知不足而学之，知其然而用之——谈高中英语词汇教学方式的优化

目前,词汇教学主要侧重单词的音、形、义,学生也通常比较重视单词的记忆,其结果只能学到死的单词,而且这些单词容易被遗忘。为了纠正学生的"学单词就是记忆单词"的理念偏差并改善其行为结果,笔者尝试了"知不足而学之,知其然而用之"的教和学的实践。本文以教学案例的形式,谈谈如何在教和学的过程中矫正和优化词汇教学方式。

Nowadays,vocabulary is usually taught with particular emphasis on pronunciation, spelling and definition.Students usually devote much time and energy to mechanical memorization.Consequently,the vocabulary they have learned can not be put into use and can even be easily forgotten.To rectify the notion idea that'learning vocabulary is memorizing vocabulary',the author experiments with a new approach,which arouses students' active learning by recognizing their own lack of vocabulary first,then provides students with an immediate opportunity of practice with the purpose of consolidation.A practical method in the form of a case,is presented in the present paper as an example to rectify and optimize vocabulary teaching methods.