新课改下中学英语课堂教学的阻力及对策，本文主要内容关键词为：课堂教学论文,阻力论文,对策论文,新课改论文,中学英语论文，此文献不代表本站观点，内容供学术参考，文章仅供参考阅读下载。
新课程改革的步伐已经迈出了一段时间。在实践过程中，中学英语的课堂教学可谓阻力重重。正确认识并努力克服这些阻力是极其重要的。
一、新课程改革下中学英语课堂教学的阻力
1.教师自身的因素。教师缺乏课改的必要素质是实施新课程改革中遇到的最大阻力。其中包括：(1)传统教学行为的惯性作用，使教师在课堂教学中不自觉地走回了“老路”。(2)知识面不够广，只是“为教英语而教英语”，对相关学科漠不关心，以致在新课程授课中未能游刃有余、得心应手。(3)运用现代教学技术不够熟练，缺乏教学平台技术与学科的有效整合，使课堂教学效果大打折扣。(4)缺乏权威性的指导，只能瞎蒙乱撞，阶段性效果不明显，挫伤了教改研究的积极性。
2.教材方面的因素。大部分的一线教师深感新教材内容多而课时不足，加上内容偏多偏难，如果为了赶进度，有些内容只能蜻蜓点水，如果放慢速度，力求使学生学一点巩固一点，又会影响进度，处境非常尴尬。
3.学生方面的因素。大班教学的弊端凸现，学生素质参差不齐，两极分化严重；部分学生受长期的传递性教学方式的影响，已经习惯了被动接受，不愿或不敢大胆质疑和创新，不愿意积极参加课堂活动，课堂常出现冷场；课堂中仍存在“被遗忘群体”。
二、克服阻力，推进中学英语课堂教学的改革
1.转变传统观念，树立教育发展观。首先，要树立“以人为本”的教育观，遵循一切教学活动以人为中心，注重人的个性及差异的原则。常见的分层教学，是贯彻这一原则最好的教学行动。其次，要树立整体评价观，评价应同时关注学生综合语言运用能力的发展过程以及学习效果两个方面，既关注结果，又不忘关注过程，使这两方面的评价达到和谐统一。再次，要树立正确的教材观。在实际教学中，教师应善于结合实际教学需要，灵活地、有创造性地使用教材。
2.切实转变教学方式，重视任务设计理念。下面先试对比两个课例(Unit 14 Festival,SEFC Book I)，从中可看到，教授同一课文，关键环节有细微差别，产生的课堂效果就截然不同。
课例一：
Warming-up & Listening
Task 1 Leading-in
The teacher leads in the topic "festival/holiday"by asking some questions such as:
a.Which festival or holiday do you like best? And why?
b.How many Chinese festivals do you know? And what are they?
c.Which is the most important festival to Chinese people?
d.How many foreign festivals do you know? And what are they?
Task 2 Warming-up
Firstly,the teacher shows the students three pictures and asks them to discuss in pairs according to the following guiding questions:
Q1:Do you know the names of the festivals?
Q2:Do you know which countries the festivals come from?
Q3:What are the people in the pictures doing? Why are they doing this?
Secondly,the teacher asks individual students to talk about the festivals.
Task 3 Exercise
The teacher asks the students to take his/her favorite festival for example and fill in the following form.
Festival
When is the festival celebrated?
Who celebrates the festival?
How do people celebrate it?
Why do people celebrate it?
What are some important themes,e.g.
"family"and"peace" ?
How eld is the festival?
Task 4 Listening
The teacher plays the recording and the students listen to the introductions of the three festivals one by one.For each one,the students can listen twice.
Task 5 Summary
The teacher help the students to have a revision of the festivals learnt in that class.
课例二：
Wanning-up and Listening
Pre-task
Activityl:Collecting information about the names of festivals in the world.
a.The teacher divides the whole class into several groups of 4 or 6 students each.
b.Each student gives the names of the festivals that he or she knows.
c.One of the students in the group writes down what they have told.
d.The teacher asks one group to report their result and other groups ready to supplement.
Activity 2:Sharing the favorite festival
The teacher gets the students to work in pairs to make up a dialogue.
The following form is presented for the students to prepare.(The form is the same as Task 3 Exercise above.)
Aclivity 3:Listening and reporting
a.The teacher presents three pictures about Mardi Gras,Ramadan and Easter and let the students guess the names of the festivals according to what they have seen in the pictures.
b.While listening,the students are required to take notes and get more information about the festival.
c.The teacher asks the students to describe one of the festivals in their own words according to what they have just heard and the information on the textbook.
While-task:Research work
Activity 1:Discussion
a.The group discuss the differences between Chinese culture and the culture in another country by comparing one of the Chinese festivals and one festival in another country.
b.The students are required to draw a conclusion after the discussion.
Activity 2:Interview
a.The students design several questions about the differences between the Chinese festivals and the festivals in another country.
b.One of the students in each group goes to other groups to have an interview.
Activity 3:Conclusion
After interviewing and comparing the conclu sion,each group made previously with the infor mation from other groups,each group are required to draw a final conclusion.
Post-task:Wall newspaper about the festivals
The teacher asks each group to prepare wall newspaper about the festival.
上述两个教学设计中，不难看出，前者表面上是任务型教学，一环扣一环，但实质上只是传统五步教学法的变体。(1)学生要回答的问题都是在教师的控制下进行的，答案不会有太大的差异。(2)教师仍围绕“节日”向个别学生提问，这只是一种使用英语的交流，并没有将活动的任务集中在语义上，可以说是“有活动没意义”。(3)“填表格”活动仍然是学生个体的行为，没能很好地让学生体验“合作”的成功。(4)连“小结”都给教师包揽了，教师在课堂上占据了绝对的主导地位，学生没有自由发挥的空间。这样的课堂，学生无法提高实际语言运用的能力。在目前的课堂教学中，这种“新瓶装旧酒”的现象比较普遍。
第二个教学设计能根据任务型教学的原则和特点，设计了贴近学生实际的教学活动，并吸引和组织他们积极参与。(1)所布置的活动目的明确。活动从学生的生活经验和兴趣出发，内容贴近现实生活，而且采用小组讨论、交流和汇报的形式，让学生在合作中完成任务，共同感受成功。(2)“Listening and reporting”这一环节能使学生真正参与对目的语的理解、处理和输出中，从而提高实际语言运用能力。(3)“Research work”这项活动能促使学生在互动中获取、处理和使用信息。用英语和他人交流，提高了用英语解决实际问题的能力。整个过程学生共享资源，互动合作，从做中学，在学中用。(4)活动还延伸到课堂之外，弥补了课时不足的问题，也促使学生主动拓展相关的课外知识。
3.努力提高教师自身综合素质
首先，教师应充分认识课堂教学改革的必要性和紧迫性。其次，教师要重构自身的知识结构，适应新的课堂教学改革要求。如，教师需要更新教育观，树立“终身学习”的教育理念，不断学习新知识，把课堂教学改革的压力转化为学习的动力；充分发挥网络与多媒体的优势，节省课堂教学时间，增加教学密度，提高课堂教学效率；提倡合作学习和教学反思，造就研究型和实践型的教师人才。
4.增加对学生的情感投入，激发学生的学习热情
语言学习与情感态度有密切的关系，情感态度对语言学习的结果有重要影响，情感态度本身就是学生全面发展的一个重要方面。所以，教师应充当每一个学生的伯乐，充分发掘他们的聪明才智和创造潜能，争取做到班里“人人有长处”“个个有进步”。