How to effectively play the auxiliary role of teaching AIDS in English teaching in primary schools

First, the importance of teaching AIDS in English teaching in primary schools

1 is conducive to stimulating students' interest in learning and mobilizing their initiative and enthusiasm in learning.

Through objects, models, cards, slides and other forms, the abstract and boring narrative in the text is displayed with vivid images; Vivid pictures and clear explanations can greatly stimulate students' interest and create a good learning atmosphere. For example, when teaching singing and ballads (Let's sing/Let's chant), in the wonderful music and interesting rhythm, students not only learn easily, but also learn quickly and remember firmly.

2. It is convenient to create scenes and help to break through the key and difficult points in teaching.

Can you eat? Can you walk? Can you sleep? In the teaching of three sentences, China astronauts Zhai Zhigang, Liu Boming and Jing Haipeng presented uncomfortable faces in the cabin. Then the teacher asked the students to interview them. "Can you eat? Can you walk? Can you sleep? This situation naturally leads to three sentences to help students better understand, then the key and difficult points will be solved.

Second, the current situation of the abuse and misuse of teaching AIDS in primary schools

Teaching AIDS, for teaching, are just auxiliary tools! It's a crutch, it's a ladder! No matter how beautiful it is, it is crutches and ladders. The purpose of using it is just to stand higher and go further. However, in recent years, in primary school teaching, the phenomenon that too many teaching AIDS affect teaching efficiency and effectiveness is widespread and even intensified.

1, paying too much attention to quantity and form;

2. Ignore timing and time;

3. Pay too much attention to multimedia.

Third, the principle of using teaching AIDS

In the face of the abuse and misuse of teaching AIDS, in order to maximize the auxiliary role of teaching AIDS, the following principles are put forward to break through the key and difficult points of teaching and mobilize students' initiative and enthusiasm in learning:

1, rationality

We know that even the same teaching aid will produce different effects in different methods, users and situations. To this end, we would like to emphasize the following points:

(1) Adhere to the teaching content.

In the application of classroom teaching AIDS, every link should be closely related to the teaching content, highlight the key points and not deviate from the theme.

For example, in the third unit of the third grade of the People's Education Press textbook, words such as green, yellow, red and orange are all described from the color characteristics. For example, first draw the outline of fruits on the blackboard, let students talk about their colors, and then color them with corresponding chalk to introduce today's new words such as green, yellow, red and orange. Then do a guessing game "Guess which fruit will be at the scene". The design of this courseware closely revolves around the teaching objectives. In the activity, because the teaching AIDS give students good materials, students compete to guess that their listening and speaking ability has been fully exercised and improved, so that students can quickly achieve the expected purpose of this class.

(2) Meet the teaching opportunities

Teaching AIDS should be presented in time to give students a novel and mysterious feeling, so as to better attract students' attention and avoid presenting teaching AIDS too early or too late.

For example, in the teaching of "Blowing Balloons" in Unit 6, Book 1 of the third grade textbook of People's Education Press, balloons are not put on the podium at the beginning of class, because it will inevitably distract students. Instead, the balloon was hidden under the podium in advance, and it was not until this sentence was learned that the balloon was taken out in time to help students understand. After they master the study habit of "blowing balloons", it can be said that it is a win-win situation.

2. Interesting

Keep the novelty and diversity of teaching AIDS.

For example, when learning the second volume of the fourth grade textbook of People's Education Press, about teaching clothes such as jackets, sweaters, skirts, dresses, shirts, pants, shorts, sandals, boots, etc. A teacher ingeniously chose a split picture of a coat, trousers and shoes similar to a picture book. When using the teaching aid, with the rotation of the card, the clothes of the characters are transformed into different styles and colors; And according to the characteristics of the four seasons, reasonable collocation clothing. This novel and unique teaching aid has the advantages of simple operation, good effect and high efficiency, and also enables students to acquire new knowledge in a relaxed and pleasant atmosphere.

Step 3 choose teaching AIDS

Each class has specific teaching contents and teaching difficulties. The teaching AIDS selected by teachers should be changed according to the specific situation, so that students can better master and use the knowledge and skills they have learned, thus achieving the teaching objectives. As the following four teaching AIDS:

(1) People's emotions, clothes, manners and words are all "living teaching AIDS" in the classroom.

(2) The stick figure is used at the same time as the teacher's teaching, and the teacher draws while talking, which makes the integration of knowledge, teacher's language and blackboard writing closer. At the same time, let students participate in the teaching process to achieve the effect of combining audio, video and speaking.

(3) English children's songs and songs; For example, after learning the English words of clothes, you can combine the colors and characters you have learned before to create such children's songs: skirt, white skirt, sister's skirt. Shirt, blue shirt, brother's shirt. Sweater, yellow sweater, mother's sweater. Jacket, black jacket, father's jacket. Teachers can also let students try to write poems and nursery rhymes on the basis of being familiar with what they have learned.

(4) Multimedia teaching is intuitive and entertaining. For example, when teaching animals, students can not only look at pictures of animals, but also hide the pictures and play the sounds of animals, so that students can guess what animals they are. This greatly improves the efficiency of classroom learning.

In short, starting from teaching and starting from students, we should use teaching AIDS better and more skillfully to make them conform to the four principles, rather than abusing them.