小学英语拼读教学的启示.doc

/ / / / 本研究的实验过程与结果都说明了在小学实施集中、系统的拼读训练的可行性和有效性。由此可见，小学英语拼读不存在教与不教的问题，而是如何教的问题。只要设计科学合理，适合小学生的认知和学习心理，音标拼读法和字母拼读法都可以收到异曲同工之效。笔者认为有效的小学拼读教学应该遵循以下原则。本研究主要通过测试收集数据。研究者在实验前后对三个班的学生分别实施了“单词拼读测试”，用于对比两种拼读教学模式对提高小学生单词拼读能力的影响。“单词拼读测试”要求学生依次读出45个读音规则的单词，其中课本已学单词35个，假词10个，按音节计算的话，单音节词有35个，双音节词7个，三音节词3个。每个单词分值1分，满分45分，错读或不会读的不得分。五一班学的是音标拼读法，因此在实验结束后研究者又对他们班加试了45个单词的注音拼读测试，为了区分单词直接拼读与注音拼读两种测试，我们把前者称为单词的自然拼测试。两种拼读教学始终遵循“音不离词，词不离句，词句不离语境”的教学原则，教师利用多媒体和生动的图片提供有趣的情景，引导学生在情景中学习单词，在单词中练习拼读，在短句或篇章中巩固单词及其读音。在单词拼读训练时，教师先让学生听其音，知其义，再辨其音形对应的规律，注重单词音、义、形三者的结合。另外，研究者还设计了生动有趣的教学活动，运用游戏、小组竞赛、全身反应法等多种手段，吸引学生主动参与到教学活动中，极大地激发了学生的学习兴趣。The experimental process and results of this study suggests that the implementation of centralized, systematic spell in elementary school the feasibility and effectiveness of training. Thus, the primary school English spelling not teach with no problem, its a matter of how to teach. As long as the scientific and reasonable design, suitable for pupils psychological cognition and learning, and phonetic alphabet spell method letters spelling method can all receive the same effect. The author thinks that the elementary spelling of effective teaching should follow the following principles. This research mainly through the test data is collected. Researchers in the before and after the experiment to the students of class three, respectively, carried out the word spelling test, is used to contrast two spelling teaching modes influence on the ability to improve primary school students spell words. Word spelling test requires students to read in turn 45 words pronunciation rules, the textbook has 35 learn words, false words of 10, according to the syllable, one-syllable word 35, disyllable seven, three three syllable word. Score 1 point, each word out of 45 points, wrong to read or not read scores. Five class to learn phonetic alphabet spell method, so the researchers to them again at the end of the experiment class add try 45 words of phonetic spelling test, in order to distinguish between words spell and phonetic spelling test directly, we call the former word of the natural spelling test. Two spelling teaching always follow sound from words, words from sentences, words from context teaching principle, teachers using multimedia and vivid images to provide interesting scene, guide students to learn the words in the picture, in practice spelling the words, and in a short sentence or discourse to consolidate word and its pronunciation. In spelling the words training, teachers let students listen to the sound, know the meaning, to discern the sound form the corresponding law, pay attention to the words sound, meaning, form the combination of all three. In addition, the researchers designed a vivid and interesting teaching activities, using the game, team competitions, the whole body reaction method and so on the many kinds of means, attract students participate in teaching activities actively, greatly stimulate the learning interest of the students. （一）音、义、形相结合的原则(a) the principle of sound, meaning and form 单词拼读训练的目的是使学生能在语境中认读单词，辨其形，知其义，明其音，从而发展阅读能力，因此，拼读训练不能单纯教授单词形与音的对应规律，忽视其意义，而应该音、形、义并重，并遵循学生的认知规律，按照音、义、形顺序依次呈现。Words spell training purpose is to make students to reading words in context, its shape, know the meaning, its sound, so as to develop reading ability, therefore, spell training cant simplicial professor words, and sounds of corresponding laws, ignoring its significance, and should pay equal attention to the sound, form and meaning, and follow the students cognitive law, in accordance with the order, sound, meaning and form. （二）在语境中教学拼读的原则(2) the spelling in the context of teaching principles 阅读理解依赖语境，拼读训练也不能脱离语境。英语教师要善于利用多种手段创设情景和语境，让学生在上下文中理解单词的意义，掌握并运用读音与拼写的对应规则，提高单词认读能力与篇章阅读能力。Reading comprehension depends on the context, nor can spell training out of context. Teachers of English must be good at using a variety of means to create situation and context, let students understand the meaning of the word in this context, to master and apply corresponding rules, pronunciation and spelling words reading ability and the discourse reading ability. （三）趣味性原则(3) the principle of interest 拼读训练要针对小学生的认知和心理特点精心设计，切忌枯燥乏味，教师可以利用实物、图片、音频、视频甚至肢体语言等多种手段，在丰富多彩的游戏或说唱活动中发展学生的单词认读能力，使拼读训练有趣、有序地进行。Spell training for elementary students cognitive and psychological characteristics of elaborate design, avoid by all means is boring, teachers can use objects, pictures, audio, video, and even a variety of means such as body language, in the rich and colorful games or rap development the word reading ability of students, make the spell training fun and orderly manner. （四）元音、辅音搭配学习的原则(4) the principle of vowels, consonants collocation study 中国小学生学习英语拼读不同于本族语儿童，既没有良好的口语基础，又需要建立单词音、形、义三者的对应关系，学习负担相对重些。因此，我们可以把元音、辅音按照一定的顺序搭配来学习，这样既减轻了小学生集中学习辅音的难度与乏味，又可以使学生在有限的元音与辅音组成的单词乃至句子中练习拼读，学习会变得更有意义。Chinese students learning English spelling is different from native language, children are neither good oral English, also need to set up three words sound, form and meaning, the corresponding relation, learning burden is relatively heavy. Therefore, we can put the vowels, consonants in a certain order to learn collocation, both to reduce the difficulty of the concentration of pupils learn consonants and boring, and can make the students of vowels and consonants in the limited practice spelling the words and sentences, and learning more meaningful. （五）循序渐进原则(5) principle of step by step 单词拼读尽管可以适当集中训练，但是发展学生的拼读能力不是一蹴而就的事，小学英语拼读训练应本着循序渐进的原则，系统、有序地进行，并贯穿整个小学学习阶段。在日常教学过程中，教师应该引导学生多拼读、多实践，逐步发展他们的拼读意识与拼读能力。Despite the word spell can appropriate concentration training, but the development of the students ability to spell is not achieved overnight, primary school English spell training should be based on the principle of gradual, system and orderly manner, and throughout the primary school stage of learning. In the daily teaching process, teachers should guide students how to read and practice more, gradually developing their spell consciousness and ability to spell. 五、结语Five, the conclusion 通过对字母拼读法与音标拼读法的对比实验研究，我们发现，不论通过音标学习拼读还是通过字母音直接拼读单词，集中、系统的拼读训练在短时间内都能有效地提升学生的单词拼读成绩。就单词拼读比率而言，两种方法之间并不存在显著差异，音标拼读法也并不比字母拼读法更具优势。Through the alphabet phonics and phonetic alphabet spell method of contrast experiments, we found that no matter through learning the phonetic symbol to read or pass word phonetic spelling words directly, centralized, systematic spell training in a short period of time can effectively improve students spell the word. In terms of word spelling ratio, there is no significant difference between two methods, phonetic alphabet spell method doesnt spell method has more advantages than letters. 本研究还存在一些局限，如以下问题有待于进一步论证与研究。一是单词拼读能力的测试卷有待完善，其信度和效度也需进一步验证。二是用来测试单词拼读能力的45个单词全部为规则单词，且单音节词居多，双音节与多音节词较少，符合五年级学生所接触单词的特点，随着学生年级的升高，单词拼读测试若增加不规则单词的比重，或者双音节词和多音节词的比重，音标拼读法是否还能显现其大幅度提升学生的拼读成绩的优势？三是集中、系统的拼读教学是否可以在小学低年级实施？如果可以的话，音标拼读法与字母拼读法的对比实验是否会得出不同的结论？所有这些问题都有待进一步探索与研究。This study also has some limitations, such as the following questions to be further argumentation and research. A word spelling ability test needs to be perfect, its reliability and validity also needs further vali