农村初级中学大班英语教学与合作学习_初级中学英语教学

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农村初级中学大班英语教学与合作学习 Large-cla English teaching of middle school

in north-west rural area and corporative learning

檀 龙

摘 要 ：由于所在省区农村经济相对落后，教育设施不足，师资力量薄弱，从而导致小学英语课程低水平开设，致使学生进入初中时底子薄，加之超大班英语教学给英语教学带来了一系列困难。笔者通过亲身实践和探索，发现合作学习模式可以达到这一目的。本文在阐述合作学习模式的基础上，结合农村大班英语教学的实际情况，提出了相应的四点举措。

关键词 农村中学 大班教学 合作学习

Abstract : the relative low of rural economy, the insufficience of teaching facilities ,and shortage of teaching resources has trigged the low lever of English teaching in primary school ,which is even worse due to the weak foundation of students themselves, and a series of difficulties caused by large-cla English teaching pattern, the writer found that this situation can be better through the application of cooperative learning after experienced and exploration.The article point out the four measures which can improve the quality of English teaching on the basis of cooperative learning and combination of real English teaching situation in rural area.Key words: middle school in rural area, lager-cla teaching, corporative learning.1 导致超大班教学的原因the causes of large—cla English teaching

按英语教学标准，超过 30 人的班级算大班。另外，根据 Lan-caster—Leeds 调查组的界定，大班的学生数量一般为五十个（ur.1996）。根据对本县农村初级中学班级人数调查，初一各班均超过65 人，虽然到初

二、初三呈递减态势，但至少也有五十人。因此，绝 大多数班级可以说是超大班级。造成这种状况的原因有二：其一，政府在农村教育的投入不足。以本人所在乡镇为例，人口有两万八千多人，但只有一所初级中学，教学设施严重不足。近十年来，该校初一入学新生均有四百多人，由于能够使用的教学楼不够，最多只能开设六个班级。这样每个班级有六七十人（本人在 2011年的一个教学班甚至达 70 人）。其二，师资力量匮乏。据调查，本县的初级中学英语教师全日制英语专业本科毕业人数为10%，专科毕业者约占50%人，非英语专业专科生占 40%人。由此可见，英语专业教师严重不足。其他专业的教师按科学的标准的师生比例也是捉襟见肘。在小学，能教英语的更是屈指可数。这样一来，仅有的微薄的师资力量肩负着沉重而繁杂的教学任务，身心疲惫的他们只有践行新课程标准提出的新理念，方能得一丝喘息。

According to the standard of English teaching ,it is regarded as a large-cla which is over 30 students.Besides, the research conducted by Lan-caster—Leeds, refers to the definition of the number of students in large cla is nearly 50.(ur.1996).The survey points out that there are over 65 freshed children in local middle school ,it become to at least 50 students in senior claes.Consequently, there are a lot of large—cla of English teaching in north-west rural area and the causes of it mainly from two aspects: one is insufficience of the educational investment in rural area, for instance ,there is only one middle school in my hometown where it have over 28 thousand population.In fact ,only 6 claes can be established under the situation of 400 hundred freshman enters over decades.The other aspect is the pinch of teachers, there is only 10 percent of teachers whose major is foreign language in universities,the 40 percent of teachers whose major is nor-foreign language in universities, and other 50 percent teachers come from progreional training college.We can draw the conclusion that there is the severe shortage of English teacher in rural area.The situation is even worse in primary school.The only few English teachers can be rested through implementing new thought of new course standard.2 大班教学带来的弊端the demerits of large—cla English teaching

2.1 课堂教学纪律难以驾驭 秩序

2.1 the teaching order can not be managed

多人挤在同一间教室，拥挤嘈杂。人满为患本不足为忧，然而在学生英语基础差、学习习惯养成不足的情况下则增加了课堂上的不确定因素。在本地农村，小学阶段虽然在近年开设英语这门学科，但大多是迫于形势，勉为其难。小学根本没有专业教师，上英语课的是经过短期培训的其他学科教师、甚至未经培训仅仅是初中时期学过英语的人。学生的英语基础及其学习习惯、英语水平可想而知———总体水平很低且参差不齐。在嘈杂的教学环境中，那些基础差、兴趣淡、学不了、不想学的学生，就会趁机而动乃至出现捣乱、影响他人的情形。这就给课堂教学带来更大压力，挑战教师的课堂驾驭能力。gy the room with 60 students crowd 2.2教师实际教学工作任务太重

2.2 too much teaching task need to be done 这主要表现在班级人数太多，教师作业批改量过大。在推行素质教育的今天，注重学生素质教育的同时，还要极大地提高教学质量和升学率。提高教学质量固然要更新教学理念，改进教学方法。但是，在简陋的教学条件下，超负荷工作的农村教师仅凭一本书、一张嘴和一支粉笔如何提高教学效率？尤其是英语，作为一门语言学科，听、说、读、写都要兼顾。但大部分教师仍然是穿新鞋走老路，其在教学上所投入的时间是惊人的。

The teachers have too many students need to be managed, and too many homework need to be corrected, the education today is implementing the moral education, we have to improve the teaching quality and the rate of graduation, in order to it ,we have to change the methods and idea of teaching.However, it is hardly to accomplished under the hard situation and overburden task with one book , mouse, and chalk., particularly, as the one of foreign language ,listening, speaking, reading and writing should be considered to it.But the majority of teachers still implementing old teaching procedure under the new teaching standard, and the time they devoted to teaching is so limited.指导

2.3 对个体学生的照顾严重缺乏

大多数英语教师带两到三个教学班。一学期下来，教师连有的学生姓名都叫不上来，足见这给教师和学生的交流带来多大困难。对英语这门交流性很强的学科而言，这无疑是致命的打击。

2.3 the severe deficiency of for some student's care The majority of teachers guide two or three claes, and some students can not acknowledged by teacher after a semester, it can be seen that communication between teachers and students is le than ever before.Which would be the fatal iue to English teaching that has a strong communicational ability?

2.4 学生主动参与严重缺乏 2.4

班级人数太多加之学生英语基础差，能够积极与教师交流的为数不多，绝大部分学生为消极心理所左右，他们在学习英语时都怕犯错误，因而要求在课堂上大声朗读或对话几乎是不可能。如果要求教师与他们个个面对面交流，恐怕教师浑身是嘴都难以应对。

A very few students would like to communicate with their English teacher due to the weak foundation of knowledge they owned, they are afraid of making mistakes when they are learning English, consequently, it is impoible for they to speak English in claroom loudly.Which also make a lot of troubles to teachers to communicate with they in English 3 对此有效途径的探讨the effective exploration toward the cooperative leaning

如何解决好农村中学英语教学这一突出问题？有句名言说得好：“既然你改变不了现状，就改变你自己吧！”经过多年的实践与探讨，笔者认为以学生为中心的“合作学习（cooperative learning）”是促进农村初级中学英语教学的有效途径。合作学习“被誉为近十年来最重要和最成功的教学改革”（王坦），它适合各种学习者群体，也适合各个学科。合作学习虽然也以小组活动为形式，但不同于传统意义上的课堂分组，其本质区别在于合作小组高度的结构化，确切地说，它是在传统的课堂教学中，借助异质小组的基本形式，通过小组同伴的沟通与交流，以小组目标达成为标准，以小组总体成绩为评价、奖励为依据的教学策略。更确切地说，在课堂合作情境中，每个人追求的是不仅会给自己带来好处，同时也会使小组成员有所受益的结果。合作学习是 20 世纪 70 年代后期在美国兴起的一种新的教学理念，据合作学习的倡导者宣称，合作学习不仅可以大面积提高学生的学业成绩，而且能满足学生的心理需求，促进学生情感的发展，尤其是通过小组合作，让不同特点的学生相互帮助，更能调动慢生的学习积极性，促进全体学生共同发展。它的基本原则有：（1）积极互赖（positive interdependence）；（2）人人尽责（in-dividual and accountability）；（3）同时互动（simultaneous interaction）；（4）人际技能和小组技能（interpersonal and small group skills）；（5）小组自治（group proceing）。鉴于农村初级中学大班英语教学现状，本着合作学习的基本原则，如何提高其教学效果，笔者认为可以针对性地从以下几个方面入手：

How to solve this iue related to the English teaching of middle school in rural area? The proverb says that “if you can not change situation, change yourself.” according to the exploration and experience for many years, the writer regards the cooperative learning as the one of an affective way to improve the English teaching quality.“Cooperative learning is considered as the one of the most important and succeful teaching revolution for decade”.it suits for any kind of learner and subjects.Although the cooperative learning is consisted of team, it is different from the group-discuion pattern traditionally, the eence of cooperative learning is highly structuring in one team.exactly，it is the instructional strategies in the traditional claroom-teaching with the basic form of the heterogeneous group, regards the accomplishment of team goal as standard of succe，Group 's overall results as the evaluation of values, more précised speaking, every one of the team will not only benefit from the result of cooperative learning, but also create convenience for other students in the claroom where are full of the context of cooperative learning.Cooperative learning is a new teaching philosophy rose in the late of 1970s in the United States According to the advocator of cooperative learning, cooperative learning can not only improve students' academic performance greatly,but also can meet the psychological needs of students , and promote the student’s emotional development In particularly, the different characteristics of the students can help each other for mobilizing the enthusiasm and promoting the common development of all students through group cooperation , the cooperative learning has some following principle:（1）positive interdependence,（2）in-dividual and accountability（3）simultaneous interaction（4）interpersonal and small group skills（5）group proceing.How to improve the quality of the English teaching based on the view of large cla English teaching situation of middle schools in the rural area and the basic principles of cooperative learning ? The writer believed that it can be solved from the following aspects: 3.1 构建稳定和多样的小组合作

依据学生的兴趣、爱好、学习水平、能力特点、守纪律等个性差异，根据组间同质组内异质的原则将学生合理搭配每组为六人，并且给各小组编号，最好形成自己的标志。这样教师就把大班划分成若干单元———大班变成小组，并且在每小组中选出组长，大胆放权让组长负责。通过这一措施教师管起全班纪律就方便多了。3.1 Build stable and diverse group cooperation The teacher can make six students as one group and give their group number as the team’s sign based on students' interests , hobbies ,The lever of learning ability, characteristics , self-discipline ability and other individual differences , each group should be selected a group leader , the leader should take responsibility for a whole team.It would be more convenient for teachers to supervise the cla 3.2 实行小组自治，减轻教师负担 在传统的课堂教学中，小组自治是不被提倡的，教师习惯于不断地监视学生以检查他们对学科内容和学习任务的理解。在合作学习的课堂中，教师检查的是那些小组和小组成员在小组中积极发挥作用，有效地促进学习。当学生遇到迷惑不解的问题或偏离了学习目标时，教师应当予以适度的干预。通过这种方式学生可以互批作业、演练对话、听写单词和操练句型，小组设置评论员，这样教师的教学负担就轻了许多。3.2, reducing teachers' burden by implementing group autonomy In the traditional claroom-teaching, group autonomy is not being advocated, teachers are accustomed to constantly monitor the students to check their understanding of content and learning tasks.In the cooperative learning claroom, the teacher checks their ability of playing an active role in the group in order to effective promoting learning teachers should be the appropriate intervention when students encountered the puzzled or deviate from the learning objectives , students can mutual-corrected their homework, practice dialogue ,dictation, and sentence In this way, which also alleviate teacher’s teaching load.3.3 同时互动，改变教师对个体照顾不周 美国学者杰克布斯曾明确提出“同时互动能自主地影响别人”，指的就是学生采取一些不同的学习方式，如说、写或其他一些可动手做的方式。因此，在课堂合作学习中，教师应该最大限度地为学生提供同时互动的机会，让学生相互帮助、彼此促进、共同提高。通俗地讲就是学习积极性不高会受到他人影响而变得积极起来，不愿或缺乏同他人交流的学生无形当中也会变得主动起来。如在演练对话时，人数总是成双成对的，不愿说的学生也会受他人影响而参与其中。这样教师可以通过观察而不必与学生们个个交流。

3.4 人人尽责，唤起主动参与

合作学习的代表人物卡干（Kagan）曾经给“人人尽责”下过这样的定义，即每一个人都必须有看得见的行为表现，这种行为表现是全体小组成员所必需的。初中阶段的学生生理特点表明，好奇和好动是其最大特点。这样那些性格内向和胆小怕犯错误的学生为了组的名誉参与到集体活动中来，于是全班的学习主动性就会明显提高，学生的学习积极性也会因此而改变。有了积极性，农村初级中学学生的英语基础差也能学得好。以上是笔者根据农村初级中学的英语教学现状结合合作学习模式谈了自己的一点浅见。所以我们在以后的教学中一定要鼓励学生合作学习，促使学生之间相互交流、共同发展，促进师生教学相长。当然教无定法，更好的教学方法还有待于以后酝酿和创新。

下面的就不用翻了(亲爱的！辛苦了！)参考文献

[1] Ouyang Junlin.English Teaching Methodology.Hefei:Anhui People Pre,2007.[2] 马兰.合作学习.北京:高等教育出版社,2005.[3] 王坦.合作学习:原理与策略.北京:学苑出版社,2001.[4] 中华人民共和国教育部制定.普通初级中学英语课程标准.北京:人民教育 出版社,2003.责任编辑 黄修军

农村初级中学大班英语教学与合作学习 檀 龙

（安徽师范大学 安徽·芜湖 241000）

中图分类号：G633.4 文献标识码：A 文章编号：1672-7894（2009）20-180-01 英语教学 180