英文專業(yè)畢業(yè)論文實施正確的教育方法防止兩極分化

1、contents摘要.abstract.1. background for the essay .12. different grades arise different gap.2 2.1the second term of grade seven.2. 2.2 the grade eight.22.3 the grade nine.33. provide support for underachievers.33.1 grab their positive psychology, pay more attention about their.43.2 dived them into dif

2、ferent levels make the “underachievers” feel a sense of success.43.3 optimization of classroom teaching to enhance teaching interesting, mobilize the enthusiasm of students.53.4 more communication with underachievers, and correct evaluation of a comprehensive.64. conclusion.7bibliography.8acknowledg

3、ements .9摘 要步入21世紀，掌握、運用英語能力已成為測試個人綜合能力、素質(zhì)的一項重要指標。但是在目前的中學英語教學中,學生的水平參差不齊, 學生的兩極分化現(xiàn)象普遍存在，而且往往十分突出，直接影響著學生在整個中學階段的英語成績，同時也阻礙了初中英語教學質(zhì)量的提高。因此，如何防止學生英語成績的兩極分化，如何控制和縮小分化，全面提高教學質(zhì)量，使學生在初中階段獲得較好的成績，為他們的今后發(fā)展學習打下堅實的基礎，值得我們研究，尤其作為英語系的學生，立志將來作為一名教師的我，十分有必要。英語學習兩極分化的現(xiàn)象在初中普遍存在。這種現(xiàn)象通常是七年級差別不大，八年級涇渭分明，九年級分化嚴重，使英語教學

4、陷入被動。教師如不及時正視這一問題，并積極采取行之有效的措施，容易使部分學生失去學習興趣。在初中英語教學活動中，老師常有有這樣的感覺：學生們雖然同時開始學習英語，并且同是一個老師教，一部分學生越學越好，興趣越來越濃；另一部分學生成績卻很不理想，他們越學越?jīng)]興趣，越學越?jīng)]自信。一般說來,剛進校的初一學生,對英語學習熱情高,好奇心強,學習成績較好，但是有一部分學生剛進校就很難產(chǎn)生興趣，可能是他們在小學階段沒能打好扎實的基礎，理解能力、記憶能力、知識的遷移能力和英語綜合運用能力就比一般同學差，所以對英語產(chǎn)生了抗拒心理，再隨著時間的推移難度的加深,這部分同學的成績一步步地落后掉隊,而且落伍人數(shù)也逐漸增

5、加，而且差別越來越明顯，甚至會出現(xiàn)兩個極端。針對這一現(xiàn)狀，作為來自于農(nóng)村地區(qū)的大學生，本著將來回報家鄉(xiāng)，成為一名優(yōu)秀的人民教師的，同時實現(xiàn)自己的人生價值，對天水地區(qū)初中英語學習防止兩極分化進行一些初步探究，對以后順利的進行工作很有必要。關鍵詞: 兩極分化；教學方法；初中生;后進生；英語學習abstractstep into 21 century, to master the use of english has become a personal comprehensive ability test and an important indicator of quality. but in t

6、he current english teaching, students polarization is widespread and very prominent, direct impact on students of english learning throughout the whole grades. therefore, how to prevent the polarization performance of students in english, how to control and reduce the divide, and comprehensively imp

7、rove the quality of teaching so that students get better at the junior secondary grades is significant. and as an english major student, i want to be an english teacher in the future. i think to study this problem is helpful to my career.the polarization in middle school is a common phenomenon. this

8、 phenomenon is usually not very serious from the seventh grade, eighth grade clear distinction, the ninth grade differentiation serious, so that english teaching in a passive position. if teachers who do not promptly address this problem, and actively take effective measures, it is easy to make part

9、 of the students lost interest in learning english.in the english teaching we often find this phenomenon: though the students start learning english at the same time, and teacher is also the same. some students got more and more interests about learning english, then another part of students lose th

10、eir interests gradually. they learn more and forgot more. in general, when the students enter school in the early days they have much enthusiasm, curiosity and motive to learn english. if this situation would keep all the time, that will be a good news to the entire teacher. with the process of them

11、 learning, some problem has happened. there are a few students confused understanding, memory, knowledge transfer skills and english proficiency. this part of the students grades step by step behind left behind, and the increasing number of people falling behind, but more and more obvious difference

12、s, a polarization may be appeared! key words: polarization; teaching method; middle school student；underachievers ;english learning.1.background for the essaythere is a phenomenon that a lot of students of middle school arose difficult about english, in other words, some students get more interests

13、about english learning, yet others far away english. when we talk about english learning ,we must speak of polarization. what is polarization? one of the answers is that grade eight middle school students with the rising grade and learning content increases and the difficulty of the increase, as a r

14、esult, some good scores getting better and better, then part of that poor students performance is getting worse, and even loss of confidence in learning english.it is a prevalent phenomenon in english teaching over the years that the middle school students to learn english in the beginning to produc

15、e a polarization, especially more serious in rural secondary schools. and how to deal with this problem is always puzzle the middle school students. there are several methods to this problem. firstly, it is sufficient to effectively prevent polarization in the entry of middle school. to quickly reso

16、lve this problem that determines the students to improve english learning and development. at first time, teachers need to find out the situation of the new classes of students, including students base of learning, students personality, learning attitudes and habits. the introverted students who ten

17、d to have difficulties to guide them to more open, the teacher should give them more interaction , to experience from the start of their english teachers in special care, maybe they will overcome their learning difficulties and perseverance. secondly, the basis for poor and rural students spelling a

18、bility to imitate is not strong as the higher grades, students begin to learn spelling ability and master the pronunciation rules. as the students that they base the foundation of memory and the accumulation of vocabulary. in addition to timely guidance on the study of law students, students in memo

19、rizing english, should be explained to students the law of memory and forgetting to introduce the method and the memory cycle ebbinghaus forgetting curve, the right learning method is a guarantee of success, through the awareness of teachers to guide, supervise and check, so that students learn to m

20、aster the correct way as soon as possible. gradually to develop them a independent habit, such as preview before class, active participation, seriously good notes, review the consolidated after-school time, every day reading and recitation , using a variety of methods memorizing words, serious writi

21、ng, work independently, as soon as possible to carry out extra-curricular reading, conversation, and so actively practice speaking, once the students develop good study habits, teaching half success.canadian social psychologist gardner and lambert divided the type of foreign language learning motiva

22、tion into integrative motivation and instrumental motivation. with the integrative motivation and with instrumental motivation are likely to get a high score of foreign language proficiency test, but generally speaking, with integrative motivation as learning more successful. 2.different grades aris

23、e different gapin english teaching, the middle school students of rural area learning english arise polarization ,why has this happened? though students learning english at the same time, some students get much interest. but some part of get little achievement. in order to improve teaching quality,

24、we change the method of teaching to increase the students interest and cultivate the students ability of study, thought and suspicion.2.1 the second term of grade sevenwhen the middle school student entered school in early days, they have deep interest in english learning. through the first terms le

25、arning, some students began to lose confidence in english learning, especially since the second terms learning. why did this phenomenon happened? compare to elementary level, intermediate level of english learning is like a bottleneck, with substantial content and more subjects. so polarization begi

26、n to appear firstly in the english learning, especially in rural area. 2.2the grade eightin english study, grade 8 is a geomantic ridge. in this term, more students are confused about english learning. there are more subjects and substantial content in english learning. a nd the base of rural studen

27、ts are very poor. however, many researchers have demonstrated the fact that word knowledge does not increase naturally with the advancement of learning.so many new words arose the front of students, some of them lose confidence in english learning.2.3 the grade nine according to the root causes of l

28、earning motivation, motivation of english learning can be divided into intrinsic motivation and extrinsic motivation. intrinsic motivation of foreign language learners in terms of their own personal interest, motivation to learn from the learners internal factors, such as the thirst for knowledge, c

29、uriosity, self-expression, etc.; extrinsic motivation by external means to promote foreign language learners, or external incentives motivation resulting from the excitation, as for obtaining a diploma, school, high scores, and even parents and teachers recognize the incentives. most researchers bel

30、ieve that stronger and more lasting effects of intrinsic motivation, intrinsic motivation than extrinsic motivation.so we called those who have difficult in english learning are underachievers. when those students entered the grade nine, there is a serious situation that they need to go to high scho

31、ol. their poor english may be influenced in their last score. namely, to establish self-confidence and to develop excellent psychological quality are essential in the improvement of aural students. 3.provide support for underachieversthe key reason is interest. the more they are not interested in le

32、arning ,they lose more self-confidence. in general, when the students enter school in the early days they have much enthusiasm , curiosity and motive to learn english. if this situation would keep all the time, that will be a good news to all the teacher. with the process of they learning, some prob

33、lem have happened. there are a few students confused understanding, memory, knowledge transfer skills and english proficiency . this part of the students grades step by step behind left behind, and the increasing number of people falling behind, but more and more obvious differences, a polarization

34、may be appeared!from my experience of learning english of middle school, i think it is a frequent corrosion that grades twos student happened, especially in the rural area. next, there are several suggestions about this problem.3.1grab their positive psychology, often concerned about their.once a un

35、derachievers wrote a little piece of paper to a teacher, i hope you can call me in english class to answer some simple questions, from their words, we can saw their eager to get the teachers attention and affirmation. in fact, we all know that everyone, , whether good or bad character, young and old

36、, who has a desire to be recognized by the psychological needs of others. our desire is to induce such a positive internal to become driving force. a well-known educator once said: the goal of education is to seize all the students ambition. and like all students, underachievers also want to improve

37、 themselves, they even use different ways to win the recognition of teachers and students. however, in general, they often find obstacles everywhere. it is this desire for long-term are not met, again and again to experience the frustration and failure, the spirit of constantly being suppressed, the

38、n gradually become lazy and give up on themselves, laissez-faire. teachers to catch them positive psychology, to find their potential, english language classes a little more attention to them, encourage them, and they certainly pay more, when the teacher concerned them, their enthusiasm for learning

39、 english will gradually increase, and generated positive emotions.3.2 dived them into different levels make the underachievers feel a sense of success. famous educator suhomlinski，from the former soviet union states said: teaching and education skills and art lies to make every childs strength and p

40、ossibilities to play out, so he enjoyed the fun of the successful mental work. in another words, in learning, both on the mental content (the nature of the job) or to the time required, it should be taken to individual treatment approach. for the rural middle school students, broad brains of the stu

41、dents and give them more challenging activities or problems is a successful method. another problem, underachievers often lack of self-confidence and sense of accomplishment. this is common phenomenon between the students. therefore the teachers should pay much attention about this problem. to this

42、end, teachers can give underachievers a separate assignment. or require parents to urge the students to complete their homework at home. adhere to the surface of batch their work, timely solutions to their difficulties in learning, so that initial success as soon as possible to enhance the enthusias

43、m of learning english. to establish the sincere feeling between the students and the teachers, especially the underachievers. in the same class, individual differences are inevitable. underachievers who lack of confidence and self-esteem. the teachers should give them more care. to talk with them an

44、d less complaining more encourage and help. inside and outside the classroom through emotional communication with them to achieve zero distance between teachers and students exchange, mutual trust generated. on this basis, the teacher take the initiative measure that planned and purposeful guidance

45、to them, step by step, gradually deepened, in the after-school time to free them special treatment, will be able to help them reduce the gap with excellent students, minimize the polarization.3.3 optimization of classroom teaching to enhance teaching interesting, mobilize the enthusiasm of students.

46、 albert einstein has ever said: interests and hobbies is the best motivator. czech educator comenius also said: all possible means should be used to study childrens knowledge and the desire aroused. underachievers who has not enough attention focused on the teacher teaching materials, so they need t

47、o a long time to achieve best results. and create a pleasant atmosphere in the classroom as much as possible. in order to extend underachievers you can do some games with the text, teach them some songs, listen to recordings, talk about some interesting stories, so that students experience the joy o

48、f learning and further enhance the enthusiasm of learning english and active. with the collective strength to infect “the underachievers, and comprehensively improve student achievement.divided different levels of students into several groups in the classroom. according to individual situation to in

49、troduce competition and comparison. to make a conclusion who perform well and who is the best partner, so that students not only get the teachers help in the classroom but also can get the extra help from all students to achieve common progress through mutual learning, through this way can effective

50、ly avoid polarization. practice makes perfect. every english teacher needs to think of a serious problem. i believe as long as we continue to carefully explore, interact, will be able to achieve satisfactory results.3.4 more communication with underachievers, and correct evaluation of a comprehensiv

51、e. underachievers also have their own ideas, have their own point of view, it is necessary to be respected and understood. the teachers must respect the underachievers, and give them more communication. and should be considered underachievers as a friend, with full respect, treat them as equals, ina

52、dvertently told them some simple ways to learn english. this learning difficulties in learning english are easy to carry out. and finally we have to believe, underachievers who has potential to learning english well. perhaps more rural middle school children would achieve english success. it is the

53、effective ways to prevent and reduce the polarization that give them more attention and help. under normal circumstances, underachievers and poor motivation to have a strong dependence. it is necessary for teachers to supervise and guide them to complete a learning task. on the one hand, in school t

54、eachers should always use the spare time to collect timely feedback. ask the students learning, the knowledge of when the class is understanding, given the problems resolved in a timely manner. teachers also often requires students to conduct self-evaluation and self-motivation, the courage to overc

55、ome difficulties to establish. do not understand, ask, ask to the students. for each learning difficulties arranged for a responsible student. the students must be students of good academic results and responsible. in response to this phenomenon, i think that may take the following measures to halt

56、and eliminate: after school targeted support learning difficulties, teachers are required to report on learning the next day and get the teachers guidance.4.conclusionin conclusion, english is a complex language. in order to got a good achievements, we need to develop the students oral, listening, w

57、riting, speaking. we should not forget every areas of this four. there is no active support of parents, poor students complete the learning task is difficult, i grabbed the children learn their parents are generally concerned about this feature, the use of parents and parents to visit often and cont