如何提高农村中学生的英语口语水平.doc

如何提高农村中学生的英语口语水平？【摘要】本文从教师和学生两个方面进行分析农村中学的英语口语状况，提出了中学生口语水平滞后的原因。在基础教育阶段，随着新1轮的课程改革，英语教师在不断提高自身素质的同时，也要改变传统的教学方法和教学理念，致力于如何提高农村中学生的英语口语水平，从而大面积地提高英语教学质量。关键词：口语 教师 学校 学生 师生关系在现代世界，科学技术日新月异，随着社会生活的信息化和经济的全球化，国际间的交流对英语教学的要求比历史上任何时期都高，加之我国加入WTO和申奥成功，英语作为最重要的信息载体之1，已成为人类社会各个领域中使用最广泛的语言。站在新世纪的舞台上，任何人都无法否定这样1个事实：国家的繁荣昌盛需要英语；民族的伟大复兴需要英语；人类的生存需要英语；个人的成长和事业的成就需要英语。由于我国经济、文化对外交流的不断发展，国家不仅需要很多高级人才，更需要大量有文化、能熟练使用英语进行交流、熟悉业务的各行各业的技术人员、管理人员和服务人员，这1切都使得英语的重要性日益突出。英语教学的目的是帮助学生尽快掌握所学语言，所谓掌握就是指学生能够成功地运用英语进行交际。但是，要使用英语交流时能应用自如、能说会道并非朝夕之事。实践中，很多人往往感到掌握英语很难，“哑巴英语”大有人在尤其是农村中学生的英语口语水平状况的低下更令人担忧，他们既不能开口说，又无法听懂英语，更不要谈用英语进行口语会话或者交际。语言学家佛伦奇（French)认为，口语是第1性的，文字是第2性的。现代语言学把书面语看作是口头语的记录，口头语是语言交际最基本的方式。交际语言教学流派也认为，语言即交际。坎德林认为外语学习是“1个高度社会化的活动，活动中学习者处于协商过程当中学习者运用已有知识，与他人分享和优化知识，去学习课程所要求掌握的内容。由此可见英语口语的重要性。 摆在我们中学英语教师面前1个刻不容缓的任务是：在教学中如何既完成语言知识的传授，又能发挥学生的主体作用，帮助他们提高口语水平呢？ 1、农村中学英语口语的现状（1）：教师中国教育改革和发展纲要提出，要形成具有中国特色的社会主义教育体系的基本框架，再经过几10年的努力，建立1个比较成熟和完善的社会主义教育体系，实行教育的现代化。对基础教育来说，近期1个非常紧迫的任务就是要从“应试教育”转向“素质教育”，即摆脱应试教育模式的影响，扎扎实实地提高国民素质，使我国在国际竞争中立于不败之地。实施素质教育的主力军是教师，而1方面，我国绝大部分英语教师都是在国内土生土长的，所讲的英语既不地道又不加之知识标准，没有机会和以英语为母语者对话；第2语言习得理论也认为，课堂教学程序应逐渐摆脱有意识的、分析性的学习语言结构的倾向，而朝着交际情景发展，教师要直接为学生提供1种学习环境，在这种环境里，学生得到适当的语言输入又能参与创造性的交流，教师是指导者，是咨询者，是顾问。这些都无法使他们能够胜任课堂交际活动的顾问和组织者的角色。另1方面，目前我国许多英语教师的知识结构单1，又无法在平时的教学中对那些干扰交际的背景知识及文化因素予以足够的重视，受传统教学观念束缚严重，只能机械地将教学模式定为“刺激反应” 或“读单词讲规则教语法”的句型操练，搞“题海战术”，片面追求升学率，而这些几乎完全排除了文化因素的任何考虑，抹杀了学生的实践能力和创新精神。农村中学的英语教师教学的共同弱点是：教学观念落后，教学方法简单，往往以“老师讲学生听，老师教学生读”、“用汉语教英语”的传统模式机械地进行教学。学生的种种片面认识和部分教师的简单教育教学方法，使农村中学生英语教学出现了恶性循环，严重制约了学生英语听、说能力的提高。因此要想方设法提高农村学生的英语口语水平，难度很大。（2）：学校目前，农村中学和城市中学在教学条件、教学设施、师资力量、生源基础、学校管理水平、经济待遇等各方面都可谓天差地别。近年来政府对农村学校的经费虽有投入但无异于杯水车薪，农村中学教学设施破旧、教学条件长期得不到改善，学校日常办公经费用仅靠收取学生杂费维持举步维艰，教职工福利待遇经济收入和城市中学或沿海地区相比，差距之大令人汗颜。前几年农村教师工资长期被拖欠、随意克扣极大地影响了农村教师工作的积极性和热情，1大批教学经验丰富、教学水平高的农村英语教师大量流失到沿海经济发达地区或想方设法调入城市中学或改行，造成农村中学英语教师队伍资源的青黄不接。农村中学平均每班有50多学生，且来自程度不齐的各村完小，基础知识参差不齐，很多小学由于没有英语教师，英语课无法开设，即使有开设，师资和教学质量也无从保障。进入中学后，差异更大。（3）：学生和社会1.家庭因素农村中学生不同于城市的中学生，在经济、文化、意识、学习动机、自信心、知识面等方面都存在较大差距。和城市学生相比，农村学生的父母接受文化程度普遍较低，基本上都是英盲，家庭经济基础薄弱，对孩子的教育重视程度不够，家庭的文化气氛不好。许多年轻的父母整日沉溺在麻将或牌桌上，对孩子的学习不闻不问；有些父母为了生存长期在外打工或做生意，难得有时间和孩子相处，孩子成了留守1族，教育孩子的重担落在了祖父母或亲戚家中；这些家长根本认识不到学习英语的重要性，更谈不上给孩子进行英语口语会话的空间和环境，还有很多农村家庭还没有脱离贫困线，温饱问题都没有解决；这种种原因导致孩子在家形孤影单，学习时感到枯燥乏味，缺乏有效监督，久而久之，学生就可能放松对自己的要求，放任自己随大流。近年城市大部分家长给孩子请家教，但在农村中学就算经济条件较好的家长又有几个给孩子请家教呢？不可否认在农村缺有学习好的孩子，不参加辅导照样能学得轻松、学得好，原因是这些孩子学习自觉性强。但这是从小养成的喜欢看书，勤于思考问题的良好学习习惯，他们已经具备了足够的知识储备和学习经验，农村中学的“尖子生”尤其突出，引人注意，但这毕竟少之又少。2.个人与社会因素 纵观现代中学生的学习动机、目的，和810年代中学生相比，有明显的不同，810年代农村中学生学习目的很明确“考上大学”是走出农村的唯1出路和选择，虽然走出农村的只是百万农村中学生中极少的1部分，但95以上的农村中学生都朝着这1梦想刻苦学习，全力拼争。经过910年代的教育体制改革，千军万马过独木桥的现象大为改观，特别是进入新世纪的高等学校的扩招，极大地缓解了人民的日益增长的受高等教育权力与高校招生的矛盾，加上1大批民办高校的兴起，使70以上的学生上大学不再成为难事，这种现象反映在现在的中学生身上，升学压力减小了，学习动机、目的不明了，加上农村部分目光短浅，认为学好英语没有多大用处，让孩子早早出门打工，这对同龄的上学孩子不无影响。进入新世纪后，各种中等学校借助各种媒体展开声势浩大的招生竞争，以及高中生手持录取通知书，困守“苹果园”现象都使中学生本已模糊的学习目的，更加缺乏指向性格。再分析学生本身因素，除学习目的不明，学习动机不清外，缺乏学习热情，学习意志不坚定，性格孤僻，不和老师、同学交流，缺乏良好的学习习惯，是他们的共同特征。2、提高农村中学生英语口语能力的措施（1）、提高农村教师待遇，树立乐教、勤教，敬业奉献的思想这是老生常谈，但又不得不谈。教育界专家认为我国农村教师队伍有几大问题亟待解决：1、农村教师待遇偏低，教师工资拖欠问题依然严重。近年来，在党和政府的关怀下，农村教师工资、待遇等问题得到了相当程度的解决，但不少地方仍存在着旧账未了新账又添的现象。这种现象已成为直接成为制约农村教育的1个突出因素。2、教师队伍整体素质仍有待提高。相当部分农村教师教育观念陈旧，知识老化，方法落后，难以适应教育改革发展的需要；学历达标与能力达标存在较大落差，因此进1步提高农村英语教师实际教学能力，仍是1项艰巨的任务；此外，由于待遇低、工资拖欠、专业教育程度低、师资来源复杂、管理松散等多方面原因，造成1些农村教师工作责任心、职业意识淡漠。3、加大师资培训力度，不断促进教师专业成长，是农村教师队伍建设的核心。强化教师专业精神、专业能力和综合适应能力培养；建立新型农村英语教师继续教育体系，除学历补偿教育、知识技能培训外，还应承担起教师教育理论学习、价值观引导、师德培养、科研指导、情感教育、心理健康教育等重要工作。（2）、树立教学新理念、改革原有教学模式1、改变教师传统地位首先，教师必须具有驾驭课堂1切服务于学生的能力。教师要成功地组织课堂教学，不仅要具有良好的品质和个性，如耐心、幽默、亲和力等，而且要明确他与学生各自在课堂的作用以教师为主导，以学生为主体。传统教学决定了教师是课堂的主宰，而学生则处于被动、消极的地位，教师“1言堂” 、“满堂灌” “填鸭式”，学生鹦鹉学舌，依葫芦画瓢。现代教学专家认为，教师的作用毫无疑问是重要的，因为教师需要直接为学生提供1种学习环境，在这种环境里，学生得到适当的语言输入，又能参与创造性的交流。但是教师不应是课堂的中心，真正的中心应是学生，学生应是教学的出发点，是教学过程中积极主动的参加者。其次，要作好中学生英语学习的示范者、引导者、激发者、促进者，就要不断提高自身的外语水平和组织能力。优秀的中学英语教师应博文强识，具有发达的思维能力、良好的文化修养、正常的心理素质和快速应变的能力，另外还需要掌握教育科学理论，了解所教学生的能力，对所教学科知识进行加工处理的能力，并能说1口流利的美国英语或英国英语。要提高学生的口语能力，教师必须首先具有良好的口头表达能力。教师不正确、不恰当的语音、语调、语速和句法结构都是学生“理解”的障碍。例如，教师不自觉的“吞音”、“加音”或用其它的音来代替正确的发音，或者不恰当地使用重音、节奏、语调、句法之间的连接，以及运用不正确的句法结构，甚至不断地重复、更正自己和重新组织语句，都会干扰学生的理解、模仿和接受。例如： what do 中的 t 音刻意地丢掉， 就造成了丢音的错误而至口齿不清。受中国声调的影响，sorry说成骚锐， good evening 变成鼓的衣屋宁，my name成了买内(2声)。由于本身的口音不地道、标准，因此教学生“吞音、不发音、失去爆破”等机械规则后，学生弄巧成拙，随意丢音，造成口齿不清。2、端正英语教、学的思想首先，教师要端正教学思想，将培养学生的听说能力放在第1位。“听说领先，读写跟上”是英语教学的1项重要原则。听说能力对于英语学习至关重要，因为每1种语言都是有声的，声音是语言存在的物质基础。英语学习也不例外，必须首先从听说开始。听说能力的强弱，直接影响到读写能力的发展，甚至影响到整个英语学习的成败。但是，英语又是升学考试中的1门主科。于是有的教师就认为提高学生的考试成绩便是英语教学的主要目的。学好英语，积极应试则成了1些学生学习英语的努力目标。在这种教学思想指导下，教师只注重知识的传授而忽略了能力培养；强调书面的练习而轻视口语的训练。所以出现“聋子英语”、“哑巴英语”也不足为奇。因此，教师应努力走出为应试而学习英语的误区，明确英语教学的最终目的是为了培养学生运用英语进行交际的能力。其次，要让学生端正学习思想，自觉地认识到英语口语的重要性。和学生1起讨论英语尤其是口语在日常生活和今后学习、工作中的重要性。通过讨论，学生明白了学好英语并不是因为对考试重要，而且因为对他们的未来会有很大的帮助，从而唤起学生主动学习英语、提高英语口语的积极性。3、融洽师生关系关注学生的情感，营造宽松、民主、和谐的教学氛围，尊重每1个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性；把英语教学和情感教育有机地结合起来，创设各种合作学习的环境，促使学生互相学习、互相帮助，体验集体荣誉感和成就感；特别关注性格内向或学困生，尽可能地为他们多创造语言实践的机会。良好的课堂气氛能使学生消除过于紧张的焦虑情绪，处于最佳的学习状态。民主、宽松、和谐、自然的课堂气氛不是1蹴而就的，而是师生在长期的教学实践中形成的，它是1种相互尊重、相互交流、相互理解的互动过程。教师要与学生建立1种平等、尊重、民主、合作的新型师生关系，从而使教师积极地采取情感教学原则，在包容口语错误的环境中帮助学生解除心理压力，释放心理负荷，让学生轻轻松松、毫无顾忌地说英语，逐渐由“要我说”的被动状态达到“我要说”的自觉状态。（3）加大语言输入量和实践量，培养学生综合运用英语的能力语言是交际工具，说是传达交流信息的手段。克拉森的语言输入假设认为，人们习得第2语言的唯1途径是通过理解信息，即接受“能理解的语言材料”。口语训练又是培养阅读和写作能力、学习语音、词汇和语法的重要教学手段加强听说能力的培养是当代英语教学的趋势，又是提高我国英语教学的努力方向。先抓口语，使之成为教学手段，早日占领课堂，可以使教师教得生动活泼，学生学得轻松愉快。通过口语学习英语，是学习地道英语的英语语音、语调的可靠保证。学会了口语，有利于学习朗读，听说能力的提高也有利于提高阅读的速度。1、利用视听材料培养学生听说的能力口语是1种产出性技能。教师在给予学生最优化的“输入”之后，要积极鼓励“输出”。要激发学生的输出，加大实践量，给学生提供更多学以致用的机会，通过向学生输入视听材料，让学生记下重点，在讨论的基础上由学生整理笔记，把听到的信息重新组织起来，然后再发给学生书面材料，使学生得到及时的反馈并修改错误。在这1过程中学生得到了技能的综合训练。2、口头报告学生经过准备在课堂上作报告也是1个方法。学生可以从报刊杂志选材或是实际生活中选择合适的话题，如值日报告等，然后由学生进行评价表现。要激发学生的输出，加大实践量，给学生提供更多学以致用的机会，教师不仅要有目的、有计划地利用课堂，让学生以自由发言、“伙伴谈话法”的方式对某个问题进行简短的交流和讨论，或根据某篇文章的内容用自己的语言口头改编、复述等，或在学完1至两个单元后抽出1节课专门让学生用所学的英语知识谈谈身边的人、事、物；而且要积极地开展第2课堂，组织英语角、英语口语比赛、英语晚会、英语兴趣小组等课外活动，增强学生对英语的兴趣和成就感，从而提高学生的英语口语能力。3、角色扮演在教室创设模拟情景，不仅灵活地将各种语言技能综合起来，而且能在整个活动中都考虑学生的兴趣和爱好，激发学生的创造力和想象力，使他们真正积极地参与到学习中去。朗读对话时，可以让学生分成两部分，1半为A，1半为B,练习完1遍后交换角色，A变成B，B变成A,再练习1遍，要求学生边说边看对方，注意面部表情和动作。或指定两位学生朗读或表演对话(Open Pairs),示范小组表演后，其余的学生也进行两两对话(Close Pairs)。4、开展各项活动， 激发学生的学习兴趣兴趣是最好的老师，有了兴趣，就为培养学生的学习毅力和钻研精神提供了重要条件。学生1旦对英语产生了兴趣，就会自觉主动地参与各种英语学习活动，并从中获得乐趣。教师要不断提高业务素质，扩大知识面，采取新颖多样的教学方法（创设情景教学法、多媒体辅助教学法、愉快教学法等）并精心设计导入语（问题导入式、实际导入式、情感导入式、背景契领式等）和课堂用语。形式多样的活动可以培养学生乐观、热情、开朗、自信的性格，使学生有正确的学习动机，引导学生树立正确的人生观、价值观和世界观。“伙伴谈话法”的方式对某个问题进行简短的交流和讨论，或根据某篇文章的内容用自己的语言口头改编、复述等，或在学完1至两个单元后抽出1节课专门让学生用所学的英语知识谈谈身边的人、事、物；而且要积极地开展第2课堂，组织英语角、英语口语比赛、学唱英文歌曲、谜语、游戏、英语晚会、英语兴趣小组等课外活动，增强学生对英语的兴趣和成就感，从而提高学生的英语口语能力。此外，家长对学生成绩的肯定和鼓励以及学校、社会对学生成绩的正确态度都能减少、消除学生的情感障碍。3、结束语以上从教师、学校、学生和社会因素分析了目前农村中学生的英语口语状况，并提出了提高学生口语水平的4个措施，1个成功的英语学习者都具备以下因素：智力、语言能力、认知风格、个性特点、学习策略、学习动机、情感态度等。作为1名普通农村中学英语教师，我们应该从学生的学习兴趣、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切实提高农村中学生的英语口语水平，从而大面积地提高英语水平 。How to improve rural middle school students spoken English?【 Abstract 】 This paper from the two aspects of the teacher and students to analyse rural middle schools situation in spoken English, bring up the reasons of why the sdtudents did bad in spoken English. In the basic education stage, along with the new curriculum reform, English teachers do not only need to improve their quality continuously, but also have to change the traditional teaching methods and teaching concept, focus on how to improve rural middle school students spoken English level, thus to improve English teaching quality. Keywords: oral English teacherschool studentsteacher-students relationship In the modern world, science and technology are developing rapidly, along with the social life informatization and economic globalization, the international exchange of English teaching requirements are higher than at any period in our history, coupled with Chinas accession to the WTO and the successful Olympic bid, English as the most important information carrier, has become one of the fields of human society, the most widely used language. Standing on the stage of the new century, no one can deny such a fact: national prosperity need English; Rejuvenation need English; The survival of mankind need English; Personal growth and career achievements need English. Because our country economic and cultural exchanges unceasing development, the country needs not only many senior personnel, need a lot more literate, communicate with English, familiar with the business in all walks of life technicians and management staff and service staff, this 1 cut makes the importance of English is more and more serious. English teaching purpose is to help students master what they learn language as soon as possible, the so-called master means students can use successfully English communication. But, when to use English communication can be used freely, talkative not day things. In practice, many people often feel master English very difficult, dumb English people especially rural middle school students English more worrisome low status, which they cant say, but cannot understand English, dont even talk about oral English conversation or communication. Linguists Buddha Aaron odd (French) thinks, the spoken language is the first sex, the text is the second sex. The modern linguistics written as the record, colloquial colloquial language communication is the most basic way. Communicative language teaching genres also think, language is communication. Foreign language learning is camp that contained 1 height socialized activities, activity among learners in the consultation process, existing knowledge learners use knowledge sharing with others, to learn and optimizing the content of the course requires knowledge. This shows the importance of English spoken in our middle school English teachers. Urgent task before 1 in teaching how both the language knowledge imparted finish, and can play the main part of college students, and help them to improve my spoken English? 1, the present situation of rural middle school English (1) teachers The China education reform and development compendium proposes, to form of socialism with Chinese characteristics education system framework, and then after a few 10 years of hard work, establish a more mature and perfect socialist education system, implement education modernization. Basic education for, to recent 1 very urgent task is to exam-oriented education from quality education to education mode, namely, get rid of the influence of exam, solid improving national quality, make our country in international competition. To implement quality education is the mainstay of the teacher, and 1, Chinese most English teachers are in domestic homegrown, speak English neither tunnel again not together with knowledge, no opportunity to standard and a native speaker dialogue; The second language acquisition theory also think, teaching procedure should be gradually get rid of conscious, analytical learning the language structure, and the tendency of the development towards the communicative situation, teachers should direct to provide students with a kind of learning environment in, in this environment, students get the appropriate language input and can participate in creative exchange, the teacher is guides, is, is adviser. Clicks These were unable to make them capable of classroom communicative activities advisors and facilitator role. Another 1, at present our country many English teachers knowledge structure, and cant single 1 in the usual teaching for those interference communication background knowledge and cultural factors needs plenty of traditional teaching bound by serious, only mechanically put teaching mode as stimulus - reaction or read words - speak rules - teach grammar drills, make the sentence, wins uncounted applaud, one-sided pursuit, and these rates almost completely ruled out any consideration, cultural factors to erase the students practical ability and creative spirit. Rural middle school English teachers teaching common weakness is: the teaching concepts backward, teaching method is simple, often by the teacher told the students listen, teacher teach students reading, use Chinese teaching English the traditional pattern of machinery to carry on the teaching. Students various one-sided understanding of education and some teachers teaching method, make simple rural middle school English teaching appear a vicious circle, which seriously restrict the students English listening and speaking ability enhancement. So to trying to improve rural students oral English level, very difficult. (2) : school At present, urban and rural middle school middle school in teaching conditions, teaching facilities, teachers, the students basic, school management level, economic treatment and other aspects is days bndly dont. In recent years the government funding of rural school has investment but is a drop in the bucket, rural middle school teaching facilities shabby, teaching conditions, schools dont improve long-term daily office expenses on only charged with students, faculty charges maintain ropey welfare economic income and urban middle school or coastal area compared, the gap between the is a shame. Before a few years rural teachers salary by default, optional long-term embezzle part greatly influenced the rural teachers work enthusiasm and passion, a large number of rich teaching experience, the teaching level is high rural English teacher lost to coastal developed economic regions or trying to append the urban middle school or switching, causes the countryside middle school English teachers resources temporary shortage. Rural middle school students have more than 50 average shift from degree not neat, and basic knowledge of the villages made small, uneven, many elementary school with no English teacher, English cant open, even if there is open, the teachers and teaching quality no guarantee. After entering middle school, difference is bigger. (3) : students and society 1. Family factor Rural middle school is different from the citys middle school students, in economy, culture, consciousness, learning motivation, self-confidence, knowledge gap all aspects. And urban students in the countryside students parents accept cultural degree is generally low, basically is the blind, the family a weak economic foundation and the education of children enough attention, family culture atmosphere is bad. Many young parents spent wallow in mahjong or table, the childs learning it; Some parents in order to survive long-term working outside or business, and seldom has time to get along with children, children become left-behind 1 family education child, the burden falls on the grandparents or relatives; These parents don didnt realize the importance of learning English, much less to improve oral English children of space and environment, there are a lot of rural households are still not out of poverty, and food and clothing problems are no solution; This kind of cause of children at home alone, learning fractal solitary was boring, lack of effective supervision, as time passes, the student may relax to own request, indulge yourself with the flow. In recent years, urban most parents give children please tutor, but in rural middle schools even if economic conditions are relatively good parents again a few give children please tutor? Undeniable lack in the countryside with learning good children, dont attend orientation so can learn a relaxed, learn well, reason is that these children study self-consciousness is strong. But this was formed in the childhood like reading, diligent in thinking the good study habits, problems they have enough knowledge reserves and study experience, rural schools top especially, attractive, but this after all little by little. 2. Personal and social factors Throughout modern students learning motivation, aim, and compared the middle school students, 8.1 are obviously different, in the rural middle school students learning 8.1 purpose is clear pass the college entrance examination is the only one way out of the countryside and choices, though out of rural just million rural middle school students, part 1, but very little above 95% of rural middle school students are toward the 1 to dream to study hard, race. Through the education system reform of 910, an army changed greatly over the phenomenon of wooden bridge, especially in the new century, the higher school of enrollment expansion has greatly alleviate peoples growing suffer higher education power and enrollment, plus 1 the contradiction of the rise of private universities, more than 70 percent of the students in college is no longer a tickler, this phenomenon is reflected in the high school students, now on reducing the pressures upon their schoolwork, learning motivation, aim unknown, plus rural part short-sighted, think learn English well without much use, let the child go to work early, this is the school age children influence. Enter the new century, various secondary schools of all sorts of media on the enrollment of vocal competition, and high school students handheld admission notice, KunShou apple phenomenon that high school students already fuzzy learning objective this lack of pointing more character. Again, in addition to analyze student itself factors learning objective unknown, study motive is not clear outside, lack of enthusiasm, the study will not firmness, eccentric, communicate with teachers and classmates, the lack of good study habits, is their common characteristic. 2 and improve rural middle school students English speaking ability measures (1) and improve rural teachers treatment, sets up the music education, often teach, dedication to the thought Is this stereotype, but they have to talk about. Education experts think our country rural teachers have several big problems: 1, rural teachers pay is low, the default of teachers salary problem still serio