Joke Collection Website - Bulletin headlines - Junior high school English teaching education essay sample

Junior high school English teaching education essay sample

English is a commonly used language in the world, and English teaching has received great attention, especially the teaching of English in junior high schools has attracted increasing attention. Below are the junior high school English teaching papers I compiled for your reference.

Junior Middle School English Teaching Paper Part 1: "The Application of Multimedia Technology in Junior Middle School English Teaching"

Abstract: Reflect on the application of multimedia technology in junior middle school English teaching and analyze its positive effects and problems.

Keywords: multimedia technology; junior high school English; learning materials

1 Preface

English, as a language course, continues to develop with the progress of society. Today's society is full of information technology, so the amount of information contained in English language courses is increasing. Multimedia technology is an important medium for students to contact the information society in the classroom. With the continuous development of science and technology, the installation cost of multimedia technology has gradually reduced. More and more schools have implemented multimedia teaching, and multimedia teaching has been widely used. Multimedia technology It plays an increasingly obvious role in junior high school English teaching and has become an important factor in improving the efficiency of junior high school English teaching.

2. The positive effects of multimedia technology applied to junior middle school English classes

Skillful use of multimedia to improve students’ interest in learning English. One of the primary effects of multimedia technology applied to junior high school English is to improve students’ learning English. interest. For junior high school students, although they have been exposed to English in primary school, English learning is more focused on oral practice and interest cultivation. By the junior high school stage, English learning has undergone great changes. In addition to memorizing words and sentences, students In addition, you also need to learn systematic grammatical knowledge. As the difficulty of English increases, students gradually lose interest in learning English. The application of multimedia technology in junior high school English classes can present abstract language knowledge in text, animation and other images, making boring English learning lively and interesting, and stimulating students' interest in learning English. When learning English at the primary school level, because the teaching content is relatively simple, teachers often use intuitive teaching methods, such as models, objects, wall charts, etc. This method can give students an intuitive impact on their hearing and vision, and stimulate students' interest in learning English. interest.

However, as the learning content of junior high school students increases, the effect of object-based teaching is limited. Using multimedia technology for teaching can greatly avoid this situation. Multimedia technology has the function of physical simulation and provides students with emotive and vivid learning materials. Skillful use of multimedia to create real situations for students to practice speaking. In daily teaching, we often hear some students complain: Why is it so difficult to learn spoken English? It is difficult to meet foreigners, and you dare not speak when you see them? English learning is the learning of language. , learning a language requires a speaking training environment. Students are exposed to all kinds of Chinese sayings, and English practice lacks a real English-speaking environment. Although students learn a lot of English knowledge in English classes, they are limited by their native language and have few opportunities to practice outside class. It is difficult to master it by studying in class alone. In addition, English knowledge in junior high school is much more complicated and difficult to understand than in primary school. Teachers’ teaching in class is mostly explanatory. It is impossible to teach playfully like primary school teachers. At the same time, they rarely pay attention to students’ language practice, so it is It has become a major difficulty for junior high school students to learn English. Use multimedia tools to teach junior high school English, organically integrating text, pictures, animation and other elements to create a real English learning environment for students related to the content of this course, so that students can better practice oral English and apply what they have learned.

For English learning, in addition to memorizing some vocabulary and phrases, you also need to understand the customs, language habits, etc. of English-speaking countries. These teachers’ explanations alone cannot leave a deep impression on students. However, through the display of pictures, videos, etc. through multimedia technology, students' impressions can be deepened and their interest in learning can be improved. Clever use of multimedia to activate the learning atmosphere in English classes. Clever use of multimedia technology can stimulate students' interest in learning and activate the learning atmosphere of junior high school English classes. The use of multimedia teaching can activate students' thinking and allow students to learn English in a relatively relaxed atmosphere.

For junior high school students, they still retain the lively and active nature of childhood. Learning junior high school English through multimedia technology and transforming abstract knowledge into concrete knowledge presented in pictures and animations can stimulate students' interest in learning and make them more interested in learning. Interest is transformed into the most powerful learning motivation and students' potential is tapped. Interest is the biggest motivation for students to learn. If students can retain a strong interest in English learning, then this interest will become the most powerful source of force for improving students' English scores. For teachers, the use of multimedia teaching saves the time of writing a lot of blackboard writing. Teachers can type all the knowledge that needs to be explained on the courseware before class, so that they have more time to communicate with students, which is conducive to The harmonious relationship between teachers and students also promotes an active classroom atmosphere.

3. Negative effects of applying multimedia technology to junior high school English classes

With the widespread use of multimedia technology, abuse or misuse can be seen in every classroom. The original intention of using multimedia technology in junior high school English classes is to improve teaching efficiency. However, with the emergence of the abuse of multimedia, teachers have encountered a series of problems when using multimedia technology. Let’s talk about the negative effects of multimedia technology in the application of junior high school English classes.

One of the phenomena: Teachers’ preparation for lessons. With the gradual popularization of the application of multimedia technology in teaching, some negative impacts have also occurred, hindering the efficiency of English classes. For example, teachers have a coping mentality when preparing lessons. Under the original English teaching model, if teachers want to give good lessons, they cannot do without careful study of teaching materials and teaching references, so as to improve classroom teaching efficiency. However, with the use of multimedia technology in English classes, teachers can use multimedia courseware to carry out English teaching. The Internet is an all-inclusive resource library. Teachers can easily find and download the courseware and resources they need from the Internet. This causes teachers not to take it seriously when preparing lessons and has a serious coping mentality, which ultimately hinders the improvement of teachers' self-quality. , but also causes inefficiency in classroom teaching, which is not conducive to the improvement of students' English scores.

Phenomenon 2: The importance of writing on the blackboard is ignored. Writing on the blackboard is the soul of the classroom and an important basis for students to grasp the context of the teacher’s lectures in the classroom. In the traditional teaching model, teachers mainly rely on writing on the blackboard to convey English knowledge to students and deepen students' understanding of the knowledge explained by the teacher. With the use of multimedia technology in junior high school English classes, teachers have adapted to the way of displaying knowledge by clicking the mouse, and have basically omitted the important step of writing on the blackboard. Although it is mentioned above that the use of multimedia technology in junior high school English classes saves teachers time in writing on the blackboard, this does not mean that the writing on the blackboard is completely abandoned in teaching. For students, although they can learn some knowledge from the courseware, students cannot distinguish whether the knowledge is important or not, which is not conducive to students' systematic mastery of English knowledge. Writing on the blackboard can emphasize knowledge for students, help them distinguish the importance of knowledge, and is beneficial to students' long-term development.

Phenomenon 3: Unreasonable courseware production In the process of integrating multimedia technology with junior high school English classes, some English teachers overly praise and pursue the novelty of multimedia courseware, thinking that as long as the courseware for English classes is beautifully and novelly produced It can attract students' interest in learning English, make students surrender to the courseware, and improve their English scores. Driven by this purpose, teachers intersperse some dynamic patterns and comics into English courseware, such as rotating balls, running puppies, beating small alarm clocks, flashing small lights, etc. Through the application of these dynamic patterns, all students' attention is captured, making it impossible for students to concentrate on the teacher's knowledge explanation, which ultimately affects the students' listening effect.

References

[1] Yu Yicheng. A brief discussion of multimedia teaching and its application in English teaching activities [J]. Journal of Qinghai Normal University: Philosophy and Social Sciences Edition, 2004( 6).

[2] Wang Jun. Application of multimedia in English teaching [J]. Journal of Liaoning Vocational College, 2004(2).

[3] Zhao Xueqin. Multimedia Application in English teaching [J]. Educational Practice and Research, 2001(6).

[4] Zeng Xiaoyan. Application of multimedia-assisted teaching in junior middle school English classes [J]. Education and Teaching Forum, 2011(25).

[5]Zhang Dongmei. Multimedia and English Teaching[J]. Zi Zhi Digest: Management Edition, 2010(4).

[6]Chen Yan. The advantages, misunderstandings and countermeasures of multimedia technology in English classroom teaching [J]. Journal of Anhui Electronic Information Vocational and Technical College, 2009(2).

Junior Middle School English Teaching Paper Part 2: "Junior Middle School English Classroom Teaching Efficiency Improvement Measures"

Abstract: Classroom teaching is the main form of English teaching. Improving the efficiency of English classroom teaching is the main way to improve students' English listening, speaking, reading and writing abilities, and is the key to improving the quality of teaching. . Therefore, English teachers must carefully prepare lessons, carefully design classroom teaching, improve teaching methods and means, stimulate students' interest in learning, improve students' self-learning ability and comprehensive use of language, and improve classroom teaching efficiency.

Keywords: Junior high school English; classroom teaching; efficiency and interest; self-study ability

To improve the efficiency of junior high school English classroom teaching, it is necessary to better complete the teaching tasks within a certain period of time, so that Students gain more knowledge and skills, and the learning process is enjoyable. To this end, teachers should use a variety of teaching methods and means to cultivate students' interest in learning, fully mobilize students' enthusiasm and initiative in learning, encourage students more, guide students, enable students to master learning strategies, and enhance students' self-confidence in learning English. Make students actively participate in classroom teaching activities. Only in this way can the teaching concept of teacher-led and student-centered be fully reflected, so that students can master English knowledge better and faster, and be able to use this language knowledge flexibly to improve students' language ability, cultivate students' innovative spirit and The purpose of practical ability. Next, the author will talk about some superficial understandings on how to improve the efficiency of English classroom teaching in junior high schools.

1. Cultivate students’ interest in learning English

For a long time, some junior high school students have lacked interest in English and even have a certain fear, which has become an obstacle to improving teaching efficiency. Therefore, how to stimulate and cultivate students' interest in learning English is a problem that we need to seriously consider at present. The author believes that to stimulate students' interest in learning English, we can start from the following aspects. First, establish a harmonious teacher-student relationship and create a good teaching atmosphere. A harmonious teacher-student relationship is a prerequisite for improving teaching efficiency. In English teaching, teachers must not only impart knowledge, but also be caring, responsible, love and respect students, strengthen communication and interaction between teachers and students, so that students can be close to their teachers and believe in them, creating a strong sense of responsibility. Interest in learning. In addition, a good teaching atmosphere is also an important condition for stimulating students' interest in learning and improving teaching efficiency. Teachers should respect students' individuality and personality in English teaching, create a democratic, harmonious, and pleasant teaching environment for students, and provide students with equal opportunities to show themselves. They should use more words of praise in class to encourage students and make students feel Confident, relaxed and happy, it stimulates their interest in learning English, so that they can devote themselves wholeheartedly to learning English and actively acquire knowledge and skills. Secondly, stimulate students’ interest in learning through interesting tutorials. Teachers should mobilize students' enthusiasm for learning at the beginning of class. They can use humorous opening remarks, lively and interesting stories, and use multimedia to play audio-visual materials, songs, movie clips, etc., to attract students' attention and stimulate students' interest in learning. Thirdly, use games to stimulate students’ interest in learning. Teachers can appropriately carry out game activities in English teaching and integrate teaching content into games so that students can learn and consolidate knowledge during the game. For example, word guessing games can be used when teaching vocabulary, and group competition games can be organized when teaching texts. Finally, open a second classroom to broaden students' horizons and stimulate their interest in learning.

Teachers should pay attention to the integration between inside and outside class. After class, students can have English corners and English columns in the classroom, collect some English short stories, idioms, jokes, etc., and organize students to carry out story gatherings, games, dialogue competitions and other activities. In this way, students will be interested, actively prepare, and actively participate, which can broaden their horizons, enable them to learn more knowledge, and apply what they have learned. The implementation of these activities has effectively stimulated students' interest in learning. During the activities, students will feel the fun of learning English, learn more English knowledge and skills, and be impressed and unforgettable for a long time.

2. Improve students’ ability to learn English on their own

? It is better to teach them to fish than to teach them to fish. ?In English teaching, teachers should teach students learning methods, strengthen listening, speaking, reading and writing training, and improve students' ability to comprehensively use language and self-learning ability. Only when students have a certain ability to actually use language and self-learning ability can they further learn and use English better, and can they continuously overcome difficulties and solve problems in the learning process. From this perspective, cultivating students' English self-learning ability is more effective in improving teaching efficiency than directly imparting English knowledge to students, and has more practical and long-term significance. Therefore, teachers should pay attention to inspiring students, asking them to read more and practice more, stimulate students' interest in reading, improve students' English reading ability, and thereby comprehensively improve students' listening, speaking, reading and writing abilities. Reading focuses on understanding. Students should pay attention to grasping the content of the article as a whole, as well as understanding the details and paying attention to key phrases. Teachers should let students practice more listening, speaking, reading and writing. Through continuous practice, they can improve students' ability to learn English by themselves, so that students can learn to ask and solve problems independently. Teachers should also pay attention to guiding students to master methods of learning English, such as methods of memorizing words, various reading methods, writing methods and techniques, etc., so that students can draw inferences from one example. In addition, teachers should also guide students to make more summaries, so that students can connect the knowledge learned before and after, and systematize and integrate the knowledge they have learned. Through these links, students can comprehensively improve their ability to learn English on their own.

3. Design activities skillfully and pay attention to practical results

Classroom activities are an important way to stimulate students' interest in learning and enable students to master English knowledge and skills. So, in junior middle school English teaching, how do teachers design classroom activities to achieve the best teaching effect? ??I think that in order to make the activities more effective, we must follow the following principles: The goals of teaching activities should be clear, the situation The creation must be reasonable, all students must actively participate in the activities, attention must be paid to the rational use of teaching resources, and effective evaluation and feedback must be paid attention to. Specifically, first of all, activities should be centered around content. Each class has certain teaching content and teaching objectives. Teachers must clarify their ideas before class, arrange the teaching content and teaching links, set relevant teaching activities according to the goals to be achieved in each link, proceed step by step, and highlight teaching Heavy and difficult points. Secondly, the activities should be difficult and appropriate. Students are the main body of classroom teaching. Teachers must ensure that students can actively participate and complete teaching tasks within a limited time. They must grasp the difficulty of classroom activities, design classroom activities in layers, and make each individual student within the student's zone of proximal development. Students of all levels can make progress, and it is very necessary to provide students with some support in more difficult areas. In this way, students with good English foundation can express themselves to their heart's content, and students with poor English foundation can also actively participate and gain something.

IV. Use evaluation methods scientifically

Teaching evaluation is an important part of the teaching process. Through evaluation, teachers can make students realize their own strengths and progress, shortcomings and deficiencies, so as to encourage students, enhance students' self-confidence, correct students' mistakes, and enable students to effectively make up for their deficiencies. If students receive positive evaluations in their studies, then they will be affirmed by teachers and classmates, which will create a sense of accomplishment, enhance self-confidence, and create an interest in learning English and a need for learning progress. On the contrary, if students receive too many negative comments, negative emotions will arise, and some students, especially those with poor grades, will have a reduced confidence in learning English. Therefore, teachers should encourage students more, respect their individual differences, and put forward different requirements for different students. As long as they make progress, they should be encouraged so that students at all levels can enhance their self-confidence and be able to learn English better. progress. Teachers should also pay attention to pointing out students' shortcomings while praising them, so that students can check for omissions and make positive progress.

In short, in the teaching process, teachers should evaluate students scientifically and rationally, be good at catching students' shining points, praise more and criticize less, so that students can learn English confidently and proactively.

References:

[1]Xu Yongfang. Problems and coping strategies in English teaching in junior high schools [J]. Science and Education Wenhui: Mid-term Issue, 2011(12).

[2] Chen Lulu. Exploration of junior high school English teaching based on layered teaching method [J]. Science and Education Wenhui: Mid-term issue, 2010(9).

Junior high school English teaching paper Part 3: "Junior High School Spoken English Teaching"

In recent years, with the deepening of teaching reform, spoken English teaching in junior high schools has made certain progress. However, due to the influence of exam-oriented and backward teaching methods and teaching concepts, English speaking in junior high schools has There are still many problems in oral English teaching. According to the requirements of the new curriculum standards, the main purpose of English teaching in the 21st century is to guide and train students to master language behavior communication, which highlights the importance of oral English teaching. What aspects should we do to improve oral English teaching?

1. Disadvantageous factors in oral English teaching

Misunderstandings that are easy to occur in the oral English teaching program for junior high schools are mainly reflected in the following: Teaching methods and teaching content.

1. From the perspective of teaching methods

Although my country’s junior high school education has implemented nine years of compulsory education, the essence of the exam-oriented education system has not changed. In the traditional teaching Under the influence of ideas, junior high school English teachers tend to continue the previous test-oriented teaching style in their oral English teaching plans, using scripted and conceptual teaching, that is, emphasizing the basic theories of oral English and ignoring the teaching of oral exercises. In such a situation In teaching, teachers pay more attention to reading texts or reciting textbooks in an attempt to let students improve their speaking level through more self-reading, while neglecting to correct deviations and standardize teaching in students' speaking; on the other hand, in In the oral English teaching in junior high schools, the teacher's teaching method is more about letting students learn alone, and does not use modern information teaching methods or cooperative teaching methods. This will make the oral English teaching in junior high schools lose the interest and fail to motivate students. Students' enthusiasm and initiative affect the quality of oral English teaching.

2. From the perspective of teaching content

The oral English teaching in junior high schools is mainly based on textbook content, that is, the dialogue and sentence content of model textbooks, to allow students to make connections in oral English. , in essence, the content of spoken English teaching in junior high schools focuses on English itself, without adding the extension of various correlations with English. Therefore, content such as English culture, film and television, etc. do not reference spoken English in junior high schools. In teaching, as English teaching has developed to the current stage, oral English teaching has broken away from traditional mechanical teaching and begun to move towards rich and diversified teaching. Contents such as film, television and culture have long been included in oral English teaching and have become a part of English teaching. As an effective means of teaching oral English, teachers of spoken English teaching in junior high schools have certain negligence because of the low difficulty level of the teaching courses. This makes the teaching content of spoken English teaching in junior high schools appear to be single. Coupled with the negligence in teaching methods, It will make the entire oral English teaching class boring and boring.

3. The overall quality of teachers is low

Whether in terms of quantity or quality, middle school English teachers are in very short supply. This aspect is even more serious in rural areas. A large number of rural schools have even given up the subject of English because there are no English teachers. There are also many other schools that do not have enough funds to hire qualified English teachers and can only hire high school graduates. Short-term substitute teachers, these teachers seriously lack standardized and systematic training, and just teach students according to their own habits and temperament. As a result, students will lack correct training methods, and then accept wrong pronunciation and learn authentic dialect English. , and ultimately missed the opportunity to learn standard English.

2. Specific strategies for oral teaching

1. Live-oriented oral teaching

A successful foreign language class should have rich situations where students can In this situation, the ability to control the learned knowledge is continuously enhanced. Spoken English teaching should create situations for students and guide students to be immersed in the situation. It can be closely connected with the reality of life and create life situations, which is more conducive to the daily life of oral English teaching.

Setting up situations can bring students into a specific space, allow them to experience it emotionally, and stimulate their emotions in a short period of time. If the content of the teaching materials and the age characteristics of the students can be combined when setting the situation, the efficiency of the classroom will be greatly improved.

If students learn foreign languages ??well, they will have more exposure to and use of foreign languages. Learning spoken English must be particular. There is no point in asking students to learn spoken English that is not commonly used. Therefore, teachers must be close to life when setting up scenes, so that they are interesting things that students like to hear and see and are interested in. By introducing the target language structure from the information that students already know, it will be much easier for students to learn. Even when you encounter some new words, you can know its meaning and usage just by understanding it.

2. Pay attention to students’ basic English skills

Basic language skills directly affect students’ English proficiency and are an important factor affecting students’ oral English proficiency. Most students do not have solid basic language skills, such as non-standard pronunciation, irregular intonation, unskilled use of sentence patterns, and poor grammar. These are the reasons for students' low oral proficiency.

In response to this specific situation, teachers should start with basic pronunciation and flow explanations to consolidate students' basic English skills. There are many important contents in pronunciation flow learning that are difficult for students to master, such as continuous reading, blasting, weak reading, etc. Teachers can first explain relevant basic knowledge to students, and then slowly transition to sentence pattern training, relying on the content of the textbook. Guide students to conduct a large number of consolidation exercises, striving to improve students' pronunciation in a short period of time.

Grammar is also one of the reasons that restricts students’ English speaking proficiency. Therefore, grammar explanation is an important part of English teaching in junior middle schools in underdeveloped western areas. Teachers should base their grammar explanations on textbooks. And guide students to recite a large number of "classic sentences" in the textbook, so that students can master the basics of grammar while improving their sense of English.

3. Encourage students to speak boldly

In oral English teaching in junior high schools, in order to encourage students to speak boldly in English and thereby enhance students’ oral communication skills, teachers should insist on teaching as much as possible Communicate orally with students in English. For example, after learning simple communicative terms, the teacher asked the students to say hello in English before class in the morning: Good morning, Teacher! When they are late, ask: May I come in. When disturbing others, say: Excuse me. When helping and receiving praise from others, you should answer: ?Thank you!? etc. Let students start with simple conversations and gradually get used to communicating in English, thereby improving their English speaking skills. In the process of students using English, even if their pronunciation is not accurate or their expression is not fluent enough, teachers should help them correct them tactfully and give them positive encouragement. In this way, students' self-confidence can be effectively enhanced, allowing them to speak English boldly, and ultimately improving their oral communication skills.

4. Correct errors in a timely manner

Making mistakes is an inevitable phenomenon in the language learning process. In oral English teaching, the most important task of teachers is to help and encourage students to carry out various communicative activities in order to achieve the maximum amount of students' oral practice. The improvement of speaking ability must be achieved through practical application. Teachers should not blindly blame students. Instead, they should guide students patiently and let students discover their own mistakes, thereby improving their confidence and interest in speaking English. Encourage them to use English to communicate consciously or unconsciously outside the classroom. Only in this way , our students’ speaking ability can be continuously improved.

5. Improve one’s own quality

The cultivation of oral English in junior high schools is very important for the future development of students, so English teachers must pay more attention to oral training and improve their own quality. , improve classroom education methods in future teaching, make the content of spoken English classes rich and colorful, and more meaningful, so that students can get more opportunities to practice spoken English in the classroom.

III. Conclusion

As my country’s reform and opening up further deepens and expands, and international exchanges become increasingly frequent, learning English and using English for oral communication has become a social need. Therefore, strengthening the teaching of spoken English has attracted everyone's attention. This is not only a requirement of current quality education, but also reflects the trend of foreign language teaching reform. Teachers should organize classroom teaching in English, process textbook content in English, and require students to participate in classroom practical activities in English, ask and answer questions in English, and cultivate listening and speaking skills through practical speaking.

Teachers and students all speak English in class, which is a distinctive feature of English classroom teaching and one of the important signs of excellent classroom teaching. It is also the direction for improving English teaching in our country.