Junior English Teaching in daily life.docVIP

Junior English Teaching in daily life First, the theoretical basis American educator John Dewey believed that education is for life, the education process is a continuous growth process. Tao Xingzhi educator John Dewey in China, then put the other way round, said he proposed the “Life is education,” the important idea that “education should be given the power through life and become a real education.” They were both that “classroom teaching and life are closely linked.” Life is both a starting point for classroom teaching, but also the ultimate goal of classroom teaching. Students with their own life experiences into the classroom, completion of their studies into knowledge for living, that is, classroom teaching should be based on social life, the only way to avoid the English classroom teaching from real life. Social constructivism theory suggests that learning process should be filled with real personal meaning, which emphasizes individual’s own experience from a background of learners proceed to construct the objective understanding of things, teaching should be placed in a meaningful context, while the ideal situation is to daily life situations. These theories give us a lesson that: To optimize the English classroom teaching, they make the teaching process to life, the teaching situation to restore the living situation. Teachers in the teaching process, we should as much as possible to provide students with a language-rich material and context, off-campus student life experiences and learning activities in schools to link to images, audio and video materials, and press related to personal life experiences content and classroom activities combined to student life and learning are one feeling. This can stimulate students to learn the intrinsic motivation, so that they can say topics of interest to describe things like, using the exchange of knowledge to pass learned the true information about the real life experiences, so as to focus on the use of lang