English Teaching and Learning Strategies
--- to explore the obrvation, analysis, problem-solving abilities of the students
贵州省纳雍县雍安育才高级中学：张槐忠
广西姓氏排名
Abstract: In teaching students , Good learning strategy is one of the objectives of English cours, as an effective foreign language learning strategies, not only a large area to improve foreign language learning, the enhancement of learning effectiveness and quality, reduce the study burden, but also promote the potential of bias low or mental retardation students to reduce their learning difficulties. The students of obrvation, analysis, problem-solving skills is to form a good basis for learning strategies.
Keywords: curriculum standards obrving and analyzing learning strategies solve the problem
In today's society, knowledge updating speed. "If today's society is the information age, then the English can be called as information on the carrier." For the Chine people, "Lear
ning the English language, it means opening the Window of the World" (Hu Chun-dong, 1996). "Ordinary high school English curriculum standards," has put the learning strategies into the content of the English teaching standards, It clearly put forward " that It refers to students’ learning strategies in order to effectively learn the language and u the language taken various actions and steps ... ... Institute of independent access to information so that we can collate, analyze, summarize and conclude, in order to expand our knowledge, broaden our horizons, enrich our lives, more consciously plan for our life. "
南非国家
The author of the essay believes that as English teachers, we should be good through the organization of classroom learning activities to develop students of obrvation, analysis and problem-solving abilities, and be able to organize the contents of the study and summarized to cultivate lf-learning ability of some students to help other students form an effective learning strategy, for them to lay the foundation for sustainable development. In the u of "New Curriculum" experimental teaching materials teaching practice, I do the following veral attempts, in the follow-up evaluation of the test feedba
ck, more than 70% of the students ability to learn the language of knowledge has been strengthened. The following is the author’s exploration and practice:
At first, The students can get obrvation, analytical ability in study grammar.
"Thank to the strong practical knowledge of the language, especially grammar knowledge, more students can learn more aware, more intelligent, more easily, so that it can stimulate students deep and lasting interest in learning. Grammar Teaching at any time, at any stage, under any circumstances can not be watered down "(Hu Chun-dong, 2002). The syntax of the past study, a common way is to talk about a rule, and then give some examples, the rules will require students to the back, and some time after the question by this rule, with the result that only a few "best" students still remember , the rest of them are forgotten. Long-term past, the teachers blame the students do not mind school, do not u their brains, not try to go back. While students complain that teachers do not explain clearly. And be Into a strange cycle of learning grammar. "For not fully thought about them memorize everything by the rules, only the surface of knowledge, an法式美甲图片
d knowledge of the surface it is difficult to maintain in memory. Do not understand that learning something like playing a snowball, as a lesson and then a lesson snowball ,the snowball would bigger and bigger . "(the former Soviet Union, Suhomlinski).The Attributive Clau learning is the top priority of high school English grammar, but preposition + relative pronoun usage is to make students more headache. The author solve this dilemma as following:
Step one: show the following ntences:
1.a.We live in a very quiet and beautiful town.
After repeating ：That is to say ,the town where we live is very beautiful.
The town in which we live is very beautiful .
The town where we live is very beautiful.
b. He was put in prison .He could not escape from it .
He was put in prison where he could not escape .
He was put in prison from which he could not escape.
2.a. I still remember the year when / in which I joined the Party.
b. I still remember the day 开机花屏when / on which I joined the Party.
c. I still remember the date 虾怎么开背when微软数据中心沉海 / at which I joined the Party.
By obrving, the students are summarized as follows: preposition + relative pronoun structure, determine the choice of preposition following two aspects: 1. By the attributive clau with the verb with the preposition decision; 2. By the attributive clau modified antecedent decision. In this way, this problem has been understood and solved successfully by the students . In the follow-up of individual choice, the students made a quick and accurate respon, it is not difficult to explain the problem. This is another indication that "has a thorough understanding of the rules, They don’thave to memorize everything hard in mind, but veral times been ud to in terms of ideology and a statem加湿器作用
ent of fact, rules for students has become just like learning to u a key. "
