语音是英语学习的基础,语音学习的好坏直接影响到英语学习的成效和动机。在常规高中英语课堂中,学生语音基础薄弱是普遍现象,其主要原因在于学校和教师未能对英语语音教学引起重视,“初升高”英语语音衔接教学工作未能做好。基于此,本...语音是英语学习的基础,语音学习的好坏直接影响到英语学习的成效和动机。在常规高中英语课堂中,学生语音基础薄弱是普遍现象,其主要原因在于学校和教师未能对英语语音教学引起重视,“初升高”英语语音衔接教学工作未能做好。基于此,本文简要论述了模因论和对分课堂模式并分析了其在语音教学中的可行性;最后从教师的角度,以“教–学–评”一体化为主线详细分析了高中英语语音教学中教师精讲、学生独学和语音评价等方面的具体要求,希望能在高中这一重要节点帮助高中英语教师有效改善高中生的语音学习问题,以便为学生以后的学习打下坚实的基础。Pronunciation is the basis of English learning, which directly affects the effectiveness and motivation of English learning. In the English teaching of some senior high schools, it is a common phenomenon that students’ phonetic foundation is weak. The reason mainly lies in that schools and teachers fail to pay attention to English phonetic teaching, and the connection work between junior and senior high school English pronunciation teaching has not been done well. Based on this, this paper briefly discusses memetics and PAD class model and analyzes their feasibility in pronunciation teaching. Finally, from the perspective of teachers, the specific requirements for teachers’ intensive teaching, students’ independent learning and phonetic evaluation in senior high school English pronunciation teaching are analyzed in detail with the integration of “teaching-learning-evaluation” as the main line, hoping to help senior high school English teachers solve the pronunciation learning problems of senior high school students at this important node of senior high school, so as to lay a solid foundation for students’ future learning.展开更多
文摘语音是英语学习的基础,语音学习的好坏直接影响到英语学习的成效和动机。在常规高中英语课堂中,学生语音基础薄弱是普遍现象,其主要原因在于学校和教师未能对英语语音教学引起重视,“初升高”英语语音衔接教学工作未能做好。基于此,本文简要论述了模因论和对分课堂模式并分析了其在语音教学中的可行性;最后从教师的角度,以“教–学–评”一体化为主线详细分析了高中英语语音教学中教师精讲、学生独学和语音评价等方面的具体要求,希望能在高中这一重要节点帮助高中英语教师有效改善高中生的语音学习问题,以便为学生以后的学习打下坚实的基础。Pronunciation is the basis of English learning, which directly affects the effectiveness and motivation of English learning. In the English teaching of some senior high schools, it is a common phenomenon that students’ phonetic foundation is weak. The reason mainly lies in that schools and teachers fail to pay attention to English phonetic teaching, and the connection work between junior and senior high school English pronunciation teaching has not been done well. Based on this, this paper briefly discusses memetics and PAD class model and analyzes their feasibility in pronunciation teaching. Finally, from the perspective of teachers, the specific requirements for teachers’ intensive teaching, students’ independent learning and phonetic evaluation in senior high school English pronunciation teaching are analyzed in detail with the integration of “teaching-learning-evaluation” as the main line, hoping to help senior high school English teachers solve the pronunciation learning problems of senior high school students at this important node of senior high school, so as to lay a solid foundation for students’ future learning.
