中職英語課堂教學現狀及啟示

【摘要】隨著我國國際地位的不斷提高，英語教育備受家長以及全社會的重視，已經成為了大眾化的教育，從基礎教育到高等教育，英語都作為必修課程之一，必不可少。但當前中職學生文化課基礎差，生源素質普遍差，學習態度差，對英語的學習興趣不濃，加上中職英語教材不符合學生實際能力，因此中職英語課程教學現狀不容樂觀。為進一步改善目前中等職業學校英語課堂教學的現狀，提高教學質量，本文作者提出如下建議。

【關鍵詞】中職英語；課堂教學現狀；啟示

【Abstract】With the rapid development of the society and economy， the international status of China has increased greatly. English education has become more and more popular， and the importance of it is well recognized the whole society. English lesson is one of the essential literacy class invocational school. However， the overall learning quality of the secondary vocational student are quite poor. and the English teaching material is divorced from the reality. Thus， the classroom English teaching of secondary vocational schools are pessimistic.

【Key words】Classroom English teaching； Secondary Vocational Schools； Implication

【作者簡介】蘇楊柳，柳州市交通學校。

In order to change the current situation of classroom English teaching of secondary vocational schools and improve the English teaching quality，the author puts forward the following suggestions：

1. Implications for Primary Schools

School is a platform for teachers’development. In other words， it is another family to the teachers. Whether the teachers can have a happy time in their work or not， it is decided by schools’ management to some extend. From this perspective， schools should take great care for the teachers’ work and life.

Firstly， school leaders at all levels should overcome difficulties， they should constantly improve the English teachers’ professional development， andstrengthen English teachers’ learning and training on the new curriculum standards of primary English at the same time. For transferred English teachers from other branches of subject， schools can train them in following forms as send out training， on-the-position training， and self training， so as to improve their pedagogical knowledge and teaching abilities； on the other hand， based on the teachers’ low diplomas， the schools can arrange them through on-the-job further study for a higher degree， thusimproving their professional levels.

Secondly，schools should ensure there would be enough investing in purchasing basic curriculum resources for classroom English teachings. Ifpossible， schools should alsosubscribenewspapers and magazines， audio and video information for English teachers.

Thirdly， in order to change the current passive situation， and improve the classroom English teaching of secondary vocational schools， schools should also make effort to develop primaryschools’ Englishteachers’ professional development. Here are some approaches： （1）School should try its best to support and help teachers’ work， and create better conditions and opportunities as much as possible for teachers’ professional development. （2） Schools should organize teachers to join in a variety of training activities and teaching activities. As for the school leaders， it is important to praise those secondary vocational schools’ English teachers who can do excellently in their teaching. Under such harmonious and humanized circumstance， there is no reason for teacher not work hard.

In a word， with regards to the classroom English teaching of secondary vocational schools， schools should support and encourage English teachers. Only in this way can the English teaching be promoted and improved effectively.

2. Implications for the English Teachers

For English teachers， they should arrange the teaching time reasonably and teach effectively basing on the memory rules of pupils and it is good to use all kinds of teaching methods and teaching methods to encourage students to participate in the classroom. At the same time， teachers should pay more attention to students and cultivatetheir English language ability

Secondly， English teachers should use different methods to motivate the students’ desire to learn English， because student are lack of the recognition of the importance of learning English. Their English learning interests are not high， and learning motivations are confused. So， teachers in classroom teaching should create English speaking environment（i.e. retelling the story， role playing and watching games ） and encourage students to speak English as possible as they can， so as to guide the students overcome the timidity psychology and carry out after- class learning activities.

Last but not the least， teacher should cultivate students a healthy learning attitude. Since when pupils begin learning English， they are often curious， so it is important for English teachers to maintain students’curiosity； On the other hand， English teachers should also tolerate students’ various psychological barriers in learning English. Ways to let students’ feeling good in learning English can be made by creating good and relaxed atmosphere， making them a happy sense of security， and forming a good learning habit， etc.

3. Implications for the Students

For students， they should cultivate good learning habits； evoke learning interests， and realize the importance of learning English.

It is no doubt that English teacher plays an important role in improving the current situation of the classroom English teaching；however， it is students themselves who should take responsibility for their study. In this sense， there are some suggestions for them as follows：

Firstly， students should cultivate good learning habits. As we all know， a good habits is the guarantee of success， especially for the language learning. Thus， students should make a suitable timetable for themselves in English learning；besides， written English， they should try to spend more time in listening and speaking.

Secondly， it is necessary for students to realize that English is an important branch of subject and they must study hard to obtain more knowledge from it， because correct and active awareness of English can affects the attitude towards learning directly.

In a word， ifstudents’ are fully involved in English learning， then the teaching outcome can be satisfactory.

References：

[1]Stern，H.Fundamental Concepts of Language Teaching[M].Oxford University Press.1983.

[2]Thomas，J.Meaning in Interaction：An Introduction to Pragmatics [M].Longman，London.1995.

[3]Widdowson，H.G.Teaching Purpose and Language Use[J].Oxford， UK：Oxford University Press.1983.

[4]崔允漷，王少非.有效教學的理念與框架[J].中小學教材教學， 2005（2）.

[5]顧書明.校本課程發展與教師教育變革[J].教育發展研究，2001 （09）.

[6]李少伶.少數民族地區英語教學的現狀與發展——以云南省少數民族地區英語教學調查為據[J].基礎教育外語教學研究，2002（11）.

[7]束定芳.外語教學改革問題與對策[J].上海外語教育出版社，2004.

[8]鐘啟泉.教師專業化：涵意與課題[A].教師教育：改革與發展熱點問題透視[C].張維南（編），南京師范大學出版社，2000.