How to bring Chinese thinking into the English classroom

Abstract: As languages, the learning of Chinese and English have many similarities. In English classroom teaching, the thinking of Chinese teaching should be integrated to allow students to move from familiarity to unfamiliarity, eliminate students' fear of difficulties, and at the same time enhance students' confidence in learning.

Keywords: preview mode; reading mode; citation mode; situational mode

Bringing Chinese thinking into the English classroom has been a controversial topic in recent years. I personally believe that Chinese and English both belong to language learning and have many similarities. Moreover, even if we try our best to widen the difference between English learning and Chinese learning, we will still find that students will connect the two. So, why not integrate our thinking and bring the thinking of Chinese learning into high school English learning to stimulate students' enthusiasm for learning.

1. Let preview become a magic weapon for students’ learning

In Chinese classroom learning, we already have a mature preview mechanism and preview feedback mechanism, but in English teaching this Seems relatively weak. We should learn from this model in Chinese learning. Of course, some are not applicable. Making appropriate changes can become a magic weapon for English learning.

High school students already have a foundation in English learning, especially their understanding ability has been improved. Therefore, students will not encounter great difficulties in previewing, and many problems can be solved during the previewing process. This will save more time for classroom teaching, and at the same time, previewing in advance can focus students' attention in class and improve teaching effectiveness. Students' learning will also become simple and directional. It can be said that if you can persist in reviewing, your academic performance will continue to improve.

Of course, teachers should set up tutorial plans or tutorial outlines and teach students how to preview, so that students cannot be at a loss. In particular, students should be told that they will encounter difficulties during the preview process and they should write them down and solve them together. Students must not be fearful because of the difficulties they encounter in pre-study, as this will affect their academic performance. The tutorial plans and tutorial outlines should not be too difficult.

2. Guide students to read classics

Reading has become an important part of Chinese education. Considering the actual situation of English classes today, it is imperative to increase the intensity of English reading. Classic articles contain a lot of knowledge, truth and culture. Through continuous reading, we can cultivate our sense of language, broaden our horizons, enrich our accumulation and experience emotions. These are the benefits that reading brings us.

For learning a language, reading is necessary. Because reading can not only solve writing problems, but also speaking problems. When reading, we can read aloud or silently in a low voice, so as to solve the problem of vocalization. Avoid the situation of mute English. Moreover, in reading classics, we can also learn more knowledge from them, just like Chinese education.

3. Introduce materials to pave a smooth road

The Chinese subject is open. During the teaching process, teachers will quote some vivid examples and fresh materials, thereby reducing students’ understanding and learning. difficulty. For example, in Chinese teaching, in order to explain the background, we will introduce a short historical story, which is both interesting and informative. When talking about some new technologies, we will introduce the latest scientific and technological invention materials to inspire students' sense of pride.

We should not just teach textbooks, but should explore the depth of textbooks, expand the width of textbooks, and broaden students' learning thinking. This will make learning easier and more effective.

In the process of learning English, we can also use the knowledge of history, geography, science and other subjects according to the actual situation. This can not only strengthen the connection between subjects, but also promote the formation of students' awareness of using knowledge, which is extremely beneficial to students' lifelong development.

Quotes pave a ladder. From one knowledge point to another, the span is a bit large and difficult to master. This is like putting a huge difficulty in front of students, and students cannot jump to it. If we can divide this difficulty into several gradients, we can allow students to gradually solve the difficulty. The function of citing materials is to solve this difficulty step by step. Of course, the citation of some materials can enrich the classroom format and play a role in expanding knowledge.

It can become the lubricant of the classroom. When students are bored with serious knowledge, we can introduce some light and interesting knowledge to adjust, so that students' attention will be focused and they will have spare energy to learn the following knowledge.

In short, there are many benefits of quoting materials, but when quoting materials, you must choose the ones that are refined, in line with the students' psychology, suitable for the rhythm of the class, concise and not lengthy, etc. In the final analysis, It just needs to be appropriate. Teachers can only sum up this standard through constant exploration.

IV. Set up situations for easy learning

In Chinese teaching, we can see a lot of textbook drama performances. We can read aloud by role, set up some situations, and put knowledge in this situation. Completed in a short time, it is both easy and practical. In fact, in English classroom teaching, this is done very well. Many situations are set up in the teaching materials to bring students into them. However, because the teaching materials are limited, slow to update, and relatively rigid, teachers are required to spend energy to create situations that students like, and cannot rely solely on teaching materials.

English as a language is used for communication. Therefore, during the learning process, we can guide students to place the text content in a specific situation that is of interest to students and closely related to life. Of course, in high school English classroom teaching, we can set up some more complex situations, and we must not stay in simple situations such as entering a convenience store or going to school. Such content is not enough to arouse students' interest.

In English classroom teaching, we can also learn more content from Chinese teaching, which needs to be explored and discovered by our front-line English teachers. It is very meaningful to carry forward the excellent experience of mother tongue learning in foreign language learning.

References:

[2] Shu Biyong. Discussion on Interesting Teaching of High School English. Middle School Teaching Reference, 2010 (19).

[3] Yu Chunxian. A brief discussion on the application of creative scenarios in high school English teaching. Journal of Heilongjiang Agricultural Reclamation Teachers College, 1995 (3).