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1993年9月国家教委颁布了《师范院校<教师口语>课程标准》,发行了《教师口语》(以下简称“口语”)试用教材,自此,这门崭新的课程大踏步地走进了各类师范院校必修课课堂.可以这样说,这门课的开设不仅适应了高社交、高信息、高效率现代化社会逐步到来的需要,也充分体现了师范院校职业意识的加强.为卓有成效地提高口语教学质量,我从优化教学结构体系,优化课堂教法着手,进而优化这门课的整个教学过程.一、研究口语养成规律 优化教学结构体系要提高口语教学质量,首先要研究师范生后天口语能力的养成规律.这样才能按照学生认知特点,合理配置教材知识结构,有的放矢地确定讲练结构、时间结构,形成和谐的教学结构体系.笔者认为,师范生后天口语能力的养成可以分为三个层面,用通俗的比方来说,一个人在日常交际中用声音所表现出来的口语能力如果是塔尖的话,那么耳才(听力)、思才(思维能力)就是塔身,而肚才(知识积累等)则是深深的塔基.为此,发声、听力、思维训练是口语教学的三条主线,它们应该以具体语言材料为依托,贯穿于整个口语教学始终,同时还必须注重学生的知识积累.线索找到了,优化教学结构体系的思路也明晰了,于是,我做了以下三方面的工作:
In September 1993, the State Education Commission promulgated the “Curriculum Standard for Teachers 'Oral English” and issued a trial teaching material for “Teachers' Oral English” (hereinafter referred to as “Oral Chinese”). Since then, this brand-new curriculum has taken a tremendous stride into each It can be said that the opening of this course not only meets the gradual need of modern society with high social, high information and high efficiency, but also fully reflects the strengthening of professional awareness in normal universities and colleges. Improve oral teaching quality, I optimize the teaching structure system, optimizing the classroom teaching methods, and then optimize the course of the whole teaching process.First, the study of colloquial rules to optimize the teaching structure To improve oral teaching quality, we must first study the normal students Acquired ability to develop oral English in order to follow the student's cognitive characteristics, rational distribution of textbook knowledge structure, targeted to determine the structure of the training, the time structure, the formation of a harmonious teaching structure system. Can be divided into three levels, with the popular analogy, a person in everyday communication with voice expressed by the spoken language ability Is the spire, then the ear (hearing), thinking talent (thinking ability) is the tower body, and belly (knowledge accumulation, etc.) is a deep foundation .To this end, vocal, listening, thinking training is oral teaching Of the three main lines, they should be based on the specific language materials, throughout the entire teaching of oral English, but also must focus on the accumulation of knowledge of students. Clues to find, optimize the teaching structure of the system is also clear ideas, so I made the following three In the area of work: