教学重心前置模式下的幸福英语课堂

论文总字数：28020字

摘 要

目前，我国英语教学仍以课堂为基本组织形式, 但教学方式相对比较落后。英语教学中， 仍然有很多教师采用传统的英语教学方式,照本宣科的现象依然存在。 课堂教学组织管理松散低效并缺乏适当适时的教学评价。然而教育应该追求恒久性、终极性的价值，培养真正的人，给予学生以幸福。

本文的研究如何在教学重心前置模式下构建幸福英语课堂。基于教学重心前置模式下的幸福英语课堂实践不能离开两个必然要素——教师和学生。通过教学重心前置，教师和学生进行有序的交互活动，同时又互相正向影响着，加深对教与学的理解，实现师生的情感提升和高效幸福课堂。

关键词：英语教学; 幸福课堂; 教学重心前置

Contents

1. Introduction 1

1.1 Background of the Paper 1

1.2 The Significance of the Paper 2

1.3 Overall Structure of the Paper 2

2. Literature Review 3

3. Happy English Class 4

3.1 The Conception to Build "Happy English Class" 5

3.2 The Goals to Build "Happy English Class" 5

3.3 The Approach to Build "Happy English Class" 6

4. The Happy English Class Mode Based on the Foregrounding of Teaching Emphasis 7

4.1 The Relationship between Teachers and Students 7

4.2 Expected Goals 8

4.3 How to Carry out the Foregrounding of Teaching Emphasis to Ensure the Happy English Class 8

5. Conclusion 11

Works Cited 12

1. Introduction

1.1 Background of the Paper

At present, English teaching at home still depends on classroom as the basic form of organization, but the teaching method is relatively backward.

In the English teaching, many teachers still use those traditional English teaching methods. Teachers speak in English class while the students listening. Students are in passive positions to accept. The whole English class is the single infusion, and lack of interaction between students and students as well as between teachers and students. The atmosphere of the class is boring, reducing the charm of English, which makes students lose interest in learning English, and the class efficiency also damaged greatly.

In English, the phenomenon of repeating what the book says still exists. And for a long time, for the subjective limitation, some teachers’ understanding of the concept of teaching materials still stays on the surface, only depending on the textbook content and system to organize teaching procedure. They do not venture to cross the half step, thus teachers become scripted teacher, only focus on knowledge teaching, while neglect to pay attention to the all-round development of students.

The organization of class teaching is loose and inefficient. In English class, some teachers only pay attention to the interest while ignoring the systematic nature, only pay attention to the creation of teaching situation while ignoring the time and efficiency. Some situational content is irrelevant to the theme. Thus it will be a waste of time, reducing the efficiency of class teaching. If teachers have no good control ability in the class teaching organization, in the classroom there will be a lot of waste. Class process will be messy scattered, and the effectiveness of the class will be in imperceptible at a discount.

English learning does not hold appropriate and timely teaching evaluations. In class teaching, some teachers only use ‘Good’ ‘very Good!’ to respond to students" answer, just like insipid language without ideas and lack of passion. Reasonable evaluation can fully mobilize the enthusiasm and initiative of students learning, while blind random evaluation can make students produce illusion, real doubt about evaluation, and gradually lose interest in learning English, decreasing the teaching efficiency greatly.

1.2 The Significance of the Paper

Nowadays, people have been more critical of the traditional ways of teaching and advocate the mode of happy class.

For a teacher, to find out how to teach, especially to know what roles do the teacher play in an English class is very important. Based on the foregrounding of teaching emphasis, the teacher may play an important role in the leading process of teaching and learning. The happy class teaching focuses on the development of students themselves and gives them chances to build, perform and develop. In the autonomous learning, they find, explore, construct and generate. Therefore, teachers and students can strengthen their comprehension of teaching and learning.

The standard for happy class is both for teachers and for students, only teachers and students work together，can they truly achieve the happy class. Under the foregrounding of teaching emphasis, the evaluation of a happy English class must be from “focusing only on knowledge acquisition” to “pay attention to person’s all-round development’. Happy class teaching mode emphasizes "autonomy, cooperation and explore", to make the students become the master of study, to experience the fun of learning, to enhance their learning satisfaction and reduce their emotional depression, thus achieving high efficiency happy class.

In this way, happy class teaching mode can effectively improve the students’ and teachers’ subjective well-being, strengthen the comprehension of teaching and learning, and promote the happiness of the English class.

1.3 Overall Structure of the Paper

The paper is composed of five parts．

First part the begins, an introduction，which introduces the background and the significance of the paper including the importance and necessity of the foregrounding of teaching emphasis.

The second part is the literature review of the related studies on Happy Education and the foregrounding of teaching emphasis.

The third part is the rationale with three aspects：one is the conception to build “happy English class”; two is the goals to build “happy English class”; the last is the implementation idea to build “happy English class”.

Last but not least is about the happy English class mode based on the foregrounding of teaching emphasis. The part presents and discusses the whole teaching and learning process including the relationship between teachers and students under this mode, expected goals and how to carry out the foregrounding of teaching emphasis to ensure the happy English class, the concrete operational process.

The last part is the conclusion. The major findings, pedagogical implication of this thesis，and hopes for future study are all concluded in this chapter．

2. Literature Review

The theory of happy class has been studied by many scholars both in China and abroad. Some scholars focused on the standard and evaluation of happy education. Some scholars connected the class teaching with the environment. Some scholars analyzed the important factors which made that happiness. B.A.Cyxomjnhcknn once said: "In the teaching syllabus and textbooks, it gives students a variety of knowledge, but does not give students the most precious thing. That is- happiness. Ideal education is to cultivate a real person, let each who cultivates their own can happily live through life. This is the permanent and ultimate value education should pursue"(B.A.Cyxomjnhcknn, 2007:2). From him, we found the origin of happy education. In China, Liu Cilin had ever formed a theory in his book The theory of Happy Education which presents the happiness of teaching(Liu Cilin, 2003).

This paper discusses the happy English class based on the foregrounding of teaching emphasis. It talks about the whole teaching and learning process including the relationship between teachers and students under this mode, expected goals and how to carry out the foregrounding of teaching emphasis to ensure the happy English class, the concrete operational process.

Foregrounding of teaching emphasis, is the change of teaching ideas and the way of learning rather than simply some preview homework to let the students learn first. It is the fundamental change in the class system. In other words, it is the changes of class time structure, spatial distribution, the role, teaching resources, teaching methods and evaluation methods. The foregrounding of teaching emphasis refers to the time and energy of teaching and learning between teachers and students. The foregrounding of teaching emphasis refers that teachers and students pay efforts before class effectively rather than spend too much time after class uselessly, to make the students learn before class and be ready to learn in class, and make the teachers fully realize the situation of learning and be targeted to teach in class. For self-study questions, students discuss in groups first, then communicate in class, every student must give their views, and listen to other’s opinion, to make students make progress together in the theory of " discuss and talk”.

Compared with the traditional teaching mode, the foregrounding of teaching emphasis mode contains the following features: i. The learning of students is more independent; ii. The teaching of teachers in teaching is more targeted; iii. The class are more active; iv. After-class invalid repeated labor of teachers and students is greatly reduced. There into, the biggest characteristic is tantamount to turn the after-class heavy repeated homework and error correction work into students’ independent study before class activities. This feature is what makes this mode with infinite vitality.

3. Happy English Class

Happy education is the education to reach a person"s happiness emotion, for the purpose of it, to cultivate people who can create happiness and enjoy happiness. Happy class refers that the study groups, relying on the class, achieve sufficient preparation before class and generation, to let students feel the happiness of the imagination; Realize the class communication and display based on the independence of students, to let students feel their own happiness; Achieve timely detection and feedback of classroom, to let students feel the happiness of the success and appreciation; Realize the expanding of the extent of the students" ability, to let students feel the happiness of development.

3.1 The Conception to Build "Happy English Class"

Building "happy English class" has many bases: the growth of modern education development, the new demand of the class according to the quality education, the demand of foundation of training innovative talents, the inevitable requirement of developing students’ personality, the new requirement of the party and the government on the education.

In terms of English course, English is not boring, while it is our teaching boring. Teachers can not let the children learn in so much pain, and should return the beauty of the English.

For a person"s life, a happy childhood is much more important than a pile of assignments and exams. We can’t give up assignments and exams, but campus life is not only for assignments and exams. This is the truly meaning to build "happy English class".

3.2 The Goals to Build "Happy English Class"

To make teachers feel happy. Teachers’ happiness of education is derived from bearing a proud, the childishness of maternal love, the falling in love with the interests in scientific research and more from the achievements of the students’ development. Without the development of the teachers, there is not the development of students. For students’ achievement, teacher quality is much more important than other variables. As long as teachers know love, they will enjoy the education, experience the happiness, will explain what is the teacher"s happiness with diverse and varied polymorphism, can absorb the elements of happiness and joy in the ordinary, poor, cumbersome teaching life, let themselves get true happiness.

To develop happy students. Make students happy, in class and lay a solid foundation for their future happiness, better performance, better body, better mentality, public individual character, and special skills. With the rapid changes in China, it is clear that the world demands schools to prepare and educate students who are skilled at involving with teams, thinking creatively, solving problems effectively, and searching, processing and applying the information independently. In school, children are exciting and stimulate their curiosity. They need o involve in something active and they need to be appreciated by the teacher. In the autonomous learning, they can find, explore, construct and generate. Thus, they can get true happiness.

3.3 The Approach to Build "Happy English Class"

Letting the students achieve happiness, is to get the class teaching of less time cost and high efficiency, in another way, it is to construct an efficient class. We can construct an efficient class according to these following principles:

Read something, you can remember 10%;

Hear something, can you remember 20%;

See something, you can remember 30%;

After listening to something and watching, you can remember 50%;

Say something, you can remember 70%;

Do something, can you remember 90%;

It emphasizes that students are the center, attaches importance to the students" participation, individual"s attention, and innovation and generation in the process of teaching. Therefore, teachers should be the leader and facilitator of students’ study, not just the imparting of knowledge. And admit that students are the developed people, the unique people, the people with independent significance, and the main body of the study. Teaching is not a single the process of teachers teaching and students learning, but the emotional interaction and common development between teachers and students. The process is much heavier than the conclusion. Teachers should constantly accumulate experience in practice, improve the monitoring ability for this kind of multidimensional, dynamic classroom to ensure the rigor teaching structure and compactness in the procedure of English teaching. forms the interaction between teachers and students and the atmosphere of actively participation and exploration, promotes the students" learning and development, thus comprehensively improves the efficiency of the English class.

4. The Happy English Class Mode Based on the Foregrounding of Teaching Emphasis

The main body of teaching is student, and the student is the master of study, the class is a paradise for students. To make class become students’ paradise based on the foregrounding of teaching emphasis, class teaching will elaborately design students’ main activities, to let the students to set up the real, active learning, and creative learning, to make students participate all the time, and give students learning initiative.

4.1 The Relationship between Teachers and Students

Let the teacher down the platform. Teachers give time to the students and guide students to explore themselves. In the teaching process, teachers return the initiative and time to the students, to make their initiative to find problems, explore new knowledge. In this way, for the students themselves, they can get the deepest impression, most understand, can be easy to grasp the inherent law, nature and relation of problems. Class teaching should activate the students’ superior quality of exploring independently and positive thinking, and give students enough time to read, think, exploration, digest, to cultivate students" autonomous learning and innovation.

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