, resulting in a lack of flexible and selective teaching limits to expand the hor