The effect of simple drawing in the primary school English teaching 简笔画在小学英语教学中的作用 12页

浙江师范大学外国语学院英语专业函授本科毕业论文（2013届）论文题目Theeffectofsimpledrawingintheprimary（英文）schoolEnglishteaching论文题目简笔画在小学英语教学中的作用（中文）姓名学号03年级教学点金华教育学院指导老师(由学院填写)联系地址联系电话电子邮箱成绩xii- 目录Abstract......................................................................ⅲ摘要.........................................................................ⅲOutline.......................................................................ⅳ提纲.........................................................................ⅴ1.Introduction................................................................ⅵ2.Simpledrawing.............................................................ⅵ2.1.Thedefinitionofsimpledrawing.........................................ⅵ2.2.TheCharacteristicsofSimpledrawing....................................ⅵ2.2.1.ChangingAbstractiontoImage.....................................ⅶ2.2.2.Combining Logicality withImageThinking..........................ⅶ2.2.3.ChangingIsolatedImageintoCoherentPicture.......................ⅶ2.3.Thefunctionofthesimpledrawing.......................................ⅷ3.Theadvantagesofusingsimpledrawings.....................................ⅷ3.1.Simpledrawingissimpleandeasytobepresentedbyteachers..............ⅸ3.2.SimpledrawingmadethechildreninterestedinEnglishlearning............ⅸ3.3.AttractingStudents’Attention............................................ⅸ3.4.Studentslearntodrawsimpledrawingtoremembervocabulary.............ⅸ4.Theuseofthesimpledrawing................................................ⅸ4.1.Drawstheshapesoftheobjectsontheblackboardbriefly...................ⅸ4.2.Givingexamplebyusingthesimpledrawing..............................X4.3.Thepresentationofnewwordsbysimpledrawing..........................X4.4.Presentationofsentencesonstickfigures...................................X5.Conclusion.................................................................xi6.Workscited..................................................................Xiixii- TheeffectofsimpledrawingintheprimaryschoolEnglishteachingAbstract：Withthepopularizationofmultimediaclassroomintheschool,thestudentspaymoreattentiontothescreenthantotheblackboard.Theteachersmostlytakethetimeonthecourseware.Manyteacherspreoccupiedwithhowtomakemorediversificationandthecolorfulpicturetomakethecoursewaremuchfunnier,butignoredthebasicmodelmethodofpreparingtheteachingandthetraining.Ithinkthatwecannotpursuethe"modernization"blindly,andforgetsometraditionalmethods.Thetraditionalmethodsarealsofullofeffective,practical,simpleandconvenientmeansofteaching. Thesimpledrawing isonekindofthem.Keywords：simpledrawing；Englishteaching；effect；简笔画在小学英语教学中的作用摘要：随着多媒体教室的学校里,学生们比起黑板更加注意屏幕。教师主要把时间花在课件上。许多教师专注于如何使课件更加的多样化和用丰富多彩的画面使课件更加有趣，但是忽略了基本的模型方法的教学和训练的准备。我认为我们不能盲目追求“现代化”,忘记一些传统的方法。传统的方法中也充满了有效、实用、简单、方便的教学方式。简笔画是它们中的一种。关键词：简笔画；英语教学；作用xii- TheeffectofsimpledrawingintheprimaryschoolEnglishteachingOutline1.Introduction2.Simpledrawing2.1.Thedefinitionofsimpledrawing2.2.TheCharacteristicsofSimpledrawing2.2.1.ChangingAbstractiontoImage2.2.2.Combining Logicality withImageThinking2.2.3.ChangingIsolatedImageintoCoherentPicture2.3.Thefunctionofthesimpledrawing3.Theadvantagesofusingsimpledrawings3.1.Simpledrawingissimpleandeasytobepresentedbyteachers3.2.SimpledrawingmadethechildreninterestedinEnglishlearning3.3.AttractingStudents’Attention3.4.Studentslearntodrawsimpledrawingtoremembervocabulary4.Theuseofthesimpledrawing4.1.Drawstheshapesoftheobjectsontheblackboardbriefly4.2.Givingexamplebyusingthesimpledrawing4.3.Thepresentationofnewwordsbysimpledrawing4.4.Presentationofsentencesonstickfigures5.Conclusionxii- 简笔画在小学英语教学中的作用提纲1.引言2.简笔画2.1简笔画的定义2.2.简笔画的特点2.2.1.将抽象转为具体形象2.2.2.逻辑性与形象思维相结合2.2.3.将孤立图像转为连贯画面2.3.简笔画的功能3.使用简笔画的好处3.1.简笔画是一种教师简单容易表达的方式3.2.简笔画可以使学生对英语学习感兴趣3.3.简笔画可以吸引学生的注意力3.4.简笔画有助于学生记忆单词词汇4.简笔画的使用4.1.在黑板上绘制简单形状的物体4.2.使用简笔画举例子4.3.使用简笔画呈现新单词4.4.使用简笔画陈述句子5.结语xii- TheeffectofsimpledrawingintheprimaryschoolEnglishteaching1．IntroductionSimpledrawingwhichistheimagewiththelinetoexpressthepeople,animalsandscenery,characterizeswitheasy-to-operateandeasy-to-use.Afew simplepictures canshowakindofananimal,aperson,anactionorasituation,etc.IntheteachingofEnglishinprimaryschools,simpledrawingisusedtosavetimeandisconvenientandflexibletouse.Itcannotonlycombinethecontentofcoursesorganically,andalsocanattracttheattentionofstudentstobeinterestedinlearning,toarousethestudents"inspiration,thoughtandimagination,andtoincreasetheinterestofknowledge.Asateachingauxiliarymethod,simpledrawingcanteachlanguage,evencanplaymoreimportantlythanademonstration,chart,ormultimediateachingmethod.2.Simpledrawing2.1.ThedefinitionofsimpledrawingSimpledrawingisusingconciselineandstrokestodescribemodelingandtosimplifycommunicates.Anditisnotonlyapracticalstrongpopularartform,butitalsoameanstogiveapersonwithmaterialandspiritofaestheticenjoyment.Wecanuseabriefsummaryandtodoit.Simpledrawingisthevisuallanguagewhichiswidelyappliedbytheteachersinvariousbranchesteaching.Tomastertheskillsandknowledgeofsimpledrawingisoneofthenecessarybackgrounds.Generallyspeaking,simpledrawingisadrawingthroughthemesh,memoryandwritingtoextractthemaincharacteristicsastypicalandprominent,withthesuperficialandstylizedformsandconcisestyletoshowgenerality, erkanntheitandschematic.2.2TheCharacteristicsofSimpledrawingThecharacteristicofthebrushstrokeissimple,livelyandvivid.Weonlydrawroughly,notwiththedetailsofthepicture.Thepsychologystudiesshowthatmankind’ssenseofvisionandhearingarethemediainabsorbingtheknowledgeandcatchingtheinformation.(Amongthemthesenseofvisionoccupies83%,thesenseofhearingoccupies11%.)Thereforethevisionisextremelyimportantinmankindobtainingtheknowledge.Hereisanexample:　　Drawmanycirclesontheblackboard,then,askstudents:　　Whataretheylike?(Thestudentsmayanswereggs,apples,balls,balloonsandsoon,whichcanmakethestudentsenlargetheirthought.)xii- 　　Canyoumakeupfortherestpart?(Studentscomeuptodrawtherestpartandfinishthem.)　　Then,teacherteachesthekeywords,phrases,andsentencesbythedrawing.　　Thiskindoflead-inmethodisvividandfullofimagination,whichcanchangethelifelesstextintovividandbriskcontentsandpresenttheminfrontofthestudents.Itwilldeepenstudents’impressionandishelpfulforthestudentstoremember.Atthesametime,thematchoftextandthepicturescanmaketheclassroomatmosphereseemtobelivelyandalsomakingtheEnglishclassroomincreasetheart’smagicpower.2.2.1.ChangingAbstractiontoImageThetraditionalteachingmode,forexample,thesuperficialmeaningisthatteachersareinthetextinterpretation,orreadaloudwithtape.Besides,thisteachingmodeismonotonousandboringintheprocessoffollowingtherepeater,sothatthepupilsfeelfatigue.However,inordertoarousethepupils"varioussensesofexcitabilityandletthepupilslearninanactivecondition,theaimpledrawingcanbeusedthroughasketchto delineate visually differentthingsoftheimageandcharactersofthemovements,formsandexpressions. Althoughteachers’correspondingactionscanalsoshowacertainconditiontoeliminatestudentsone-wayfatiguesenses,thesimpledrawingsometimescanbemorepictorialandeasilyallowpupilstoaccept.2.2.2.Combining Logicality withImageThinkingInthetraditionalEnglishteaching,theteachersexplainsounds,formsandmeanings,andmainlythroughlogicalthinkingformtomakepupilsproducetheassociations.Yet,simpledrawingcanexpresstheimageone-off,andprovideverylivelyvisualandimageteaching.Thepupilscandirectlyuseimagethinkingtostudy.Thesimplepicturesenablethepupiltoproducethestrengthofassociation,increasethedensityofthinkingthroughthevisualimageofpupilstothe cerebralcortex,andhelptheteacher"sexplanation.2.2.3.ChangingIsolatedImageintoCoherentPictureWallmaps,asakindofteachingmethod,canhelppupilstounderstandthetext.However,awallmapisfixedandasimpledrawingisdifferent.Andthemapcanbemadebyteacherstoconceive,andtocompilecorrespondingpictureintheoriginalpicturetoaddnewcontents. Thevisionandauditionofpupilbysimpledrawingcancontinuallyaddmoreactivities.Becauseofsimpledrawing,pupilscanmasterthelanguagefromsimpletocomplextolearnmuchnewknowledgeandreviewtheoldknowledge,whichgreatlyincreasetheconsistencyandinterestofEnglish.2.3.Thefunctionofthesimpledrawingxii- TheapplicationofStickFigurescanmakeourlanguagematerialofforeignteachinginteresting,andmaketheteachingmethodflexible.Inavividclass,students"learninginterestincreaseandmotivationwillincrease.Thus,studentswilltakepartintheactivityandchangefrompassiveintoinitiative.Atthesametime,theapplicationofStickFigurescanstimulatethebrain"svisionsystem,developthevisualthinking,soastodeepenthememoryandpromotetheactivesense.StickFigurescancreatethesenseofnewlanguagematerial.TheproperapplicationofStickFiguresmakestheteachingprocessnature,thusthebetterteachingresultwillcomeup.Thiswayscanattractstudentsgreatinterests,andkeepstudentsthinkingconsistentwiththeteachingprocess,theeffectisnatureandvivid.Althoughitspendsalittlemoretime,thestudentsattentionareattractedandthenewwordscanbeconnectedwithconcretefacialfeatures,studentsareimpresseddeeplyandwillnotforgetforalongtime.3.TheadvantagesofusingsimpledrawingsWhatisdifferentaboutteachingaforeignlanguagetochildren,incontrasttoadults?Somedifferencesareobvious:Childrenareoftenmoreenthusiasticandlivelyaslearners.Theywillhaveagoatanactivityevenwhentheydon’tquiteunderstandwhyorhow(LynneCameron,2001).However,theyalsoloseinterestmorequicklyandarelessabletokeepthemselvesmotivatedontaskstheyfinddifficult.Soteachersshouldpaymoreattentiontoaspiratetheirinterest.Successfulvocabularylearningandactivitiesarethosethataretunedtothelearningneedsofpupils,ratherthantothedemandsofthenexttext-bookunit(RuthGairnsandStuartRedman,2002).Itisreallyachallengeforteacherstochooseaduewaytopresentvocabularytoyounglearnersmoreeffectively.Ihaveseentoomanyclassroomswherelearnersareenjoyingthemselvesonintellectuallyundemandingtasksbutfailingtolearnasmuchastheymight.Thetimeavailableinbusyschooltimetablesforlanguageteachingistooshorttowasteonactivitiesthatarefunbutdonotmaximizelearning(SchmittNorbert1997).Teacherneedtoofferacreativeandattractivepresentationforstudentstolearneasily.(realobjects,pictures,etc).Simpledrawingisoneofthemosteffectivemethodsinvocabularyteaching.Therearemanyadvantagesofsimpledrawingteaching,suchas:ThisthesisfocusesontheapplicationofsimpledrawingtoteachEnglishwordsandgrammartojuniorschoolstudents.Simpledrawingisanefficientteachingmethodwhichwillimproveourcountry’sEnglishteachinglevel.3.1.Simpledrawingissimpleandeasytobepresentedbyteachers.xii- InEnglishvocabularyteaching,thewayofusingabriefpicturecanprovokestudents"interestedinreceivinglanguageknowledgeandhelpteachersorganizecommunicativeactivitiesoflanguage.Forexample,whenanEnglishteacherwantstomakeadifferencebetween"sad"and"happy",heorshemaydrawtwobriefpicturesontheblackboard.Theyareasfollows:sad,happy.Ateachermayexplainthetwovocabularieswhileheorsheispointingatthetwobriefpictures.Doingitcanmakestudentsfollowtheirteacherandconnectvocabularieswithpictures.So,studentswilleasilyrememberthosevocabularies.3.2.SimpledrawingmadethechildreninterestedinEnglishlearningFirstly,itisundoubtedthatwritingontheblackboardwhichcontainsmanyinterestingdrawingscanmakethestudent’sinterestbeenarousedandthenclassroomatmosphereismuchmoreactive.Andjustasweknown,interestisthebestteacherinlearning,soitisfunctional.Secondly,weknowthataconcreteobjectcangivestudentsamuchbettermemorythananabstractletterssoitcanmakestudentskeeptheknowledgeintheirmindforalongertime.3.3.AttractingStudents’Attention　　Asthestudentsofprimaryschool,theycan’tcontrolthemselvesverywell,thedesignoflead-inpartisespeciallythekeypointthathelpthemself-control.Themeaningofteachingistoenlightenstudentstoparticipateintheclassroomteaching.3.4.StudentslearntodrawsimpledrawingtoremembervocabularyStudentsdrawthesimpledrawingandmarkthevocabulariesmeaningunderthepictures,whichwillpromotetheirimagination,thinkingness,creativenessandobservation.Inordertomakestudentsabilitiesuptothehighestdegree,teachersshouldgivemorechancetostudentsdrawthemselves.Fromthepointofmine,theywillremembermostlyvocabularyefficiently.Meanwhile,itcandecreasetheteachers’pressureoranxious.Whenbothsidesthatteachersandstudentswithafreedomandrelaxmood,theircomprehensivequalitycanbeexplore.4.Theuseofthesimpledrawing4.1.DrawstheshapesoftheobjectsontheblackboardbrieflyTheteacherdrawstheshapesoftheobjectsontheblackboardbriefly.Buttheimportantcharacteristicsmustbeshownclearly.Andthenarousethestudents’interesttoknowthefamiliarobject’names.Andafterthat,theteachergivestheEnglishwordsout.While,inthisprocess,whattheteachershouldmasteristheproperabilityofsimpledrawing;onlyiftheteachercanhaveapracticebeforeclassIbelieveeveryonecandoit,becausetheyaresimpleandeasylearning.BecauseitisreallycanmakethestudentsgetthemeaningbythemselvesandgivethematrueconditionoflearningEnglish.Thus,whenxii- theysawthemagain,therewillbeanabstractEnglishwordsappearintheirminds,anditcanalsomakethechildrenrememberthemcorrectly.4.2.GivingexamplebyusingthesimpledrawingTheteacherhasmadeeverytimeperiodssimplifiedintosevencharacteristicperiodsoftime.Theimaginedtimeclockcanshowthedifferenttime,inthedaytime,thetimeclockareshownbythesimpledrawingsofsunwhileasinthenightthetimeclockwillbeshownbythesimpledrawingofmooninthiswayitisveryconvenientforstudenttokeepthemintheirmindandtoarousethestudent’sinterestinbigdegree.Atthesametimeitcanhelpthestudenttocreateakindfeelingimmediately.Thenthestudent’simaginationwillgetafullusing.Makethemhaveafeelingthatsmallsunswhicharestretchingarethemselvesonhalfofsixinmorning.Afteratiringdayonthetimeofhalftoten,thesmallmoonwhichissleepingsweetlyisthemselves.Thentheauthorpresentedthemainpointofthislesson:What’sthetime,please?It’s…o’clock.It"stimeto…Andthengivingouttheimportantphrase“haslunch,watchTV”etc…Inthiswayononehanditiseasyforstudentstogeneralizetheteachingimportanceandtocultivatethestudent’sabilityofsummarizing.Inthemeantimetheinterestingoftheclass,integrationofthesubjectandtheartisticofthelessonareformedthoroughly.4.3.ThepresentationofnewwordsbysimpledrawingInEnglishvocabularyteaching,thewayofusingabriefpicturecanprovokestudents"interestedinreceivinglanguageknowledgeandhelpteachersorganizecommunicativeactivitiesoflanguage.Forexample,whenanEnglishteacherwantstomakeadifferencebetween"sad"and"happy",heorshemaydrawtwobriefpicturesontheblackboard.Theyareasfollows:sad,happy.Ateachermayexplainthetwovocabularieswhileheorsheispointingatthetwobriefpictures.Doingitcanmakestudentsfollowtheirteacherandconnectvocabularieswithpictures.So,studentswilleasilyrememberthosevocabularies.4.4.PresentationofsentencesonstickfiguresThebeststimulationforstudyisinterestedinlearningmaterial.TheSimplifiedDrawingreflectsitscharactersofpeculiarandinterestingforus.xii- Drawinghasthefunctionofanalyzing.ItisnecessarytousesomevisualwaystorevealtheprofoundmeaningthatcontainedintheinnerofthesentenceanddifficulttoberealizedinelementaryEnglishteaching.UsingtheSimplifiedDrawingorsomevisualsymbolswillexplaintheprofoundrelationshipinsimpleway."Olderchildrenaremoreabletoanalyzethelanguagetheyhearandsee,andseparateitintoitscomponentparts.AccordingtotheSimplifiedDrawing,studentsanalyzethespace,timeandlogicalamongthesentencesrelationships.Thechildrencanimaginewithouttheretrainofthespaceandthetime."Althoughchildren"sthoughtisflexibleinmiddlechildhood,itislimitedaswell.Childrendonotthinkeasilyaboutthingstheycannotsee.Theirthoughtisnotabstract.Childrenthinkofthingsthatareabsentonlythroughsimpleextensionsoftheirthoughtsaboutwhatispresent.5.ConclusionThetechnologiesaredevelopingfaster,althoughwecanusethemediatoteach,wecannotforgettheroleofthesimplepictures.Theteachershouldcontinuetousesimplepicturesforthelessons.Withthesimplepictures,thepupilscanlearnknowledgeseasier.Duetothecharacteristicsofpupils,theteachersshouldusesimplepicturestoexplainthenewwordsornewsentences.AlthoughsometeachersusesimplepicturestoteachEnglishatprimaryschools,thisnumberisstillless.Therefore,thesimplepicturesshouldbepopularizedbytheauthorities,sothatthepupilscangetfurtherascentforlearningEnglishabilities.Thus,Ibelievethatthroughthesimplepictures,itcanbringmorepleasuretopupils,sothatitcanimprovetheirinterestsforEnglishteaching.ThisistoconstructagoodenvironmenttolearnEnglish.xii- 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