兴趣是最好的老师。有了兴趣自身会激发出无尽的内部驱动力,然后达到事半功倍的效果。但是焦虑则是通往成功路上的拦路虎,在英语学习上也是如此。笔者通过本次研究发现,小学生的英语学习兴趣、课堂焦虑与英语成绩确实呈相关关系。因此,...兴趣是最好的老师。有了兴趣自身会激发出无尽的内部驱动力,然后达到事半功倍的效果。但是焦虑则是通往成功路上的拦路虎,在英语学习上也是如此。笔者通过本次研究发现,小学生的英语学习兴趣、课堂焦虑与英语成绩确实呈相关关系。因此,通过本次研究旨在帮助一线教师充分考虑小学生的心理特点,重视挖掘小学生的语言学习规律,减缓小学生英语学习的焦虑,同时激发小学生的学习兴趣。Interest is the best teacher. Interest itself will stimulate endless internal drive, and then achieve twice the result with half the effort. But anxiety is a roadblock on the way to success, which is also true in English learning. Through this study, the author found that there is a correlation between primary school students’ interest in English learning, classroom anxiety and English achievement. Therefore, through this study, it aims to help frontline teachers to take primary students’ psycho-logical characteristics into full consideration, pay attention to tapping the language learning rules of primary students, slow down the anxiety of primary students’ English learning, and at the same time stimulate primary students’ learning interest.展开更多
“双减”背景下,考试次数大幅减少,及时检测学生的日常学习效果,调整教师教学方式,成为提高教学质量的重要手段。本文基于“布鲁姆教育目标分类理论”的教师提问策略在检测学生英语学习效果中的运用,以外研版新标准(三起)四年级下册Modu...“双减”背景下,考试次数大幅减少,及时检测学生的日常学习效果,调整教师教学方式,成为提高教学质量的重要手段。本文基于“布鲁姆教育目标分类理论”的教师提问策略在检测学生英语学习效果中的运用,以外研版新标准(三起)四年级下册Module 4 Unit 1 Will you take your kite?为例,具体介绍教师如何进行分阶提问才能有效检测学生的学习效果。展开更多
文摘兴趣是最好的老师。有了兴趣自身会激发出无尽的内部驱动力,然后达到事半功倍的效果。但是焦虑则是通往成功路上的拦路虎,在英语学习上也是如此。笔者通过本次研究发现,小学生的英语学习兴趣、课堂焦虑与英语成绩确实呈相关关系。因此,通过本次研究旨在帮助一线教师充分考虑小学生的心理特点,重视挖掘小学生的语言学习规律,减缓小学生英语学习的焦虑,同时激发小学生的学习兴趣。Interest is the best teacher. Interest itself will stimulate endless internal drive, and then achieve twice the result with half the effort. But anxiety is a roadblock on the way to success, which is also true in English learning. Through this study, the author found that there is a correlation between primary school students’ interest in English learning, classroom anxiety and English achievement. Therefore, through this study, it aims to help frontline teachers to take primary students’ psycho-logical characteristics into full consideration, pay attention to tapping the language learning rules of primary students, slow down the anxiety of primary students’ English learning, and at the same time stimulate primary students’ learning interest.
文摘“双减”背景下,考试次数大幅减少,及时检测学生的日常学习效果,调整教师教学方式,成为提高教学质量的重要手段。本文基于“布鲁姆教育目标分类理论”的教师提问策略在检测学生英语学习效果中的运用,以外研版新标准(三起)四年级下册Module 4 Unit 1 Will you take your kite?为例,具体介绍教师如何进行分阶提问才能有效检测学生的学习效果。
