Middle School Language Teaching Mistakes-毕业论文翻译.docVIP

Middle School Language Teaching Mistakes Abstract: The new curriculum reform to make classroom teaching has shown great vitality, and change the previous lack of anger that the teaching atmosphere and rigid approach to learning, active student thinking, inspired teachers and students sense of innovation, promote teacher-student relationship is harmonious. At the same time we also see that in the New Curriculum for language teaching in the classroom, there are still a few errors. This combination of teaching practice, to talk about the writer’s views. Keywords:: Middle School Language Teaching in the new curriculum One, sticking to teach Participation Although the language is a tool of basic disciplines, but not able to language teaching to become a purely knowledge-based activities, but also to teach those clinging to teach bogey reference. Participation is only with the materials to teach counseling books, but the “reference” is not to say that all the contents of teaching are applicable to you only use the reference value, at best, teaching materials should be based. Teaching materials for teachers and students of bilateral activities, a media, teaching should not only focus on the book of knowledge points, but also look at the knowledge and use of language is to take small and large languages together, and tap the potential of their own teaching, creative labor. Teaching, use of live material this “example”, the language of knowledge and practice combine to make the teaching into practice, into life, bringing disciplinary advantages, and demonstrate its practical value. Second, copy the Sharia Language teaching since the reform, the emergence of many reforms connoisseurs, they introduced a long list of teachings. If Wei Shusheng teacher’s “six-step approach”, in Yi teachers “stimulate taste Law”, the money Magnum teacher “REVIEW Law” and so on. This is the language back something worth celebrating. However, some teachers regardless of their