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英语学习障碍成因分析及对策

英语学习障碍成因分析及对策
英语学习障碍成因分析及对策

英语学习障碍成因分析及对策

通过对学生学习过程的观察尧分析袁我们得出学生学习障碍产生的原因主要有两种院认知障碍与情绪障碍遥梁威指出院野认知障碍是指在认知过程中袁由于记忆尧理解尧思维等心理因素的影响袁导致学习产生的障碍遥冶而情绪障碍是指野在学习中由于师生关系尧同伴关系以及其他关系不融洽冶袁而使学生学习受到影响产生的遥下面就根据我多年的观察与实践从三个方面谈谈自己的看法遥一尧从教师说起

1. 随着社会的发展袁教师的任务已不再是传统意义上的野传道尧授业尧解惑冶袁而是由多种角色组成的一个复杂的职业袁扮演着野家长代言人冶的角色尧野社会楷模冶的角色尧野知识传授者冶的角色尧野学生朋友冶的角色尧野博物学家冶的角色等袁这就需要教师从多个侧面加强自己的知识结构袁提高自己的专业知识水平遥英语教师更是如此遥

首先袁要有良好的知识结构袁有足够的能力野传道尧授业尧解惑冶遥其次袁要能够运用多种教学方法遥家庭尧社会尧学校等各方面的期待使得教师的责任异常艰巨遥所以袁选择好教学方法尧手段袁以便使学生能够接受尧理解尧掌握新知识尤为重要遥长时间尧程式化的教学使得许多教师授课模式单一袁久而久之袁那些学生理解不了的尧记不住的知识自然成了障碍遥英语是一门像语文一样的知识综合学科袁它需要我们多角度有感情地去理解遥试想袁要讲授Shopping 这一课袁拿过来就先讲单词袁后讲词组袁再讲句式袁然后翻译对话袁

最后带读袁学生没有在假设的真实语言环境中体会Shopping 的过程袁您说学生们能理解西方人的表达方式方法吗钥那他们又如何掌握尧运用知识呢钥尤其对那些基础不扎实尧学习方法不当尧有学习心理障碍尧厌倦学习的学生遥所以袁我们要想方设法排除这些障碍遥

2. 对策遥走上讲台就要对社会尧家庭尧学生与学校负责遥所以袁首先要提高思想政治觉悟袁加强自身素质袁多学习新的教学法以适应不同类型尧不同层次的学生遥要遵循野因材施教冶的原则袁发挥教师的各种角色的作用遥学生之间有差异袁教学方法也要有区别遥譹訛要把知识分层袁要让不同层次

的学生掌握不同层次的知识遥譺訛要把教法野分层冶遥教育学中提到了许多方法袁如讲授法尧谈话法尧讨论法尧演示法尧参观法尧练习法尧实验法等袁我们在教学中应根据学生的不同进行选择袁这样一定能够取得好效果遥

二尧从师生关系说起

1. 师生关系的好与差袁是学生情绪障碍产生的重要原因遥早在1939 年勒温渊K.Lewin冤就提出教师与学生的关系有民主式尧专制式和放任式三种遥放任式教育的学生一般没有规矩曰专制式教育的学生对教师易产生敌意曰而民主式教育的学生与教师易产生和谐的学习气氛遥我们古代也有野亲其师袁信其道冶的论述遥有些教师忽略了师生关系对学生学习的重要影响袁使学生滋生了厌倦情绪遥

2. 对策遥首先要树立为学生服务的学生观袁要对学生一视同仁袁要在承认学生差异的同时遥了解每一个学生的特点尧兴趣爱好袁做到同教不同法袁有的放矢袁因人而异遥其次袁要理解学生袁要让持有不同观点尧态度的学生发表不同的见解遥如不对袁与之交流尧探讨袁从而建立良好的师生关系遥

三尧从学生说起

1. 学生是学习的主体遥然而现在许多学生的学习处于被动的状态袁只能是被动的接受曰时间一长袁再加上没有好的学习方法袁就一定会产生学习障碍遥心理学尧教育学研究地表明袁好的同伴关系可以为学生提供相互尊重尧相互学习尧相互参考尧社会支持的机会袁从而提高学习效率和适应社会的能力遥所以袁把学生融为一体袁培养他们的团队精神是我们教育的又一目的遥渊

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