小学英语拼读教学启示.docVIP

本研究的实验过程与结果都说明了在小学实施集中、系统的拼读训练的可行性和有效性。由此可见，小学英语拼读不存在教与不教的问题，而是如何教的问题。只要设计科学合理，适合小学生的认知和学习心理，音标拼读法和字母拼读法都可以收到异曲同工之效。笔者认为有效的小学拼读教学应该遵循以下原则。本研究主要通过测试收集数据。研究者在实验前后对三个班的学生分别实施了“单词拼读测试”，用于对比两种拼读教学模式对提高小学生单词拼读能力的影响。“单词拼读测试”要求学生依次读出45个读音规则的单词，其中课本已学单词35个，假词10个，按音节计算的话，单音节词有35个，双音节词7个，三音节词3个。每个单词分值1分，满分45分，错读或不会读的不得分。五一班学的是音标拼读法，因此在实验结束后研究者又对他们班加试了45个单词的注音拼读测试，为了区分单词直接拼读与注音拼读两种测试，我们把前者称为单词的自然拼测试。两种拼读教学始终遵循“音不离词，词不离句，词句不离语境”的教学原则，教师利用多媒体和生动的图片提供有趣的情景，引导学生在情景中学习单词，在单词中练习拼读，在短句或篇章中巩固单词及其读音。在单词拼读训练时，教师先让学生听其音，知其义，再辨其音形对应的规律，注重单词音、义、形三者的结合。另外，研究者还设计了生动有趣的教学活动，运用游戏、小组竞赛、全身反应法等多种手段，吸引学生主动参与到教学活动中，极大地激发了学生的学习兴趣。 The experimental process and results of this study suggests that the implementation of centralized, systematic spell in elementary school the feasibility and effectiveness of training. Thus, the primary school English spelling not teach with no problem, its a matter of how to teach. As long as the scientific and reasonable design, suitable for pupils psychological cognition and learning, and phonetic alphabet spell method letters spelling method can all receive the same effect. The author thinks that the elementary spelling of effective teaching should follow the following principles. This research mainly through the test data is collected. Researchers in the before and after the experiment to the students of class three, respectively, carried out the word spelling test, is used to contrast two spelling teaching modes influence on the ability to improve primary school students spell words. Word spelling test requires students to read in turn 45 words pronunciation rules, the textbook has 35 learn words, false words of 10, according to the syllable, one-syllable word 35, disyllable seven, three three syllable word. Score 1 point, each word out of 45 points, wrong to read or not read scores. Five class to learn phonetic alphabet spell method, so the researchers to them again at the end of the experiment class add try 45 words of phonetic spelling test, in order to distinguis