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摘要：在英语教学中，思考如何有效的教学是至关重要的。过去，教师在固定的教学框架内使用说教的教学方法来教学，这实际上违反了学生的成长规律和他们的经验。中学里的学生习惯性地背诵所有科目的知识，而不注重创新和实践。但是教育的目的是培养应用型和创新型人才。教学方法、教学模式和教学技术的选择应符合社会的要求，以达到教学目标，适应教育改革的趋势。
关键词：有效教学；教学方法；教育目标
1 Theoretical basis
Effective teaching has always been a key issue of educational reform.It refers to a notion that the teaching efficiency is above the current average.Effective teaching requires teachers to break the restrictions of traditional teaching and cultivate students’integrated capacity to consciously acquire more knowledge and skills in a certain time.
Effective learning is another issue we need to pay attention to.Instead of stiff training or reciting,it focuses on students’learning efficiency and innovative thinking.To develop students’learning efficiency and innovative thinking,teachers need to respect students’thought and care for students’needs in the teaching process,which is the basis of social communication and educational reform.
To really realize effective teaching in middle school class,we need to be clear about the cultivation objectives of middle school students.The major goal is to cultivate students’comprehensive ability to use language,promote students’mental development through English learning,and improve students’integrative humanity l iteracy.The formation o f comprehensive ability to use language is based on the overall development of language skills,language knowledge,emotional attitudes,learning strategies,and cultural awareness.[1]
2Analysis of Teaching
Having realized the definition and requirements of effective teaching,it is necessary to choose appropriate teaching methods according to different student cultivating requirements.
2.1Developing students’memorize ability is an effective learning strategy for middle school students
As students step into the middle school,students’ intentional,meaningful and abstract memories are becoming more prominent.Their motivation for learning is constantly increasing,the interest in learning is constantly developing,and the purpose of learning is clearer.They can provide themselves with memorizing tasks based on different teaching materials and remember things on the basis of understanding and mastering learning materials.Students not only have to learn knowledge and experience from intuitive and specific materials,but also have to master various scientific concepts,rules and principles,making judgments,reasoning and proofs.Teachers should choose teaching methods that are in line with these features.
The Grammar-translation method is a method that works well to develop students’memorizing ability.It is a method of foreign or second language teaching in which teachers use translation and grammar as the major activities.Based on the systematic teaching of grammar knowledge,it focus on translating teaching materials from the target language to the mother tongue and vice versa.with systematic grammar knowledge as the main content of teaching,grammar teaching adopts deductive method to analyze the grammar rules in detail,and requires students to memorize and consolidate it through translation exercises.Teachers emphasize accuracy rather than fluency of learning.Therefore it mainly trains students’reading and writing skills in the second language but does not attach importance to the teaching of spoken language and listening.[3]
This method has its drawbacks.Neglecting the training in oral and speech teaching,it emphasizes too much on the teaching of grammar knowledge and relies on mother tongue and translation means a lot.The teaching content is dull and difficult.what’s more,it is not conducive to the cultivation of language communication ability.
However,if used properly,this method may help to realize a great effect in teaching.when teachers teach by this method,students are required not only to study the superficial knowledge of the target language,but also to master the deep theories and rules that build the whole language systematically.Therefore,in the process of learning and teaching in middle school,it is vital to use students intentional,meaningful and abstract memories for it is impossible to study grammar and translation by only simple memorizing methods.In the very stage that students’memories starts to develop,using the grammar-translation method may achieve a multiplier effect.
2.2The middle school stage is a key stage for students to develop their innovation ability
Innovation refers to one’s ability to use existing thinking patterns to propose opinions that are different from conventional or ordinary ideas,or to use existing knowledge and materials,in order to meet social needs,to create new things and then achieve certain beneficial effects.
The purpose of cultivation is not to really create something unprecedented,instead,the consciousness and ability for students to discover and recognize meaningful new knowledge and new ideas,and strive to explore and master the basic laws contained therein are precious.
Therefore,to lay a necessary foundation for the future formation of innovative capabilities,a good learner should be willing to listen,to experiment,to ask questions,to think about how to learn and accept correction.what’s more,a good learner should know how to manage his or her own learning.[4]
The silent way is a method that can help develop students’innovation ability.Pioneered by Gattegno in the early 1960s,it is a second language teaching method derived from Bruner’s educational thought of‘learning by discovery’.It requires teachers to speak as little as possible in the classroom and encourages students to participate in speech activities as much as possible,so that students can effectively master the ability to use the target language.[3]
The silent way treats students as the main body in the teaching and learning process.In the classroom,teachers speak as little as possible,allowing students to speak more and participate in various speech activities,which is the major feature of the silent teaching method.Instead of delivering didactic lectures,teachers make full use of visual teaching aids to vividly show the teaching materials,such as using color bars,color wall charts,indicator bars,physical objects and gestures.Teachers generally do not correct students’mistakes directly,but guide them to correct them themselves.Cooperation and interactive activities are also very important here.Students helping each other correct mistakes and solve problems is necessary to maintain a cooperative relationship.Classified by function and learned in a certain order,vocabulary is the core part in language study.what’s more,unlike the grammar-translation method,the cultivation of listening and speaking abilities in the silent way are ahead of the reading and writing abilities.
The shortcomings in this teaching methods are also obvious.Teacher instructions are not enough because they are not allowed to talk much in the class and waiting students to discover language rules is actually a waste of time.
However,in the silent way,students are given enough time to study and think independently,which is really conducive to the cultivation of students’innovative thinking because students are the subject in their learning activities,being responsible for their own studies will give full play to their learning initiative and enthusiasm.
2.3Cultivating the communicative ability of middle school is the need of the times.
The 21st c e nt ury i s a hi g h-te c h e ra,a n information age,and an era of economic globalization.The society has put forward new requirements for talents.Those talents who only mastered single professional knowledge in the past can no longer meet the needs of the society.At present,students who have excellent communicative ability and related professional knowledge have stronger competitiveness.
The importance of communicative ability is also determined by the communicative nature of language,because language is a tool for people to communicate ideas.To cultivate students’communicative ability in language teaching,teachers should respect the law of language learning and change exam-oriented education into quality education.
The Communicative Language Teaching(CLT)is one possible solution to bridge the gap between classroom language teaching and real-life language use.The goal of CLT is to develop students’communicative competence.Listening and speaking skills need to be redefined in terms of the real communicative use.①It includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.[2,3]
It is clearly stated that the goal of second language teaching is to cultivate the ability to use language to communicate.It requires not only the accuracy of language use,but also the appropriateness.T eachers s hould s elect authentic and natural language materials instead of artificial textbook languages according to the actual needs of learners and combine classroom communication activities with extracurricular communication in real life through a large number of verbal communication activities in the teaching to cultivate students’ability to use language communication.Moderate mistakes are allowed here to to encourage the initiative and creativity of students in speech communication activities because the content of speech communication and the transmission of information are primary things that are worth paying attention to,not the language forms.
There are also deficiencies in the CLT.The innovation of the communication method in teaching content and teaching methods has brought about a series of problems such as teacher training,textbook writing,and test evaluation.Allowing students to make mistakes is liable to weaken students’abilities to read and write.
Ho w e v e r,i t c a n no t be i g no re d t ha t t he communicative language teaching method effectively cultivates student’s communicative abilities.Through various communication activities,students can com m unicate with people confidently and accurately,express their views,and develop a certain degree of cultural communication ability,which will lay a foundation for their future studies,and their good communication skills will also improve their competitiveness in the working market.
3 Conclusion
To realize effective teaching,educators in different ages have contributed a lot to do researches and practice to figure out various teaching methods,teaching models,and teaching techniques.However,there is no a perfect one for teaching.As I have mentioned above,how to teach depends on the goals you want to reach.So teaching according to the characteristics,experience and backgrounds of students is a valid way to achieve effective teaching.Teachers in whatever stages should never adopt but adjust in teaching.
Annotation
①王蔷.英语教学法教程[M].北京：高等教育出版社,2006:21.
References
[1]义务教育英语课程标准[M].北京：北京师范大学出版社,中华人民共和国教育部,2017
[2]王蔷.英语教学法教程[M].北京：高等教育出版社,2006.
[3]Richards J.C&Rodgers T.S.Approaches and Methods in Language Teaching[M].Cambridge,England:Cambridge University press.2001.
[4]Jeremy Harmer.How to Teach English[M].Beijing:Foreign Language Teaching and Research Press.1998.
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