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由于外语教学的特殊性,所以我对外语教学中的一个重要因素——外语教学法,进行了比较与思考。在中国(全世界也如此),最早的外语教学法是语法翻译法,即中英互译,这因为当时人们学习外语的目的只是为了阅读原著;后来到句型操练法,但机械操作味太强,学生一碰到实际情况便不知所措,优点是尽量减少了汉语的干扰,学生至少开口了;再后,功能法占领教室,学生不再围绕孤立的句型转,而是围绕孤立的情景功能转,应该说前进了一大步,但学生活动还是以摹仿为主,虽能经常看到学生的小品表演,但却是预先准备好的。在实施这三个教学法的漫长过程中,有一个不利于学生运用语言能力提高的因素一直被忽视:中
Due to the special nature of foreign language teaching, I compared and thought about an important factor in foreign language teaching, namely foreign language teaching. In China (as it is in the world as well), the earliest foreign language teaching method was grammar translation method, that is, Chinese-English translation. This was because people used to learn foreign languages only for the purpose of reading the original; later they went to the sentence-based practice method, but the mechanical operation was too tasty. Strong, students feel overwhelmed by the actual situation, the advantage is to minimize the interference of Chinese, students at least opened; then, functional law occupied the classroom, students no longer turn around the isolated sentence, but around the isolated It should be said that the transition of the situational function is a big step forward, but the student activity is still based on imitation. Although the student can often see the performance of the small part of the show, it is prepared in advance. In the long process of implementing these three pedagogies, one factor that is not conducive to the students’ use of language skills has been neglected: