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外国语学院毕业论文开题报告专 业: 英 语 教 育 学生姓名: 高 小 欢 班 级: 0 9 2 指导教师: 史 斌 开题日期: 2013年3月15日 论文题目How to Build a Relaxed and Active English Class in Junior Middle School如何建立一个轻松活跃的初中英语课堂一、本选题的目的和意义一本选题的目的课堂教学是初中英语教学的基本形式,学生掌握英语主要是依靠英语课堂教学来完成。因此,构筑一个良好的初中英语课堂环境是保证英语教学顺利实施必不可少的条件,因为良好的初中课堂教学环境不仅有助于英语课堂教学质量的提高而且有利于学生素质的培养。本论文就此目的进行了更进一步的研究。二 本选题的意义在初中英语课堂教学中,影响其教学质量的因素有很多,如:学习者、教师、教学大纲、教材、教法等。其中,学习者是中心,各种因素都要在他身上才能发挥作用。因此,建立一个轻松活跃的初中英语课堂就是营造一个积极主动、充满情趣、富有吸引力的学习氛围,使学生适应学习的心理特点得以充分发挥,不适应英语学习的特点得以尽量控制,把他们的注意力和兴趣尽量集中在英语课堂上来。这也充分证明了建立一个轻松活跃的初中英语课堂的重要意义。同时，实践证明,轻松愉快地学习能充分发挥学生的兴趣、积极性和潜能,从而增强记忆效果,加速掌握运用外语的能力，而呆板、枯燥、乏味、紧张的学习,只能抑制思维的活动,降低学习效果。可见,建立一个轻松愉快的初中英语课堂是提高学生英语学习效率和提高初中英语课堂教学质量的根本前提，具有重要的意义。二、本选题相关领域研究的现状及基本情况自教学活动诞生之日起，教育实践者和教育研究者就在“追求教学成效降低教学所耗、增大教学所得”这一功利性动机的驱使下研究和探索。所以二十世纪五十年代以来的教改理论和实践，都是摒弃极端，博采众长。反映在有效教学的研究上，表现为有效教学模式的研究出现了多样化、综合化的发展态势。初中英语课堂教学是提高学生学习英语兴趣的重要途径，也是提高初中英语教学质量的关键。教师在课堂上如何教，学生在课堂上怎样学，一直是研究者探讨的重要问题。进入近现代以来，尤其是改革开放以来，我国教育工作者在借鉴国外教学模式和总结自己经验的基础上，对初中教学模式的研究和探索付出了艰辛的努力，吸取外国教学模式之所长又具有我国特色的教学模式。近年来，初中英语教学研究以新课程改革为主线，对多层面问题进行了大量卓有成效的探索，取得了若干有代表性的阶段性成果。正如建立一个轻松活跃的初中英语课堂可以营造一个积极主动、充满情趣、富有吸引力的学习氛围，取得教学相长的优势。对此，国内对初中英语教学研究在前期反思总结的基础上，集中关注以下几大问题：课程与教学改革的方法论；课程与教学论的学科建设和发展；教师的专业化发展；和谐课程、课堂与教学的构建；教学、教材评价与测试；英语教学的跨学科发展；新的学习方式及其教学策略等。随着我国初中英语课程改革的不断推进，以及教育学理论研究重心的不断下移，越来越多的研究着手初中英语课程的改革研究。虽然，初中英语课堂教学经过了改革和总结 ，收到了较好的效果。但当前初中英语课堂教学，仍存在一些问题：填鸭式、陈旧式、应试式、厌教式、母语式。因此，本论文就如何建立一个轻松活跃的初中英语课堂做了更进一步的研究。三、主要研究的内容本论文分为四个部分：第一部分是:引言部分包括分析初中英语课堂中存在的问题及说明研究的目的和意义来引出本论文的主题；第二部分是：陈述关于如何建立一个轻松活跃的初中英语课堂的相关理论；第三部分是：陈述建立一个轻松活跃的初中英语课堂的方法；第四部分是：总结。下面是主要研究的内容：1.引言1.1初中英语课堂中存在的问题2. 建立一个轻松活跃的初中英语课堂的相关理论2.1多元智能理论 2.2初中英语课堂趣味教学的教育学基础2.3初中英语课堂生活化情景教学的理论基础3. 建立一个轻松活跃的初中英语课堂的方法 3.1和谐的师生关系 3.1.1调动差生的积极性和热情 3.1.2创立一个活跃的课堂氛围 3.2灵活多变的教学方法3.2.1丰富多彩的教学活动3.2.2优越性的多媒体课件 3.3轻松愉快的生活化情景 3.3.1生活化情景教学的特点 3.3.2生活化情景教学的重要性 3.3.3生活化情景教学的意义 3.4实用性的教学的关注和学生求知需求的满足 3.5各种各样的英语活动和更多的实践 4.结论四、参考文献1 Bialystok. Communication Strategies: A Psychological Analysis of Second-Language Use M. Cambridge: Cambridge University Press, 2000.2 Cored, SP. Strategies of communication M. London: Longman, 2003.3 Faerch, C. & Kasper, G. Strategies in Interlingua Communication M. London: Longman, 2001.4 Krashen, S.D. Second Language Acquisition and Second Language Learning M. Oxford: Pergemon Press, 2008.5 OMalley, J. & Chamot , A. Learning Strategies in Second Language Acquisition M. Cambridge: Cambridge University Press, 2000. 6 Paribakht, T. Strategic Competence and Language Proficiency J. Applied Linguistics, 2005 (2): 132-146. 7 Tarone, E. Some thoughts on Communication Strategy J. TESOL Quarterly, 2003 (15): 285- 295. 8 何高大. 现代教育技术与现代外语教学M. 南宁: 广西教育出版社, 2002.9 胡春洞主编. 中学英语教学法M. 高等教育出版社, 2002.10 黄远振. 新课程英语教与学M. 福州: 福建教育出版社, 2003.11 黄云鹏. 苏霍姆林斯基和谐教育思想及其启示J. 理论导刊,2006(2): 56.12 马俊明, 易尔山, 曹瑞珍译. 英语教师的艺术J. 2008: 106-107.13 彭曼君, 熊丽君. 交际策略和课堂辩论J. 外语教学研究, 2006(9): 124.14 王电健, 等. 交际策略研究的理论探源及其启示J. 甘肃教育学院学 报, 2001(4): 126.15 姚利民. 中外教育家有效教学思想初探J. 湖南大学学报(社会科学版), 2005 (3): 198. 五、预期的论文撰写进度计划1.确定论文题目 2012年10月-12月2.提交初步论文提纲及相关文献资料查询情况 2012年12月- 2013年3月1日3.完成论文开题报告，交指导老师审阅 2013年3月2日-3月15日4.完成第一稿，指导教师审阅 2013年3月16日-4月7日5.完成第二稿，指导教师审阅 2013年4月8日-4月26日6.完成第三稿，指导教师审阅 2013年4月27日-5月12日7.继续修改论文直至定稿 2013年 5月13日-5月17日8.上交论文终稿及相关表格，进行教研室、院级论文答辩 2013年5月18日-5月25日六、完成论文的条件、方法及措施（一）条件 1已经修完英语专业的所有课程，对英语课堂教学和相关理论有了一定的了解； 2学校图书馆具备有关本论文研究所需的丰富的书籍、期刊等参考文献，学院资料室的原版外文资料可供参考借阅； 3已经收集有关该选题的较丰富和全面的文献资料； 4具有上网条件及丰富的网上资源。 （二）方法及措施 1利用图书馆和互联网进行资料的检索查阅； 2论文撰写小组之间讨论交流；3. 向指导教师寻求帮助和建议。七、指导教师的意见及建议签名： 年 月 日 教研室意见负责人签名：年 月 日学 院 意 见负责人签名：年 月 日How to Build a Relaxed and Active English Class in Junior Middle SchoolGao XiaohuanUnder the Supervision ofShi BinSchool of Foreign Languages Hexi UniversityMay2013 ContentsAbstract（English）iAbstract（Chinese）ii1. Introduction12. The Theories about Establishing a Relaxed and Active English Classroom in the Junior Middle School22.1 The Theory of Multiple Intelligences32.2 The Fun Teaching of Psychology Foundation in Junior Middle School English Classroom32.3 Husserls Theory of Life Education43. The Methods to Establish a Relaxed and Active English Classroom in Junior Middle School53.1 Harmonious Relationships between Teachers and Students53.2 Flexible Teaching Methods73.3 Pleasant Life Scenarios83.4. To Focus on the Actual Effect of Teaching and to Meet Students Learning Needs103.5 Various English Activities and More Practice104. Conclusion11References12Acknowledgments139AbstractEnglish is indisputable for the present social importance. But some students feel that English class is dull and boring. With the passage of time, they are not interested in English. Establishing a lively classroom contributes to the English classroom teaching and improves the quality of the cultivation of students quality. Build a good English classroom environment is an essential condition of guarantee smooth implementation of English teaching, because the good classroom teaching environment is not only conducive to teachers teaching and students learning, but also to the teachers and students emotion exchange. To create a relaxed and active English classroom, first of all, to establish harmonious relationship between teachers and students; secondly, adopting the flexible teaching methods; third, creating a relaxing and pleasant life scenarios; Fourth, through the teaching of practical concern and the satisfaction of students learning needs to stimulate the students interest in learning English; Fifth, use all kinds of English activities and more practices to encourage students to participate in. This paper on the subject makes the further research. Key words: English class teaching; Relaxed and active; Stimulate the interest; Harmonious relationship between teachers and students; Teaching methods; The teaching activities; Activation of thinking; Classroom vitality; Life scene teaching; 摘要 英语对于当今社会的重要性已是毋庸置疑的。但部分中学学生觉得英语课堂枯燥、乏味，久而久之，失去了对英语的兴趣。建立一个轻松活跃的课堂有助于英语课堂教学质量的提高和学生素质的培养。最重要的是，构筑一个良好的英语课堂环境是保证英语教学顺利实施必不可少的条件, 因为良好的课堂教学环境不仅利于教师的教与学生的学,而且有利于教师与学生情感交流。因此，要建立一个轻松活跃的英语课堂：首先，要建立起和谐的师生关系；其次，采用灵活多变的教学方法；第三，创设轻松愉快的生活化情景；第四，通过实用性的教学的关注和学生求知需求的满足来激发学生学习英语的兴趣；第五，用各种各样的英语活动和更多的实践去鼓励学生参与。本论文就此选题展开了进一步的研究。关键词: 英语课堂教学; 轻松活跃; 激发兴趣; 和谐的师生关系;教学方法; 教学活动; 激活思维; 课堂活力; 生活化情景教学；131. IntroductionTaking a survey of some junior middle schools in China into consideration, more than half of students have no interests in English studying . There are no students or just a few who would like to answer the teachers questions, which makes it difficult for teachers and students to communicate with each other as well as improve the students English learning. During English learning, motivation begins to establish, at the same time, it is also the foundation of confidence. Obviously, it can be affected by the surroundings (Douglas Biber, 1037). In junior middle school, sometimes the students are not interested so they have no desire to listen to the teacher. And, most of the time, the majority of students have the same feeling with others. Many students are idle in class. They take a less active role in classroom activities. A few students even escape classes. The more important thing is that the atmosphere is not good.Although some of the coastal cities have taken part in the individual teachings and the students interest have also been developed, the majority of cities in China are taking the traditional teaching method. Because of the pressure of the high school entrance examination, it seems impossible to make the individual teaching widely used in a short time. So making efficient use of class-time appears to be the point. And how to build a relaxed and active English class in a junior middle school is the primary point of this paper. English teaching is an important way to improve students English learning interest in junior high school, and is also the key to improving the quality of English teaching. The teachers how to teach and the students how to learn in the classroom are explored by researchers all the time. For now, the English classroom has changed considerably in junior middle schools, but many problems still exist in junior middle school English classroom teaching. The main problems:First，it is spoon-feeding. Some teachers write all the time from the beginning of class to the end, so that the blackboard is full of writing, and students take notes. Besides, teachers speak too much, after that, students have no time to master knowledge independently, thus the less chance of active training, students are often in a passive position without time to think, digest, absorb. Of course, they cannot also consolidate knowledge. Due to too much focusing, students cannot grasp the essentials, so the classroom atmosphere is dull and students often feel fatigued.Second, it is obsolete. Some teachers still stay in the original state of teaching, because there is no language lab, no slides, no computers and other modern means of auxiliary teaching, some even do not have a recorder, so teachers can not help students become interested in English.Third, it is the examination. Students participate in the high school entrance exam with only written tests, leading to students listening and speaking ability ignore. In order to adapt to the requirements of the student respondents, many teachers do not pay attention to listening and speaking training, resulting in there being only grammar, sentence structure in students brains, and students being not good at listening and speaking. Forth, it is the tired of teaching style. Some teachers do not have a thorough grasp of teaching materials, and lack flexibility in handling texts and have rigid teaching methods. They are not good at learning other peoples strengths. Using this kind of teaching method makes students tired. In addition, the teaching task is heavy with entrance examination pressure, which is also prone to lead to boredom.Finally, it is mother tongue style. Some teachers use more mother-tongue teaching, and lectures are taught in Chinese, so the atmosphere of learning a foreign language at the junior secondary level is not yet well formed.Students usually show great interest in English at the beginning of learning because they feel it new and interesting, but they often neglect the protracted and arduous nature of study, so their interest decreases and even disappears as the development of study. However, “Interest is the best teacher”, so it is very important for an English teacher to help the students keep their interest in learning English. But how can he achieve this goal? The author of this paper thinks the teacher, intending to achieve this goal, should build a harmonious relationships with students, change teaching methods, show great emotion to the less advanced students, and always give opportunities of success to students.2. The Theories about Establishing a Relaxed and Active English Classroom in the Junior Middle School As is commonly accepted, motivation is the key to success, and interest is the best teacher. What the teacher is to do in class is to provide conditions for learning to take place. There are some theories about how to cultivate students English learning motivation and build a relaxed and active English class in junior middle school.2.1 The Theory of Multiple IntelligencesThe theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts dont receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled learning disabled, ADD (attention deficit disorder), or simply underachievers, when their unique ways of thinking and learning are not addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple Intelligences in the Classroom). 2.2 The Fun Teaching of Psychology Foundation in Junior Middle School English ClassroomPsychologists think that the psychological system is composed of two main systems: cognitive and affective. The affective system contains interest, motivation, attitude and emotion; cognitive system includes human feeling, perception, memory, intelligence and ability. In human mental activity, the two mutually influence and promote each other. The affective system always promotes, maintains, and adjusts the orientation and other features when a human mental activity determinant is a positive state according brain scientists.The brain, the hypothalamus and the limbic system have fun hub and “pain” center and fun center which can make active people bored with doing the same things. While doing things active is enjoyable, we enable the students to maintain a good mood, positive high efficiency certainly in order to obtain a high efficiency of learning in a good learning state. Besides, interest in learning promotes students learning, and it is also an important psychological factor causing motivation. Interest is the best teacher. Only when teachers have students interested, they will be happy to learn, and take the initiative to learn. So teachers should strive to create a relaxed, happy, and harmonious classroom learning atmosphere. Alpha2.3 Husserls Theory of Life EducationThe German phenomenology Masters Husserl (E.Husseri) thinks that the philosophical mission should explore life meaning.He thinks life world is the basis of natural science, and from his philosophical theories the life of the world can be understood as the rich and vivid forged on the basis of daily interactions everyday life.In Husserl, the living world is most worthy of attention and concern in the world, and the world has its own purpose, meaning and value. Although he did not directly put forward the idea of life education theory, the life world is the embryonic form of education returning to life, in his philosophical theories mapping out the light of life education theory. Education as a social practice between teachers and students in the real world of daily life is the place of the real space of the teaching, and students life experience constitutes important content in school teaching. In the day-to-day teaching the true teaching requires teachers to threw himself into the inner spiritual world to understand the childs life, but also necessary for teachers to create equal education teaching and learning environment. Education and teaching should be concerned about the world of student life, and the educational concern for dialogue and understanding between teachers and students should be constructed in real life. An active classroom learning atmosphere shortens the distance between the classroom and life. With this situation to learn English students are relaxed and happy, and the class should not be boring, but should be vibrant and full of laughter. The pursuit of a meaningful education is full of humanity.3. The Methods to Establish a Relaxed and Active English Classroom in Junior Middle School Nowadays, more and more teachers have to make the class more active. Here are some methods.3.1 Harmonious Relationships between Teachers and Students3.1.1To Establish a Harmonious Relationship between Teacher and Students - - -show great attention to the less advanced students, understand and respect their dignity and get them to be moved and instructed by your passion.A harmonious relationship between teacher and students requires teachers to show greater attention to less advanced students, so that students can be understood and respected by their teacher. After all, teachers should motivate students their great passion in teaching. The junior middle school students are in a stage of physical and mental development, therefore, what they think can not be very reasonable, and their psychological resistance towards pressure is weak, but they all have their own inner world and need strong self-esteem, especially the less advanced students. Students strongly long for the teachers care and love, and they care about the teachers attitude towards them, so “