文档介绍：Teach or not to teach ——ic symbols in primary English classroom
Teach or not to teach: a real headache
As the national curriculum standard and most newly-published textbooks do not support ic symbols (PS) teaching while many teachers argue that it’s especially helpful, whether or not to teach PS in primary English in China has e a problem troubling both teachers, teacher trainers.
There is no simple answer to this teach-or-not question.
Teach or not to teach: two surveys
“Do you think teaching PS useful to your students?”
“Why Do you think so?”
Survey A (2007-2008)
1024 teachers (from BJ,TJ,HB,JX,LN,YN,XJ)
Survey B (2008)
5000 teachers (online)
Teach or not to teach: teacher’s response (I)
“YES!”(%) and reasons:
better pronunciation
vocabulary learning (reading/spelling/remembering)
reviewing and self-learning (after class)
No more 扑栗子给乌蜜择不如不可偷猫肉!
the problem of fossilization
use of dictionaries
Teach or not to teach: teachers response (II)
“NO!”(%) and reasons:
boring
pressure for both teachers and learners
kill the children's interests
cause confusion between letters, pinyin and PS
difficult/ not suitable for children
“phonics” may be a better choice
Teach or not to teach: what specialists say (I)
陈琳: 小学开设英语课会加重学生负担吗? N
王蔷:小学英语课程该怎么开? N
程慕胜: 学英语不宜用国际音标? N
练玉春,张亚群: 小学英语音标可以放弃吗?Y
《光明日报》(2001)
邓一琳:小学生要不要学习音标? Y
付军:小学生先学国际音标不好!N
马承:字母音素音标三位一体法(直呼式韵律法)Y
章兼中:直接拼音英语Y
李如云:表音密码N
高明兰:实证研究(2008)Y
邱建华:字母拼读教学的实证研究(2007)Y
汪国萍:小英起始阶段培养学生拼读能力的可行性和必要性Y
Teach or not to teach: what specialists say (II)
Cheng(程晓堂)
小学阶段不主张教音标;
学生学单词拼音不建议学音标;
势必加重学生学习的负担;
学习语音最佳途径是听说,不应该是识别音标符号;
音标强调正确和准确但实际语言运用中不总是强调准确;
语言学习最有效的方法是直接模仿正确的发音;
建议教师在课堂上让学生多听,多模仿。
Teach or not to teach: what specialists say (III)
Lu(鲁子问)
教师中流传一种说法:新课标反对教音标,
这是以讹传讹而泼在课程标准上的脏水.
音标教学是否可以促进培养学生的英语运用能力呢?
当然能!关键在于如何教。
为什么要学音标?因为英语教育学家发现这一符号系统可以帮助学忆单词的拼写。
Teach or not to teach: what specialists say (IV)
中忆策略。
主要是听磁带。
随年龄增长,部分孩子运用忆英语单词拼写时,他们共使用了10 种记忆