小學(xué)英語教學(xué)中教師的主導(dǎo)作用（全英文）

小學(xué)英語教學(xué)中教師的主導(dǎo)作用（全英文）摘要小學(xué)英語課程已在各小學(xué)開展有數(shù)年，在此基礎(chǔ)上又開展了新課改。新課改強(qiáng)調(diào)以學(xué)生為中心，以學(xué)生需要為中心。在實(shí)施過程中，由于曲解了教師的主導(dǎo)作用和學(xué)生的主體作用。教師的主導(dǎo)作用是教師的主導(dǎo)作用是指在教師和學(xué)生這對矛盾統(tǒng)一體中，教師通過創(chuàng)造條件促使矛盾轉(zhuǎn)化即通過創(chuàng)造外部因素來誘發(fā)學(xué)生的內(nèi)部因素調(diào)動學(xué)生的積極性引導(dǎo)教學(xué)活動向教學(xué)目標(biāo)方向發(fā)展。教師的主導(dǎo)作用是從教學(xué)活動的意義上說的，他決定了教學(xué)的方向，方法，形式和內(nèi)容。學(xué)生的主體作用是從教學(xué)認(rèn)識的意義上說的。發(fā)揮教師的主導(dǎo)作用是學(xué)生間接有效的學(xué)習(xí)知識，發(fā)展身心的必要條件。關(guān)鍵詞：小學(xué)；教師的主導(dǎo)作用；學(xué)生的主體作用；AbstractEnglishcourseshavebeenofferedforseveralyears,nowtheminnistryofeducatincarriedoutnewclass

reforms.New

classreformsemphasizeonallstudent-centred,allstudent’need-centred.Butintherealprocess,manyschoolsmisunderstandthemeaningofthedominantroleofstudents,students,theleadingroleofteachers.Theleadingroleofteachersisintheparadoxbetweenstudentsandteachers,andbythecreationofconditionsteachercanhelppromoteconflictstransformationnot.Inotherword,createxternalfactorstoinducetheinternalfactorstobringstudents’enthusiasmintoplay,andguidelearningactivitiestothedirectionofthegoalsofteaching.Theleadingroleofteachersissaidfromthepointofteachingactivities,andateacherdeterminesthedirection,methods,formandcontentofteaching.Student'smainroleistounderstandfromtherealizationofteaching.Theleadingroleplayedbyteachersisanecessaryconditionofstudentsindirectly,effectivelearningofknowledge,forthephysicalandmentaldevelopment.Keywords:primaryschool;theleadingroleofteachers;thedominantroleofstudentsIntroductionIntoday’sworld,withtherapiddevelopmentoftechnologyandscience,internationalcompetitionisbecomingincreasinglyfierce.Therefore,thecompetitionoftechnologyandscienceisthekeyofcomprehensivenationalpoweramongthewholeworld，andinformationtechnologyisthechiefrepresentationofmoderntechnologyandscience.Withtheinformatizationofsociallifeandglobalizationofeconomicactivation,foreignlanguageespeciallyEnglishisbecomingaveryimportanttoolofthereformandopeningandthecommunicationwiththeworld.InordertomakeChinaenterintothetrendofglobalizationeasily,theministryofeducationdecidedthatofferingtheEnglishcourseinprimaryschoolisanimportantcontentofthereformofbasiceducationinthe21stcentury.Afterseveralyears’development,ChineseEnglishundertakinghasgottentremendousimprovements,Englishcourseswereopenedinbroadprimaryandmiddleschools,atthesametime,differenteducationaltheorieswereappeared.Withregardtothecurrenttraditionaleducationaltheories,theminnistryofeducatincarriedoutnewclass

reforms.New

classreformsemphasizeonallstudent-centred,allstudent’need-centred.Butintherealprocess,manyschoolsmisunderstandthemeaningofthedominantroleofstudents,becauseofundueemphasisonthedominantpositionofstudents,theleadingroleofteachersisgreatlyignore.Especiallyintheperiodofprimaryschool,becauseofthespecialtyofEnglishinprimaryschoolandpupils,ifgiveuptheleadingroleofteachercentredteachingmode,andhandallthedominantroletopupilswhoselearningabilityisnotverygood,itcanbeimaginedthatourteachingstandardwillgetdown,whichwilldirectlyeffectthequalityofourcountry’sfoundationaleducation.Sohowtotreattheleadingroleofteachersinprimaryschool’sEnglishisaproblemwhichisneededtothinkdeeply.ThisessaywilldiscusstheimportanceoftheleadingroleofteachersinprimaryEnglishteachingfromseveralopinions.Ⅰ.ThecharacteristicsofpupilsandfeaturesofprimaryschoolA.TheTargetofEnglishCourseinPrimarySchoolFromthethirdtosixthgrade,Englishcoursesisopenedwhichtargetistostimulatepupil’sinterestinlearningEnglish,tocultivatetheirpositiveattitudetowardsEnglishlearningsothattheycanestablishapreliminarystudyofself-confidenceinlearningEnglish,toforststudents’certainsenseoflanguageandagoodbasisforpronunciationandintonation,sothattheyformtheinitialuseofsimpleeverydayEnglishcommunicationabilitytolaythefoundationforfurtherstudy.B.ThePhysicalandPsychologicalFeaturesofPupilsPupilsofthethirdtosixthgradeisabout9-12yearsofage.Inthisadolescentperiods,pupilshavesomefeatures,whicharecurious,hyperactive,thefondoflovingperformance,goodatimitatingandsoon.Theylikenewthing,forexample,anunfamiliarlanguagecanstimulatetheircuriosityabouttheinterestinEnglishlearning.Theyliketogetattentionofothers,andattachimportancetoteachers’praise.Andalsotheyarenotafraidofmakingmistakes,veryfewhaveasenseofshyness.Thevariouspartsoftheirbodyorgansarestillgrowingandhasnotyetgrowingup,sotheyownaunsteadysoundthanthoseadults’organshave,sothetoneofvoicetoimitateaforeignlanguageiseasierthanadults.Theirmemoryisgood,thinkinginimagesisgood,butthelackofrationalthinking,logicalthinkingabilityisnotstrong.Willpower,andcomprehensionandself-controlabilitywerenotverysatisfactory,sostudentsneedtheteachers’help.C.TheCommonFeaturesofOurStudentsNext,scholarshavealsodonethesurveywhichshowedthat,themajorityofourstudents,whoreceivetheimpactofthethetraditionalConfuciancultureandmodeofeducation,arecharacterizedwiththefollowingsometypicalcharacteristics:First,students’performintheclassteachingispassive,andaredifficulttospeakouttheirownopinions,andthischaracteristicoftenperformedmoreobviouslyinhigh-gradestudents.Languageteachersinteachingprocessisoftenencounteredthissituation:Whentheteacherraisedanissue,themajorityofstudentsmayknowtheanswer,butveryfewpeoplewilltaketheinitiativetoanswer,theresultisoftenthattheteacherpointstothepersontogetreaction.Manyteachers,especiallyforeignteachers,whicharequitepuzzlingonthestudents’perform.Furtherinvestigationshowedthatthemainreasonsare:1.astudent'sownlackofconfidence;2.studentsareafraidtobetheleadingone,herdmentality,asenseisworkingonstudents.Theneworlow-gradeperformanceofstudentsismoreactiveisbasicallyjustlikeanoldsaying“Greenhandisfearlessofanything”.Second,examination-oriented,thatis,thelearningcontentsmayappearinexams,thenthestudentslearnveryseriously;Onthecontrary,itishardtosay.Soaveryembarrassingsituationofteachersarein,teacherswhosesubjectismajorandneedtohaveanexamhavegreatpsychologicaladvantage,whiletheteacherswhosesubjectisnotmajorandneednottohaveanexample,inevitablyfeelguiltconscience.Third,theremustbepressureinordertohavemomentum.Inthisrespectourstudentsaregenerallylikethespring.Externalpressureisgreater,thereactionwillbestronger.Manyfactsshowthatourstudentsarehighlypotential,ifthereisaclearexam-orientedgoalsorhavelearnedthereisastrongnear-termpracticality,theywillbeabletoefficientlysparenoefforttocaptureonebyonefacingtheknowledge"fortress."InChina,thestatusofprimaryeducationinforeignlanguagesisthatmoststudentsarebothlackofsubjectiveandobjectivepressureordonothaveenoughpressure,thisisoneofthereasonsthattheprogressofChina'sforeignlanguageproficiencyofstudentsisimprobedslowly.Finally,andmosttypically,ourstudentshaveastrongdependenceonteachers,andrespectfortheauthorityofteachers.Thisauthorityisperformedintwoaspects:oneiswhattheteachersaysisalwayscorrect,studentsrarelyhavedoubts;theotherhand,listeningtotheteacher,then,sowhattodoonwhattodo,sohowmuchtodoHowmany,theremayberesentment,buttoensuretimelycompletionoftasks.Ourstudentsareveryrepresentativeofthesecharacteristics,andonlywiththerightrecognitionoftheseproblemscanweprescribetherightmedicinefortheseproblems.AccordingtothephysicalandpsychologicalcharacteristicsofprimaryschoolstudentsandthecurrentChineseeducationalsituation,thecharacteristicsofEnglishlanguageteachinginprimaryschoolare:teachingcontentcourseisclosetolife;theclassroomoftenusedgames,dialoguesandotherformsofvisualscenesforteachingandlearningareoftenuses,madeuseofthemulti-mediamodernteachingmethods,theatmosphereisabetterlanguageenvironment;inclassteachersalwaysemployincentivemechanisms,inordertoencouragestudentstobemoreproactive.ButinourprimaryschoolEnglishclass,toomuchemphasisonthecreationofthesituation,evenforsituation,sothatcreatedafalsesituation.ManyteachersholdingsuchanexceptionthatinsuchsituationthechildrenlearnedEnglishnaturally.Butthisexceptionistheebonyoftheoriginalbook,ariverwithoutwater,isobviouslyunrealistic.Inthe40-minuteEnglishclass,theteacheractuallyteachingaforeignlanguageisactuallyverylittletimeforpupilswhoareatthestageofconsolidatingthefoundationisveryharmful.Ⅱ.Theleadingroleofteachersandthedominantroleofstudensidedness.A.TheRoleofTeachingandStudyingTeachingactivitiesarebilateralactivitieswhichhavetwoaspectsofteachingandlearning,forteachersthisisaworkpractice,inessence,inordertocompletethetask,toachievetrainingobjectivesforstudentservices,teachingscienceexistbecauseoftheexistoflearning.Forstudents,teachingisaspeciallearningactivitywhichareundertheconditions,thespecialconditionsofsuchlearningactivitiesareintheserviceofteachers,withthehelpoftheteachers,studentscansavestimeandeffortanddonottakedetoursorlessthanlearningbythemselves.Therefore,teachingexistforlearning.B.TheDefitionoftheLeadingRoleofTeachersandtheDominantRoleofStudentsLookingbacktoforeignlanguageteachingtheoryandpracticeinrecentyears,whatarehighlybroadcastedandrecognizedarethetraditionalteachingandmodernteachingconcept.Thetraditionalteachingconceptisthattheleadingroleofteachersisthattheteachersarethecentralfigurewhoplayeddominantrolesinclass.Itsdominantfocusshouldbeplacedon"main",thisnaturallyalsoneglectstheroleofthemainbodyofstudents,thisconceptmisinterpretstheleadingroleofteachersindeed.Theleadingroleofteachersisintheparadoxbetweenstudentsandteachers,andbythecreationofconditionsteachercanhelppromoteconflictstransformationnot.Inotherword,createxternalfactorstoinducetheinternalfactorstobringstudents’enthusiasmintoplay,andguidelearningactivitiestothedirectionofthegoalsofteaching.Theleadingroleofteachersissaidfromthepointofteachingactivities,andateacherdeterminesthedirection,methods,formandcontentofteaching.Student'smainroleistounderstandfromtherealizationofteaching.Theleadingroleplayedbyteachersisanecessaryconditionofstudentsindirectly,effectivelearningofknowledge,forthephysicalandmental

development.In

otherwords,theteachingandguidingofteachersareexternalcauseofthedevelopmentofstudents,andthedominantroleofstudents,students’subjectiveinitiativeistheinternalcouseofthedevelopmentofstudents,thesetwofactorsforstudents’learningareindispensable,andcannotbeignoredoneithersideoffthesetworoles.Atthesametimemustemphasizethatthetruerecognitionofthedominantpositionofstudentsdemandsteachersserviceforthethemeinevitably,toformateacher-studentrelationshipwhichistoserviceandisserviced,teachersshouldbecomeastudent’smentor,teachersshouldputcompletelydownthestateof"masters"inteachingandlearningprocess,.Teachersshouldcomedownonthethrone,whichconstitutesacontradictionwiththestudents,theveryantithesisof"thedignityoftheteachingprofession,"putourselvesinforthestudentssake,help,support,supportstudents

learning.In

short,theleadingroleofteachersandthedominantroleofstudentsaretocomplementaryandindispensable.Ⅲ.TheplayoftheleadingroleofteachersinEnglishclassofprimaryschoolA.TheReflectionoftheLeadingRoleofTeachersModerneducationtheorycalledforgivingclassbacktostudentsc,infact,thisisnotaweakeningoftheleadingroleofteachers,buttoimprovetherequesttowardstheteachers.IntheprocessofEnglishteaching,theteacher’sleadingroleisreflectedinmanyaspect,suchastoexplainencourage,guide,inspect,assessandexplainandcontrollinglygraspactivitiesofstudents’learninglanguageknowledge,alloftheseactivitiesaretreatedcompleteingtheeducationalpurposeasthecenter.Thedominantroleofstudentsisreflectedinthediscussion,understanding,thinking,analysis,andself-evaluation,thesehavetobeconsistentwiththeleadingroleoftheteachership.Inteaching,teachersplayaleadingrolewiththeobjectivityandnecessity.Thedirectionofteaching,teachingcontent,teachingmethods,teachingprocess,learningoutcomesandthequalityofeducationandsoon,arealldeterminedanddesignedmainlybytheteachers.Studentsaredifficulttoaccomplishthis,theyneedtolearnundertheguidanceofateacher.Teachersplayaleadingroleinteaching,whichisthemaindutyofeducation;atthesametime,becauseteachersaregothighlyspeciallyeducatedandtrained,sotheycanbeaverygoodgraspofthedirectionofteaching,content,methods,etc.whichishardforstudentswhoareingrowingdevelopmentstageswhoseknowledgeandexperiencearenotrich,andlackofcertaindepthsofunderstandingofthingsandtheabilitytoidentity.Theleadingroleofteachersismainlyreflectedintwoaspectst:lessonpreparationandteaching:1.TheLeadingRoleofTeachersinPreparingLessonsTheso-called"teachersarewhotransmitwisdom,impartknowledgeandresolvedoubts",thissentenceismainlytalkedaboutwhatteachersdidisinadominantposition.Teachingisaverycomplexsystem,whetheralessonisgoodorbaddependsaboveallontheteachersprepartion.Therefore,beforeclassteachersarecarefullystudyingmaterialsagainandagain,whichistomakeclearteachingobjectivesandrequirements;notonlytograspthemainpointsofteachingcontentanddifficulties,butalsobereadytohowtoimportthetext.InteachingEnglishtextsthisaspectisoftenneglected.Thefunctionofcourseguideisreflectedintheinspiringandguidingstudentsinthinkingtoledstudentsinashorttimeintotheclasss’sbeststate.Therefore,teachersshouldmakeeveryefforttousetheimportstrategiesandinthiswaytomakestudentstoparticipateintheteachingprocess,whichisapioneeroflearninglessons.Preparinglessonsalsoneedtopayattentiontotheotherthreemainareas:(1).Analyzeandunderstandthestudents,teachersshouldcultivatefriendshipwiththestudents.Studentsaretheobjectofteachingship,arethemainbodyoflearning.Teachingmustproceedfromtheactuallevelofthestudents,andforallstudents.Teachersshouldalwaystalkwiththestudentstounderstandtheideasandeffectsafterlearning,targetedtoprepareagoodlesson.Inclass,itiseasytoputthestudentsandtheteachingtogether.(2).Selectionofteachingaids,tostimulatestudent’sinterestinlearning.Lessonpreparationshouldalsobeconsideredintheselectionofvisualaids,makefulluseofpictures,objects,textrecordingandlisteningtrainingmaterials.AttheprimaryschoolEnglishclassroom,butalsomadesomepictures,askthestudentstopaint,fullyattracttheattentionofthestudents,tomakestudentstosee,tolisten,tosaywithoutspecialconsciousness.(3).Toguidestudentstodoarehearsalandreviewofthelesson.Atthesametimeoflessonpreparation,teachershouldtakeintoaccounttoguidestudentstopreparefornewcourses,callthestudentstoprepspellnewwords.Textshavebeenlookatafewtimesinadvancetofindoutwherenottounderstand,andpaymoreattentiontowhenthatislecturedinclass.Andassignmentshouldbeappropriateandthoughtfultoreducetheburdenofstudents,toconsolidateandimprovetheday’steachingcontent.2.TheLeadingRoleofTeachersinTeachingTheclassisthemostimportantwaytoimpartknowledgeinschools,primaryschool’slessonisonly40minutes,howtodesign,howtoorganize,howtouse,areextremelyimportant.Theleadingroleofteachersmostmostimportantlyisreflectedintheclass,teachersshouldstrivetoimproveteachingmethods,toincreasethestrengthanddensityofthelanguagepracticinginclass,improvethequalityofclassteaching.Inmyopinion,thefirststepistouse10-minutechecksonstudents’masterofthebasicknowledgeinarefreshercourse,toinducetheoldintothenewsituation,sothattoconnecttheoldandnewknowledge.Onthebasisofthestep,thenintoteachingnewcourses,timing20minutes,lectureasksthepurposeisclear,focuseisobvious,andtofocusonreadingcomprehension,comprehensiveabilitytoinspirestudentsthinking,"finishingtouch"ratherthan"superfluous."Finallyanother10minutes,theconsolidationofnewcoursesteaching,organizestudentstoappropriatepractice.Ithinkthis10-20-103paragraphsteachingmethodsnotonlyhelpteacherstoplayaleadingrole,alsohelpstudentstoplaythedominantrole:boththereviewandnewcourses,butalsopayattentiontoadvantageofnewcoursesatthetimeofpossession,asinaclassthelast10minutesalsoserviceforthemiddle20-minuteteaching,isanextensionandcontinuationofteachingnewcourses,This10minutesboththeconsolidationofnewcourses’teachingcontent,andthereduceoftheburdenofstudentsinafter-schoolreview.Theteacher'sroleisconsideredtobeanexampleofguidingand

learning.In

class,teachersshouldguidestudentstogivearightanswer.,giveatimelyfeedback,AnexperiencedEnglishteacher,alwaysgetemotionalactivitiestogetherwithintellectualactivities,whichisintendedtostimulatestudent'sinteresttostrengthenthesenseofparticipation,enhancestudents’mentalhealth.Intellectualactivityisawaytoenhancethestudentsunderstandinglevelthatcaninspirestudentstothink,toenhancestudents’masteryofthefeaturesofEnglish.B.Teacher’sperformanceinanEnglish-teachingclassIntheclass,whenstudentsweretransferringtheirattention,theteachershouldanalyzethereasons.Bychangingteachingmethodstoincreasethenumberofstudent-teacherinteractiontopics,mobilizingstudents’initiativetoparticipateintheactivities,thenattracttheattentionofthestudentsreturntoclassteaching.Becausetheteacherdoesnotsimplyplayateachingrole,withtheprocessoftheteachingactivitiescarriedout,particularlyintheclassatanytimetherearesomedifferentsituations,theteacherwasaskedtoplaydifferentroles.Whenintroducingnewcontents,teachersarethosewhoexplainanddemon