Traditional Culture Encyclopedia - Traditional culture - English Education Essay

English Education Essay

English Education Essay Sample 2000 Words

Whether you are in school or entering the society, everyone will inevitably come into contact with the paper, right, the paper can promote experience and exchange of understanding. I believe that writing a thesis is a headache for many people, the following is my English education thesis sample 2000 words, just for reference, I hope it can help you.

English Education Paper 1

Paper Title: An Analysis of the Application of Game Teaching Method in Secondary English Classroom Teaching

Abstract: Emotional factors have a great influence on language learning. Middle-vocational students in English learning generally have a weak foundation, learning motivation is not strong, and other learning anxiety problems, English classroom teaching is therefore negative interaction, teaching feedback is small, the effect of the situation is poor. The game teaching method is a good application for improving this situation from both theoretical and practical utility.

Keywords: Game Teaching Method; Intermediate English; Classroom Teaching

English is the world's common language, and we are more and more exposed to and use English in our life and work. Learning English well is very useful and necessary for the career development and personal quality improvement of the contemporary intermediate vocational students. However, the actual situation is that the English foundation of secondary vocational students is generally weak, and there are different degrees of anxiety about learning English. Some secondary vocational students, due to their weak English foundation, have lost interest in English, and the phenomenon of losing confidence in English has occurred, which has led to difficulties in carrying out English classroom teaching, and the teaching effect is not satisfactory.

First, the status quo of intermediate English classroom teaching

1. Teachers lecture mainly, teacher-student interaction is supplemented by low student participation. Secondary English teaching time is limited, in order to complete the established teaching content, the language knowledge of the explanation and practice occupies most of the classroom teaching time. Teacher-student interaction is based on teachers asking questions and students answering them, and student-student interaction is based on replacing the dialogues in the text, which is monotonous in form and content. Students are not interested in this, forming a monotonous situation of "teacher speaks, students listen". Sometimes there are students playing with cell phones, sleeping and other phenomena, the classroom effect is very bad.

2. The interactive content of the scenarios set in the textbook is weak, and students' participation is low. The current textbook is set up in the scenario practice of life English conversation, such as shopping, dining, asking for directions, visiting the doctor, etc., lack of fun. The middle school students are in the adolescent period, it is difficult to touch the excitement of these conversational exercises.

3. Students have a weak foundation and varying degrees of anxiety about learning English. When it comes to classroom interaction, vocational students tend to be silent, or passive and perfunctory, parroting the words and coping with the situation. Even if the teacher actively encourages the students, this positive evaluation is difficult to get the students' own recognition.

The influence of emotional factors in language learning

Linguist Stephen Krashen (Stephen Krashen) of the Affective Filter Hypothesis theory (Affective Filter Hypothesis) that "having a large number of The Affective Filter Hypothesis (AFH), according to Stephen Krashen, states that "the availability of a large amount of suitable input does not mean that a student can learn the target language well, but that the process of second language acquisition is also affected by a number of affective factors. Linguistic input must pass through an affective filter before it can be turned into linguistic intake." In other words, emotional factors play a facilitating or hindering role. "A high affective filter limits acquisition, while a low affective filter facilitates acquisition." Affective factors, on the other hand, include motivation, self-confidence, and anxiety level.

Anxiety in English learning mainly refers to the fear or uneasiness that learners feel when they need to express themselves in a second language, English.Horwitz et al. (1986) identified three causes of language anxiety: communicative fear, test fear, and negative evaluation fear. In English classroom teaching, communicative fear and negative evaluation fear are evident in secondary students. Communicative fear refers to the anxiety triggered by the inability of language learners to produce reasonable and effective language output despite their mature ideas and opinions. To overcome this trepidation, a relaxed and pleasant learning atmosphere is required. Negative evaluation fear, on the other hand, refers to students' low self-efficacy, lack of self-confidence in their English proficiency and ability, fear of not being evaluated positively, and self-esteem that leads to a fear of receiving negative evaluations. In response to this fear, a language environment that simply reflects the effect of language output without artificial evaluation is more beneficial.

The Laws of Attention and Teaching Games

Unintentional attention is also known as involuntary attention, which is a kind of attention that has no predetermined purpose and does not require willful effort. The cause of unintentional attention comes from two aspects, one is the characteristics of the objective stimulus, and the other is the human subject state. The law of attention shows that: (1) those things that meet the needs and interests of people are easy to cause unintentional attention. (2) Novel and fulfilling teaching content with appropriate difficulty and diversified teaching methods can maintain students' attention. Psychological research shows that the most attention-grabbing content is that which is both familiar and somewhat unfamiliar. Diversification of teaching methods, in line with the "changing stimulus" the law of unintentional attention, can stimulate students to directional exploration activities, do not lead to the disappearance of directional reflex due to the habituation of the stimulus. Middle school students are young people who love to play, most of them like to play games, and they have high acceptance and interest in this form. Moreover, teaching games have a variety of changing forms, which can provide "changing stimuli", which is very much in line with the law of unintentional attention. The use of unintentional attention to the law of teaching games, is conducive to the formation of correct learning methods and good learning habits, is conducive to the difficult to easy, reduce the burden on students.

Four, the application of game teaching method in the secondary English classroom teaching

1.

(1) the principle of purpose: the design of teaching games should be centered on teaching and closely related to it. Can not just pursue fun, but must give full consideration to the purpose of teaching, teaching content, teaching requirements.

(2) the principle of competition and collaboration: the game has the nature of the competition, which helps students to overcome the shyness, fear of saying the wrong psychological barriers; in the form of a group of games require each member to actively participate in order to complete the same task with each other, help to overcome the students' slack and laziness, and at the same time cultivate the team spirit of students and sense of collaboration.

(3) the principle of hierarchy: on the one hand, to follow the principle of gradual progress, design a series of easy to difficult game activities. On the other hand, attention should be paid to all students, according to the actual level of students to carry out game activities at different levels, so that all students have the opportunity to participate, can experience the joy of success.

(4) the principle of innovation: according to the students' feedback and the actual teaching effect, constantly design and innovate new games, let the students also participate in the design of the game, and fully mobilize the initiative and enthusiasm of the students.

2. Examples of game teaching method.

(1) Guess the word game (vocabulary theme of the exercise). Game method 1: Classmate A describes the word (Oral Description), and classmate B guesses it. For example, "It is a kind of fruit, it has green skin and red inside." Game method 2: Guessing words in the form of question and answer. A set range of words is given, such as transportation. Classmate A asks a question in the form of a specified general question sentence, such as "Does the vehicle have wheels? B can only answer "Yes" or "No". The two groups of students work separately, and the group that guesses more vocabulary words within the time limit wins. This is a good way to motivate students to think positively and to check their mastery of knowledge.

(2) pass the word game (oral practice of sentences). Students divided into two groups, the teacher told the first student in each group of good sentences in the text or the use of key phrases and vocabulary sentences, the student quickly dictated to the second student, one by one down the line, so that the last student to say the sentence and the first student said to compare, to see which group to pass the word to pass quickly and well, accurately said the group for the winner. This is a great way to practice students' listening and speaking skills and to get a better grasp of the text. This form of fun, very popular with the students, they are active, responsive, in the game, they learned a lot of phrases and vocabulary, which is a good way to kill two birds with one stone.

(3) One Stop to the End (an exercise in cultural themes). Each group selects one student to participate in the game, a ringmaster is produced by drawing lots, other students challenge in turn, the winner of the challenge becomes the ringmaster of the next round to be challenged, and the student who stands in the position of the ringmaster at the end is the winner. The content of the challenge is culturally relevant, and there is a certain time limit for each student to answer the questions. For example, "When is Christmas? Whatdo westerners use when they eat?"

(4) "Memory Man" show (to review vocational words, for example). Teachers quickly present a set of pictures, including occupations, food, sports, etc., and then ask students to say how many pictures of occupations and the words of these occupations, and the one who answers the most is the "memory master". Students can be motivated to compete. The winner will be the one with the most correct answers and the one with the most correct answers, and will be given a "Memory Master" red flag on the spot. You can also carry out the "Memory Man" challenge, the ultimate winner, for the "Memory Man" overlord, so as to stimulate the enthusiasm of the students.

(5) Word solitaire game. Teachers give words, such as holiday, students are required to use the last letter as the first letter to give a new word, and so on, the words can not be repeated. Two groups of students compete, and the group that says more words within the time limit wins. Try to encourage students to give new words in this game. This game requires students to be able to listen quickly to the word given by the previous student and to be very familiar with the spelling of the word, which will help them memorize the word, while the other students can practice listening and consolidate their memory of the word. This is a very effective solitaire game that students enjoy, as it enlivens the atmosphere and hones their reflexes.

V. Conclusion

Confucius once said, "It is better to know than to be good, and it is better to be good than to be happy." Psychological research shows that when a person is full of interest in doing something, creativity and initiative will be efficiently utilized. They will take the initiative to seek knowledge, to practice, and in the experience of success to harvest the fun and satisfaction of increased learning, intellectual improvement, so as to become willing to learn, good at learning. Practice shows that this game teaching method of playing in the middle school and learning to play is a kind of situational teaching method that intermediate students are happy to accept, which can not only optimize intermediate English classroom teaching and regulate the learning atmosphere of the classroom, but also enable the intermediate students to learn and master the knowledge, so that the students can use what they have learned, as well as fully mobilize the intermediate students' non-intellectual factors and potentials, so that the students can change the previous negative and lax bad learning attitudes. In short, as long as the secondary English teachers in the implementation of the game teaching method carefully designed, the use of appropriate, will be able to improve the interest of secondary students in English learning and efficiency.

References:

[1]Wang Ru. An Introduction to the Application of Classroom Game Method in Higher Vocational English Classroom [J]. Reading and writing: education teaching journal, 2010, (03).

[2]Sun Jie. Emphasizing emotional factors, activating students' thinking: An introduction to the application of game teaching method in English teaching in vocational schools [J]. Secondary vocational education, 2012, (02).

[3]Cheng Xiaotang, Zheng Min. English learning strategies [M]. Beijing: Foreign Language Teaching and Research Publishing House, 2002.

Executive Summary The development trend of future teaching mode is to innovate the classroom teaching form from the philosophical category, to explore the psychological development of students under the perspective of generative view, and ultimately to use the classroom teaching as the external form, so as to enable the students to form a positive outlook on life and values. In this paper, we understand the process of college English teaching from the perspective of "generative view", and pay philosophical attention to its value orientation, subject generation, and life attributes, hoping to theoretically reorganize the educational thinking of college English and improve the effectiveness of teaching.

Keywords Generative View; College English Education; Value Orientation; Subject Generation

The perspective of the English classroom is cast beyond the classroom of college English teaching, from the transmission of knowledge to the learning of students' professional skills, and then from the professional skills to the generation of healthy and harmonious mental activities. The future development trend of the teaching mode is to innovate the form of classroom teaching from the philosophical category, to explore the psychological development of students under the generative view, and ultimately to make classroom teaching as an external form, so that students can form a positive outlook on life and values.

A philosophical interpretation of the generative view

Philosopher Heidegger's interpretation of the generative view is that the existence of the most independent "man" can not simply be independent of society, but as a result of the interaction of the natural people of society. Its essence is to see "man" as the product of a process of continuous growth and perfection. From the philosophical point of view to understand is that each individual is a mutual influence, mutual promotion of the "social human existence", no longer purely "human" as a living organism. It is no longer simply regarded as a living organism, but as a "generative social existence". In the process of college English education, to understand the teaching process from the perspective of the "generative view" means that classroom teaching is no longer regarded as the mere transmission of knowledge, but rather, we should analyze the influencing factors from the process of students' knowledge formation, and analyze and explore the process of improving students' growth from the heart level and the social point of view. From the philosophical category is to emphasize the objectivity, sociality and process of students' learning, and to develop the educational activities of college English around the above aspects. That is to say, teaching and learning in university English education activities are natural processes that interact and promote each other in the context of society. Understanding the teaching process from a dialectical point of view has a positive significance for perfecting teaching activities and improving the comprehensive quality of students.

The Generative View of College English Teaching

The interpretation of college English teaching activities from the generative viewpoint is mainly reflected in three aspects. First, teaching interaction, the university classroom is no longer a university teacher-led teaching activities, but the need for two-way, multi-angle interaction between teachers and students, students and students, teachers and teachers, the transfer of knowledge into the final product of communication and interaction, which is the objective existence of the knowledge itself from. Secondly, it is to analyze the teaching influencing factors from multiple perspectives, such as psychology, culture, environment, etc., to evaluate the teaching activities more objectively. The process of college English education is influenced by many of the above factors, and it is no longer purely to improve the college classroom teaching model. Such a system is more objective and comprehensive in analyzing and evaluating university English education activities. Thirdly, the relationship between students and teachers is understood dialectically. Before the teaching activities, the university teacher is the main body of teaching, leading the students' learning activities.

(I) Value Orientation of College English

First of all, college English education meets the real needs. In the whole process of university English education, the choice of university teaching materials, classroom organization, teaching effect evaluation and so on need to coincide with the current market economic demand. In the process of learning, students can effectively combine the knowledge with the real needs, which not only improves the learning efficiency, but also greatly improves the initiative of learning. In such a value context, the realistic demand is not to pursue short-term economic needs, but to look farther and apply a more open perspective to our current English teaching process. Secondly, university English teaching is in line with future needs. In the ever-changing social activities, it is necessary to have a forward-looking vision, make necessary inquiry into the current English education activities, maximize the positive interaction between the education activities and the real needs, and ultimately improve the students' ability to comprehensively apply their knowledge in the process of English education. Students' graduation time is often different from the current English learning time, that is to say, the learning and application of knowledge are not simultaneous, which requires teachers to organize teaching activities with a certain degree of foresight on the future demand for knowledge, so that the content of learning in line with the future needs of the market economy. Thirdly, university English education should be utilitarian. In the current university English teaching, teaching activities are organized under the baton of examination, which can improve students' academic performance in the short term, but fundamentally ignores the essential function of education, which is to cultivate students' good knowledge structure and practical skills, so that they can eventually get a suitable job after graduation and make a living in the society. That is to say, our university education should be based on the need to meet the results of the students' learning content to carry out appropriate innovative changes, and ultimately to meet the basic employment needs of students.

(II) The Generation of Subjects in College English Teaching

First, one of the subjects in college English education is the teacher. The significance of teachers in educational activities is self-evident. In traditional educational activities, more attention is paid to the preaching and teaching of teachers, that is to say, whether teachers can accomplish their duties, and seldom evaluate and analyze teachers' own values and knowledge structure. In the process of teaching and educating people, teachers' external forms and internal demands have a unity of expression. Secondly, one of the main subjects of university English education activities is students. Students' mastery of knowledge and improvement of basic practical skills in learning activities are closely related to students' own learning behavior. In the generative perspective, students' learning activities are no longer a single individual behavior, but in the scope of social activities to complete the learning process. Students in the learning process, should speak of their own psychological activities, learning environment, cultural quality and other factors and their own learning activities combined, the objectivity of the evaluation of their own learning behavior, and ultimately improve their own cultural literacy and social practice ability.

(C) The life attributes of university English teaching

Under the generative view, the analysis and summary of university English teaching activities have come to the conclusion that the teaching activities themselves are the epitome of the social activities of natural persons. University teaching activities are social activities in which teachers and students interact and exist, which is very much a part of life. Therefore, in the teaching activities, the interaction between teachers and students should be carried out in an optimistic attitude towards life, and the corresponding teaching activities should be carried out under the guidance of good values, so that the initial teaching goals can often be achieved. The practical activities of college English education under the perspective of generative view should be based on the two-way communication and interaction between teaching and learning, multi-angle analysis of influencing factors and respect for the objective existence of knowledge based on the organization and planning of teaching activities. The essence of teaching activities under the generative view is to explore the objectivity of the existence of knowledge, in teaching activities, students and teachers respect each other, **** the same communication, on the basis of which they continue to acquire cultural knowledge and improve social practice skills.

References

[1]Heidegger. Being and Time [M]. Beijing:Life. Reading. Xinzhi Sanlian Bookstore,2006.

[2]Wang Shouren. Adherence to the scientific view of university English teaching reform[J]. Foreign language community,2013(6).

English Education Paper 3

Abstract: China's traditional English education in colleges and universities is biased towards exam-oriented education, and students are more often than not just to cope with the exams to pass the grade, and the phenomenon of mute English is very serious. Therefore, with the development of Internet technology, English education in colleges and universities needs to be well transformed and reformed in the cross-cultural perspective. Moreover, English education in colleges and universities must adapt to the communication mode of the Internet, and at the same time, English education in colleges and universities should also pay attention to the influence of cross-cultural in the Internet era.

Keywords: Internet era; cross-cultural; English education in colleges and universities

The learning of any language is the embodiment of culture, similarly, for the education of English is actually also a reflection of culture, China's traditional English education in colleges and universities pays more attention to the examination education, resulting in the students' poor ability to practice and apply, and they only learn English in order to cope with the examination. The traditional English education in our colleges and universities emphasizes more on exam-oriented education, resulting in students' poor practical application ability and learning English just to cope with the exam. And with the development of society and the progress of network technology, electronic information technology, communication technology and Internet technology, the whole world has entered the Internet era. In the Internet era, as the media communication represented by new media rapidly affects the whole world with the advantages of speed and convenience, the Internet allows the whole world to get the information they want quickly no matter when and where they are, and in this background, the advantages of the Internet gradually appear, and the trend of cross-cultural integration becomes more and more obvious. Regional and local cultures can easily enter any country with the spread of new media and the Internet. Therefore, English education in colleges and universities should also do a good job of transformation and reform, so as to better adapt to the changes and development of society, and promote the further improvement of the level of English education in colleges and universities.

I. English education in colleges and universities must adapt to the mode of communication of the Internet

The mode of communication of the Internet is characterized by rapidity and convenience, and English education in colleges and universities is a kind of language learning, which firstly needs the atmosphere and environment of the language and the understanding of multilingual culture. In the Internet era, English education in colleges and universities should make effective use of the advantages of the Internet to help students learn English well and at the same time, teach students to obtain effective information needed for their own English learning on the Internet with multi-channel and dissemination advantages, enrich the content of English education, and at the same time should also improve the fun and vividness of learning. English education in colleges and universities can strengthen the reform and innovation of talent cultivation programs, so that students can do more practical teaching, access to their own needs on the Internet teaching resources, and can also further strengthen the improvement of English teaching content and teaching methods. The development of the Internet affects many people, for the English education in colleges and universities, the use of the Internet to carry out the reform of English teaching is imperative, the advantage of the Internet is that it can enrich the teaching content and teaching methods, can stimulate the students' interest in learning English, can mobilize the students' enthusiasm for learning English, so as to make the students learn English better with the help of the Internet. Objectively speaking, the Internet has brought opportunities and challenges to English education in colleges and universities. On the one hand, the Internet has enriched the teaching content of English teaching in colleges and universities and enriched the teaching mode of English teaching in colleges and universities; on the other hand, to a certain extent, the Internet has posed a challenge to the improvement of high-quality English teaching methods in colleges and universities.

Second, English education in colleges and universities should pay attention to the influence of cross-cultural in the Internet era

In the Internet era, language has long since become an effective tool for disseminating culture, and it is necessary to learn the language of a country to learn the culture of a country, and with the integrated development of the globe, the idea of cross-cultural is also gradually becoming a kind of language learning With the development of global integration, cross-cultural thinking has also gradually become a kind of obstacle to learning language, especially in English teaching in colleges and universities, if we can't abandon the way and method of learning mute English and can't learn English effectively in cross-cultural contexts, we can't really master the essence of English. Therefore, in order to learn the language of English well, we should strengthen the comprehensive understanding of British and American culture, especially in the process of cross-culturalization, pay attention to the integration of British and American thinking, only in this way can we find the essence of English and ensure the efficiency of English learning. The acceptance of culture is a long-term process, and English learning and English education in colleges and universities under the cross-cultural perspective should pay more attention to the process of students' learning, especially how to let students start from the cross-cultural concept in the process of learning, and borrow the advantages of the Internet to do well in their own English learning. Language learning and cultural integration are closely related and inextricably linked, understanding of culture is conducive to strengthening language learning, and the Internet era has provided the conditions for the development of English teaching. In English teaching in colleges and universities, the Internet can be used to understand Western culture in a cross-cultural context, making it easier for them to better master the language and become proficient in learning the language.

Conclusion

With the further development of education, higher education has gradually begun the transformation of applied education, especially in the Internet market, higher education should keep abreast of the times, and do a good job in higher education, and the same is true for English education, which is different from other higher education and is a cross-cultural background of language education. English education is different from other college education, is a cross-cultural background of language education, therefore, want to learn the language of other countries, first need to fully understand the cultural background of the country, then, how to improve the level of English teaching in colleges and universities in the Internet era, in the context of cross-cultural perspective, to cultivate more suitable for the development of the society of the talent has become an important issue that needs to be researched.

References:

[1]Gao Xin. Research on English intercultural education in colleges and universities based on the perspective of Chinese and Western cultural differences[J]. Art Appreciation,2015(5):215.

[2]Li Yang. Exploration of New Ideas of English Reading Teaching in Cross-cultural Perspective:Reflection on the Policy Requirements of Cultural Teaching Based on the New Curriculum Reform[J]. Journal of Heilongjiang Ecological Engineering Vocational College,2015(1):109-110,125.

[3]Wu Xiaoyan. Research on the Teaching Reform of College English Listening and Speaking Classes under Cross-cultural Perspective[J]. China Adult Education,2013(19):179-181.

[4]Peng Zao. Exploring the Effectiveness of Ideological and Political Education in Colleges and Universities under the Perspective of Cultural Diversity[D]. Chongqing:Chongqing University of Technology,2014.

[5]Zang Yinan. Cultivation of intercultural awareness of college students under the perspective of English cultural education[J]. Journal of Changchun University of Science and Technology,2013(4):120-121.

[6]Zhao Yao. Cultivation of Intercultural Communication Competence in the Perspective of Business English[J]. Journal of Changchun University of Science and Technology:Social Science Edition,2012(3):182-184.

;

  • Related articles

copyright 2024 Traditional Culture Encyclopedia All rights reserved