快乐教学法在小学英语课堂的应用研究

论文总字数：27797字

摘 要

传统英语教学方式只重视知识的传授，因此，学生的失去了学习英语的兴趣。为了解决这个问题，本文将尝试引入一种新的教学方法，即快乐教学法。目前，我国已有许多关于快乐教学法的研究，但它们的侧重点有所不同。

这篇文章将探索快乐教学法的背景及它的功能，还将对其与传统教学法做一个区分。本文共分为四个部分。第一部分介绍了快乐教学法的背景，探寻了快乐教学的内涵及功能并且分析了快乐教学法与传统教学法的区别；第二部分则探讨了快乐教学法的理论基础；第三部分是本文的重点，围绕如何构建快乐的小学英语课堂展开了论述，它包含快乐英语课堂的基本流程以及快乐教学法的主要方式。

关键词: 小学英语；快乐教学法；传统英语教学法

Contents

1. Introduction 1

2. Literature Review 1

2.1 The Background of Happy Teaching Methods 2

2.2 The Functions of Happy Teaching Methods 2

2.3 The Main Differences Between Happy Teaching Methods and Traditional Teaching Methods in the Primary School 3

3. The Theoretical Background in English Happy Teaching Methods 3

3.1 Psychological Background 3

3.2 Linguistic Background 4

4. The Construction of a Happy English Class 5

4.1 The Basic Procedure of a Happy English Class 5

4.2 The Main Methods of Happy Teaching 7

5. Conclusion 10

Works Cited 12

1. Introduction

As a second language in China, English has become more and more important. The whole society has already realized this, so the government promotes the development of English education. It is the key period for students in primary school to learn English well. The English teaching basic requirements are: according to the physiological characteristics of students and the needs of the development of the student English learning, developing students’ interest and positive attitude in English learning; making them establish the confidence of English learning, developing the sense of language, good pronunciation, intonation and written form; developing the ability of applying their target language for day-to-day communication simply, at the same time, developing students’ ability of observation, memory, imagination and creativity. Both of them put the cultivation of students’ study interest in the first place. However, as is known to all, young students’ attention can be easily diverted, it will also easily out of mind, we may find it difficult for young students to concentrate their attention for a long period. Given to these, the teacher should use various activities to attract their attention and develop their interest in English learning. According my own experience in teaching practice, I will propose some kinds of activities about Happy Teaching methods used in English teaching classroom.

2. Literature Review

At present, with the advocation of education for all-round development and the liberal education, the Chinese government is trying to carry out the educational reform. Admittedly, to some degree, the traditional teaching methods have many bad effects in students, we can find they feel unhappy in English class. Therefore, some new teaching methods, Happy Teaching methods, come into being. In fact, experts have started the research on Happy English Teaching methods since 1980 because of the heavy learning burdens and students’ complains. The British philosopher Herbert Beidler claimed: Happy Teaching methods mean joyful study, entertaining, educating, and enriching.( Herbert Beidler,2003:15) At present, there are many researches about the English Happy Teaching Methods and they are mainly about the application in junior school or middle school. Recently, more and more people show more concern to the research about the Happy Teaching in the primary school. And they are mainly focus on the English class and pay little attention to students’ after-class activities which is also an important part of English Happy Teaching. Although the reasearch of this topic has made certain achievement, it still needs our further discussion. In view of these, this paper will research the basic procedures of a happy English class(including after-class assignments), which is the innovation of the paper.

2.1 The Background of Happy Teaching Methods

Nowadays, the Chinese and foreign educationalists have the extremely rich elaboration to the teaching question. We may obtain such understanding: The Happy Teaching methods are in the teaching process, fully transfer the teacher and student’s enthusiasm, make the teacher happy to teach and make the students happy to learn. And the students will obtain the full scale development on their own initiative. Meanwhile, the students will obtain the pleasure of success, throughout fully experiences of overcoming difficulties. This mutual recognition can help us to have the profound enlightenment and the model. (Liu li,2007:18)

2.2 The Functions of Happy Teaching Methods

The British philosopher Herbert Spencer says: “Education has for its object the form本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。ation of character.” Happy Teaching methods do for its object the formation of character. How to demonstrate that Happy Teaching methods play an important role in education?

In the first place, Happy Teaching methods will cultivate students’ interest in English learning. In the past, teachers often teach the students in a fossilized way, they only care about the cultivation of the knowledge but pay no attention to students’ the development of the age characteristics and mental state emotion. They feel unhappy so they have no interest. But now, there are many various kinds of activities of forms used in class, it may be very fresh to them, and they will happy to see it.（Li Zhenlei,2005:36）

In the second place, Happy Teaching methods will develop students the ability to solve problems for themselves. In life, many people are likely to meet many difficulties. Thus the students have to learn to face the difficulties bravely. In class, the teachers will set a lot of scenes for the students. How to get on well with the classmates? How to communicate with other students? The students will live by themselves.（Liu Zhiqian,2005:27）

In the third place, Happy Teaching methods will also foster the students’ ability to study on their own. The pleasure of learning is not confined to learning from textbooks, which are often too tedious. Among the pleasure of learning, we should conclude travel-with an open mind, an alert eye and a visit to understand people, other places, rather than looking in them for a mirror image of oneself(Chi fanghao,2000:23)

2.3 The Main Differences Between Happy Teaching Methods and Traditional Teaching Methods in the Primary School

Language to communication is what bricks for buildings, the ultimate goal of learning a language is to develop the ability of using language comprehensively. The traditional teaching methods put the emphasis on the teachers’ leading role, and students are in teachers’ guidance, they are passive. Traditional English teaching methods only pay attention to knowledge learning and ignores the students’ feeling of learning process, pay little attention to the improving of practical ability, regardless of the characteristics of the students’ age and the students psychological emotion development. In the study, it ignores students’ good emotional attitude and the training of the values, has bad effect on the students’ study enthusiasm and efficiency. (Zhao Chengfu,2002:202) Happy teaching methods put the emphasis on the students’ role, it thinks students should be positive and they are the master of themselves in study. It focus on the students’ cognitive and thinking in the class, and enables students to learn to learn, in order to promote students’ all-round development. And the idea of “human-oriented” in education becomes more and more popular. (Baron, 2003: 65)

3. The Theoretical Background in English Happy Teaching Methods

3.1 Psychological Background

According to psychology research, young students, say up to the age of seven, find it not easy or possible to see language as an abstract system, independent of communication or enjoyable sound sequences such as songs and rhymes. They also find it not easy or possible to think in terms of learning goals, though they respond to more immediate objectives such as drawing a picture or making a model plan. Besides, they also find it not easy or possible to work at one task for a long time. Their attention span cannot last long, and they need the activity changes frequently. It shows that in a happy atmosphere, students’ attention can last for different time: around age 5 to 7, they can pay attention for 10 to 15 minutes; age between 7 and 10 can pay attention for about 20 minutes; age between 10 and 12 last for about 25 minutes; and the time of attention of those older than 12 may reach to 30 minutes. (Yue Meiyun,2004:22)

In addition, students are most moldable in primary schools, during which time they are very active and good at imitating but cannot concentrate their attention for long period. Thus, teachers, in view of young learners’ psychological and physiological features, should regulate their affection, arouse their interest, and intensify their motivation, fostering not only their linguistic competence but also social and cultural awareness. Besides, fun-based, activity-oriented and student-centered approach should also be used to enable that children can learn foreign languages in a happy atmosphere.

3.2 Linguistic Background

Stephen Krashen’s input hypothesis and affective filter hypothesis claim that the process of second language acquisition is influenced by affective factors either positively or negatively. The good teacher is one who can provide input and help make it comprehensible in a low anxiety situation. Krashen concludes that comprehensible input and the strength of the filter are the true causes of second language acquisition. That is to say, before the acquisition competence, no one can avoid the affective factors’ influence. Here, I would like to focus on motivation, which I think is the most essential factor.

Children are born with an intrinsic motivation to learn and to understand the world around them, a child’s motivation for learning can increase or diminish over time, depending, in part, on other peoples’ reactions to their efforts. Psychologists define motivation as an internal process that activities, guides and maintains behavior over time. (Willis，2000:38) Teachers should try to facilitate students’ inner motivation transformed into their inner desire. If students have positive attitude towards English, he will has a strong motivation to learn English, and this may help him to be markedly successful.

4. The Construction of a Happy English Class

As we all know, English classroom is the main place of cultivating pupils’ interest. And we should make full use of it.

4.1 The Basic Procedure of a Happy English Class

4.1.1 The Open Elicitation

As an old saying goes: “Well-begun is half-done.” If teachers do well in drawing childrens’ attention and cultivating their interest in English learning at the very beginning of a class, children will learn English in high efficiency in the whole class and enjoy English learning. Due to this, this paper thinks that teachers’ elicitation skill is very important. Elicitation, as the first step of prestenting a new lesson, is an art. It requires that the teachers should use their language art (includeing body language art) and management art skillfully to creat a pleasant situation and make the students enjoy English leaning.

In this stage, teachers should make full use of different teaching resources, to product their new lessons. For instance, take full use of objects, visual aids in classroom(such as pictures, wall charts, and in-kind, etc.) to set the scene. Language and scenes are always linked. With the scene, the students can profound impression, and sound, shape intended to be an organic combination of interesting. So they can learn to grasp it accurately. Teacher is a director, who tries to achieve teacher-student interaction, allows students to participate in a lot of time. Learning in this way may more happy and easy.

4.1.2 The Experience of Success

In class, teachers may easily find that students may often complain about a low score, they feel frustrated by this and they cannot find interest in English learning. Why? Because they lack in the experience of success, which can stimulate them to learn. According to educational psychology, one of the most important types of motivation is achievement motivation. ( Liu jing,2009:23)

We can easily find that if a student who experiences success, he may be more interested in this activity that brings him this feeling. In contrast, students who do not experience success may have a tendency to lose the motivation to succeed. Most people are more motivated when they are involved in tasks that give them a sense of achievement or at least of progress toward achievement. No one likes failure. Every one, especially a child, expects to be successful. Young students are very shy and they are afraid of failure. If they make some mistakes when they answer the teachers’ questions, they may get nervous, and they are afraid of being laughed at by other students. They are eager to be encouraged more than criticized. According to my own teaching experience, those who do well in English learning are likely to be the children who are encouraged by others constantly. The experience of success can motivate them and gradually develop their interest in English learning. In addition, we must pat attention to one thing: we must enable that different levels of problems and language materials, will be suitable for students who are at different levels of practice. In this way, each student can enjoy the joy of success and achievement. Once students have gone wrong, the teacher shouldn’t complain, scold or blame them, instead, they should give them more praise and encourage, in order to protect students’ enthusiasm.

4.1.3 The Positive Evaluation

Teachers’ positive evaluation is an important means to guide and promote learners to produce more, it is also an important means of exploring the ability of students. However, it is easy to find that some students may be disappointed at teachers’ evaluation. It mainly has two reasons: first, teachers’ evaluation in class has a tendency to be simple and mechanical, students may feel bored to listen to the same words. Second, teachers often control the process of a class, and students are only required to give answers to teachers’ questions, teachers always ignore the evaluation. In view of these, teachers should take encouragement as principal standard to evaluate students, especially help these whose English foundation are weak to overcome their psychological barriers, so that they can increase students particpation and confidence. Besides, the positive evaluation can also guide students and create more chances for them to get the answers to question on their own.

4.1.4 Multi-dimensional Design of Assignments

Students in the primary school are different from students in the middle school. They are born imaginative, active and creative. They like new and fresh things and enjoy taking part in interesting activities. They can learn in high efficiency when they are involved both mentally and physically. So, teachers’ assignment should meet students’ affective needs. This means that the learning tasks assigned by teachers should help students cultivate their various types of knowledge skills and abilities. And the assignments should be designed with making, games, drawing, observation and investigation. In a word, from all aspects to develop them. Besides, they should also combine with science and technology, literature, art and PE. Teachers need to make the best use of the familiar things in our daily lives to let students grasp the atmosphere of the English language knowledge and language skills easily by learning their names, describing their shape, color, nature, usefulness and so on. The reason is that these kinds of life close to the students and students have a lot of interest in them. So students can finish these tasks with their heads, hands and mouthes in a happy way. At the same time, cultivate their abilities and skills.

4.2 The Main Methods of Happy Teaching Methods

The primary school students have the tendency to be out of mind in class if they are taught in an fossilized way. In view of this, how can we attract the students’ attention? Teachers in primary school are trying to put Happy Teaching methods into practice. Since Happy Teaching methods are very famous in English Teaching, what measures can teachers take to apply Happy Teaching methods to class?

4.2.1 Games for Students

It is very difficult for primary school students to keep their attention throughout the whole class .Therefore, when the students feel tired and lose interest in class, teachers should change another way in teaching. According to Floyd, game is promoted by the principle of pleasure and it is the parent of satisfaction. To play the game, teachers firstly divide the whole class into two groups (He bin,2005:16). For instance, when teachers want the students to practice some new words they have learnt this class,then they can divide the students into two groups, after that, teachers should gives students some numbers. (For example, if there are eighteen students in class, first, make them into two groups：Group A and Group B, each group has nine students, then give each of them numbers from one to nine). When teachers give the questions, meanwhile, they should give the students numbers. For example, when teachers want students to tell the English name of word“熊猫”，they should say “熊猫” and say a number ,if teachers say number Two, then the students of number Two in both Group A and Group B should stand up quickly and tell the teachers their answer. Which student is quicker and right, his group will win and get one point. The game goes on like this. In fact, the students will benefit a lot from that game for if they want to win the game, they have to remember as many words as possible. In such way, the students can enlarge their vocabulary.

There is a survey ( Tang Lei, 2004: 21) of 77 children about their attitude to the English teaching. 96.01% children say that they enjoy playing games in English class; 88.31% children say that they can focus a great attention to the games; 93.51% children like the cooperative games. Besides, the survey shows that competitive activities share more commends than the others. One advantage of using games in English classroom is that they can add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. For many students between four and twelve years old, especially the youngest, language learning will not be the key motivational factor. Games can provide this stimulus.

4.2.2 Making stories

The primary students are curious about the world and full of imagination. For instance, when we learn the sentences about asking the way and answer. We can give students a map, and there are many places, traffic lights, bus stations and so on on this map. Just let the students make a story. For instance, Where do they want to go? Why do they want to go? How can they get there? The first time, he can ask. The second time, he can answer. The students may make the story with these phrases and sentences “ how can I get to...turn right/left at the traffic lights, go along this road, ask the policeman for help, you can find ...on your right/left ”. through this, they can take part in it and learn something through their daily lives, it may be more easy.

4.2.3 The Use of Multimedia

We all know the students in low grades are interested in pictures, so teachers can show them some photos when they teach something new. After that, teachers should ask them to say something about what they have seen. Besides,teachers also can show some cartoons to the students. It is children’s nature to like something lively. For instance, when they are learning new words about directions, such as left, right etc, and teachers can give them some pictures to impress them. Therefore, the students can understand what is left and what is right. Also, with the help of concrete objects, the students can remember those words easily .

4.2.4 Creating Songs for Students

Teachers can creating some beautiful songs for the students. Admittedly, students in primary school are inclined to music than letters. Music makes them feel more,for example, happy, optimistic and lively. Besides, we may find it is more interesting to appreciate a song than to listen to the English tape, for they can express by themselves instead of being passive. And teachers should also ask them to pay much attention to the words. Here, I will give an example. When I teach students the use of “ far from , near, where do you live, live in/on” and so on, I make these phrases or sentence into a song---“ two tigers ”. As follows: near, far from, near, far from, where do you live? Where do you live? I live in Huai an, I live on Xi ma Road, Where do you live? Where do you live? This song sings easily, and it includes all of the grammar we leant today. It may be very easy for students to remember it. They will also like this way to study.

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