浅谈中学英语课堂教学的艺术

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摘 要：合理的教学方法是提高英语课堂教学效果的关键，中学英语教师要不断研究施教艺术，努力提高教学质量。文章从创设语境，兴趣施教；体验成功，激励施教；区分层次，因材施教；以优帮差，互动施教四个方面来论述中学英语课堂教学的艺术。

中学英语的教学目的，是对学生进行听、说、读、写的基本训练，培养学生初步运用英语的能力。根据这一目标，中学英语课堂教学应在启迪学生“五动”（动眼、动耳、动口、动脑、动手）和强化“两基”（基础知识的掌握、基本技能的训练）上狠下功夫。因此，合理的教学方法是提高英语课堂教学效果的关键。

一、创设语境，兴趣施教

创设良好的语境能吸引学生，增加兴趣，变疲劳波谷区为高潮兴奋区，进一步激发学生学好英语的动力。如复习that的用法，教师可先设计一个语境：

T：The teacher said that that that that that student wrote in the exercise-book was wrong.

五个that构成一个单词链，颇具吸引力，学生兴趣横生，老师适时启迪：Can you make a sentence with that？

S：That man is our English teacher.

S：The man that is saying hello to Mr. Wang is our English teacher.

S：Our English teacher was so excited that he could’t say a word.

……

学生在这一段操练中，由被动变主动，反复运用词汇，感受语言，思维和语言得到相应训练。

二、体验成功，激励施教

心理实验证明，当一个人体验到成功的喜悦时，便会激起无休止成功的意念和力量。英语课堂教学中应创造易于让学生获取新知识的机会，让他们尝试成功的方法，感受成功的喜悦。例如，虚拟语气含义复杂、形式多变，学生往往望而生畏。按照激励施教的方法，老师可以设计下面一段对话。

T：Do you believe I am a bird？

S：No. You’re not a bird.

T：If I were a bird， what would you say？

S：If you were a bird， you could fly.

T：If I were to become a bird in the future， what would happen？

S：If you were to become a bird in the future， we would all become little birds.

一段由浅入深的对话以后，学生初步懂得了虚拟语气的概念。因为能回答由易到难的问题，学生也感受到了成功的喜悦，求知欲变强烈，此时教师就可以很自然地帮助学生总结出虚拟语气在条件状语从句中的用法。

三、区分层次，因材施教

分层次教学是运用因材施教理论实行目标教学的一种有效方法。中学英语教学应该对不同层次的学生因材施教，使各类学生都获得未知的满足与成功的喜悦，从而树立信心。分层次教学应考虑分层次设计教学方案，分层次进行课堂教学活动，分层次布置作业，分层次提出目标要求等。现以高中英语第二册第一课Exercise One为例，设量两个层次问题。

A类：①How many years of teaching had Mr. Crossett completed？②Did they have any trouble in finding the teacher’s house？③Did Mr. Crossett love his teaching？④What did Mr. Crossett bring out after a moment？⑤Did Mr. Crossett stop the lesson？

B类：①Why did the Deportment of Education give Mr. Crossett a medal？②Tell when and how the boy’s father and his teacher met again.③When did Mr. Crossett give up his teaching？ Why？④Why did Mr. Crossett keep the paper？⑤Tell about the incident that took place in Mr. Crossett’s class.

两种区分度的问题回答以后，各种层次的学生均可理解全文大意。

四、以优帮差，互动施教

在英语教学过程中，发挥学生的群体作用，以优帮差，互相学习，既是培养学生团结友爱的集体主义精神的一种途径，也是转化英语差生的有效方法之一。现以一道题为例：

in Japanese， the story is difficult for the students to read.

A. Being written B. Having written

C. Written D. To be written

此题考查分词的用法，属教学难点。为帮助差生理解这一概念，可引导优生汉译下列句子：①Being repaired， the swimming―pool won’t open to the students today.②The room being built will be our reading-room.③The teacher saw me being beaten by my father when she got to my house yesterday.此后，组织优生讨论being done 这一形式所表达的动作特点是“正在被进行”，老师再点出B项为主动式，D项只能表示目的，此时，差生在优生的引导下，也能选出正确答案C项。

总之，课堂教学艺术的形式有很多，教师要根据教学对象与课堂环境的具体情况，灵活选择运用并加以创新，不断提高学生的英语水平。

（作者单位：江苏省泗洪县育才实验学校）