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交际教学法产生于上世纪70年代初期,它的产生是20世纪语言学理论发展的又一次飞跃,极大地丰富了世界外语教学理论和方法。交际教学法有三大特点:第一,注重交际,特别是学生的听说能力。第二,注重意义,认为交际能力是目标,意义至关重要。第三,强调以学生为中心,发挥学生的主动性。本文从高中英语新课改教学中存在的问题入手,探究导致这些问题的原因,并提出相应的解决策略。一、交际教学法在高中英语新课改教学中的问题1.教师重视交际能力的培养,忽视了语法的系统性学习。教师在运用交际教学法的过程中过分地突出了语言运用地位,认为交际能力不包括语言能力和语言规则,以交际为目
The communicative approach came into being in the early 1970s. Its emergence was another leap forward in the development of linguistic theory in the 20th century, which greatly enriched the world’s foreign language teaching theories and methods. Communicative approach has three major characteristics: First, pay attention to communication, especially students’ listening and speaking abilities. Second, pay attention to the meaning, that communicative competence is the goal, the significance is crucial. Third, we must emphasize student-centeredness and give full play to student initiative. This article starts from the problems existing in the teaching of New Curriculum in Senior High English, explores the reasons leading to these problems and puts forward corresponding solutions. First, the communicative approach in New Curriculum Teaching in Senior High School Problems 1. Teachers pay attention to the cultivation of communicative competence, ignoring the systematic study of grammar. Teachers in the use of communicative teaching method in the process of excessive emphasis on the use of language, that communicative competence does not include language skills and language rules, to communicative