英语拼读法教学方法 (2].doc

 HYPERLINK / /  HYPERLINK / /  HYPERLINK / /  HYPERLINK / / /  HYPERLINK / / 英语拼读法教学是一种单词解码的阅读教学方法，也是一种有效的学习策略，教学内容上强调教授字形、发音之间的关系，重点教授字母或字母组合的发音规则及如何运用这些规则，教学对象以初学者为主，能帮助学生掌握单词拼读策略，有利于初级阅读学习。我国传统字母教学只教授字母的名称音，学生学会了26个字母的名称音后，仍不能解码单词，因而不能自学英语。而拼读法既教授字母的名称音，也教授字母及字母组合在单词中的发音，并且教授拼读策略，掌握了字母的发音和拼读策略后，学生可以自主解码单词。 English phonics teaching is a kind of word decoding reading teaching method, is also a kind of effective learning strategies, and emphasizes on teaching contents, a professor at the relationship between the font style, pronunciation, focus on teaching letters or letter combinations pronunciation rules and how to apply these rules, the teaching object is given priority to with a beginner, can help the students master the words spelling strategy, is advantageous to the primary reading. Our traditional teaching only letters letters the name of the professor, students learned the 26 letters of the name of the sound, still cannot decode words, so cant teach yourself English. Both professor and phonics letters, the name of the professor also letters and letter combinations in word pronunciation, spelling and professor strategy, grasp the pronunciation of the letters and spelling strategy, students can decode words independently. 一、系统拼读法课程设计原则 A curriculum design principles, system phonics （一）先易后难的设计原则 (a) after the first difficult design principles 先学字母名称音再学字母发音，先学辅音再学元音，先学短元音再学长元音。学生在幼儿园和家里或多或少接触了字母名称音，因而这部分内容易学，难点和重点在于拼读法知识。辅音字母的发音在很大程度上可以利用汉语拼音的正迁移，这部分知识易学，因此先学辅音再学元音。而先学短元音再学长元音是因为二年级学生已经学习了一年半时间的英语，对他们而言，短元音的发音相对难，但短元音的音图相对简单，容易记忆。长元音的发音较容易掌握，但其音图复杂，要记忆的规律较多，因此后学。这里要指出的是，本文所指的长元音和短元音，与国际音标学习的长短元音的概念不同。另外，学习每个短元音时滚动复习辅音，因此两部分学习量相当。在课时安排中有些辅音字母会重复滚动学习，因为教材中含有该辅音的词汇较多，我们称之为高频词。 Learn letter names sound before you letters pronunciation, learn consonants and vowels, learn short vowel before you senior vowels. Students in the kindergarten and home more or less contact with the letter name, so this part of content to learn, the difficu