论文部分内容阅读
译林新版《英语》三到六年级教材中,每个单元的Story time板块是单元教学的重中之重。但是,在长期的教学实践中笔者发现,故事教学已逐渐模式化,重知识传授,重内容理解,缺乏对学习者的研究和关注,故事教学缺乏儿童味。小学英语故事教学要想有生命力,就必须关注有血有肉的生命个体——儿童的存在,关注儿童的个性差异,关注故事本身与儿童的关联度,融入儿童自己的学习文化,竭力打造适合儿童心理需要的学习空间。
Yilin new version of “English” third to sixth grade textbooks, each unit of the Story time plate is the most important unit of teaching. However, in the long-term teaching practice, the author found that the teaching of stories has gradually become more and more stylistic, with emphasis on imparting knowledge and understanding of content, lack of research and attention to learners, and lack of children’s taste in teaching stories. In order to have vitality, primary English story teaching must pay attention to the flesh-and-blood life individual - the existence of children, pay attention to children’s individual differences, pay attention to the story itself and children’s relevance, integrate into children’s own learning culture, Study space.