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幼儿英语口语教学的方法和技巧 [3]

论文作者:英语论文论文属性:职称论文 Scholarship Papers登出时间:2010-02-03编辑:lisa点击率:13108

论文字数:6000论文编号:org201002030952463874语种:英语论文 English地区:中国价格:免费论文

关键词:幼儿英语口语教学方法

lls his kindergarten “bilingual education”. Second, some teachers are not qualified. Some people think teaching children English is a simple thing. So whoever knows some English words can teach. That is wrong. A qualified bilingual teacher had better have steady knowledge about English; master the psychology pedagogy of children and be skillful at teaching theory and practice. But in China, there are 43% present- teachers are not graduated as English majors (Cui Xiaoling, 2006), and most of them are not teachers in the kindergarten. But they are teachers in other schools or foreigners. Third, teachers only speak mother language or only speak English in the class. They do not know the relationship between mother language and English. This method is not good for children's cognition. Fourth, learning English is becoming more and more popular, so all kinds of books appear. But among them there are many inferior books intermix, which is bad for children to learn English.
Ⅱ. An Analysis on the Problems
Teaching with the traditional instruction is bad for children to learn oral English, because it has a great many endangerments. Also the status quo in kindergarten is not affirmative. So it is important and necessary to solve these problems. The flowing is the endangerment of these problems and the importance to solve these problems.
A. The Endangerment of These Problems
The traditional instruction cannot provide sufficient language input and practice for students. Teachers just pay more attention to vocabulary, or they only analyze grammars. Thus students have few or no chance to take part in communication. Knowledge can be divided into declarative knowledge (about knowing what) and procedural knowledge (about knowing how) (Shu Fang, 23). The first one, what the traditional instruction belongs to, is something about grammar and vocabulary, which is only the declaration knowledge and has nothing to do with communication. So students may form a wrong idea. That is, if they grasp the rule of the language, they can also communicate naturally and accurately. As a result, most of the students will be intellectual talents, but not innovative talents. They can get high marks in every examination. But actually they cannot use the learned knowledge agilely. When they open their mouths they always make mistakes. What is worse, they cannot widen scopes, enlarge the cultural knowledge, and develop their thoughts. All of those are harmful for them to meet the need of the society.
In kindergarten, there is a saying: if children can speak English fluently, and then the English teaching is successful. Also there is another saying: if children can get high marks in English examination, and then the English teaching is also successful. Both of the judgments are not scientific and reasonable because of only emphasizing one of the children’s abilities. If teachers always teach grammars, and ask children to remember words, after a long time, the children will lose the interests for learning oral English. If children cannot imitate pure pronunciation and learn oral English well, it is difficult for them to learn well English in the future.
So it is necessary to change the situation as soon as possible. About the detailed ways the author will discuss in the third part.
B. The Importance to Solve These Problems
The traditional instruction is too extreme for children to learn English, and the problems in kindergarten affect children dee论文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。
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