听觉的生理、心理机制与小学英语听力教学，本文主要内容关键词为：听觉论文,英语听力论文,生理论文,机制论文,心理论文，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。
听觉的生理机制是指外界声波通过介质传到外耳道，在声波的作用下，鼓膜产生振动，并通过听小骨传到内耳，刺激耳蜗内的细胞而产生神经冲动，神经冲动沿着听觉神经传到大脑皮层的听觉中枢，形成听觉。
听觉的心理机制是指听话者通过感知语音，再现说话者借助语音所传递的信息的过程，是听话者运用记忆中的知识和经验理解有声话语所传递信息的过程。听是一种领会式言语活动，其过程分为感知和理解两个阶段。
从听觉的生理、心理机制来看，听觉是人脑的机能，是可以借助于语言信息激活其作用的——在语言学习过程中，教师将有用的语言信息传递给学生，让他们感知、理解、储存语言信息，为他们的说、读、写做好准备。
在近期各区域的教研活动中，笔者发现：为了完成教学任务，相当一部分教师不安排或安排极少的时间进行听力教学。他们之所以忽视课堂教学中的听力教学，是因为他们没有意识到它的作用：
1.能帮助学生形成正确的语言习惯，有助于他们进行有效的模仿，促使他们语音标准、话语表达流畅。
2.能促进学生对话、表达能力的提高，这是因为听觉输入的话语信息优于视觉输入的文字信息。
3.能增强学生对语言材料的记忆力，这是因为短时记忆中的一切信息都是按听觉的声音特征进行编码的，而听觉输入的话语信息比视觉输入的文字信息更容易转入长时记忆。
通过与笔者的交流，这些教师认识到：听觉的生理、心理机制与小学英语听力教学有着密切的联系；小学英语课堂教学不能没有听力教学这个环节；听力的好坏影响着学生综合语言能力的发展。与此同时，笔者建议：在日常的小学英语课堂教学中，小学英语教师应从以下几个方面进行听力教学。
一、听音会意
听音会意是教师让学生一边听其动作指令，一边把句子的声音同它所表达的意义或情境联系起来，并做出反应的动作。在听的过程中，教师用有效的声音刺激学生大脑皮层的听觉中枢，让学生感知语音所传递的信息，体会句子的意思。在日常的教学过程中，小学英语教师可采用以下方式开启小学生听觉的生理、心理机制，进行领会式语言学习。
1.Classroom commands
Stand up.
Sit down.
Open/Close your books.
Put up your hand.
Clean the blackboard.
Open/Close the door.
Sweep the floor.
2.Body
Touch your deskmate' s hand.
Put your hand on your head.
Hold up seven fingers.
3.Verbs in general
Eat an apple.
Drink a class of milk.
Go to the teacher' s desk.
Watch TV.
Play basketball.
4.Prepositions
Stand in line.
Put your book on the desk.
Show the book to your deskmate.
Shake hands with your deskmate.
二、听、辨
听、辨是教师让学生听一些词、句和语篇，并要求他们根据所听的内容选出词、句和理解的图片。在听的过程中，一方面学生大脑皮层的听觉中枢受到教师有效声音的刺激去感知、体会语音所传递的信息；另一方面，学生还要运用记忆中的知识和经验辨别有声话语所传递信息的意义。了解听觉的生理和心理机制，有助于小学英语教师进行听力教学，有助于培养学生良好的语言分辨能力。以下范例正是基于听觉的生理、心理机制来训练学生的听、辨能力。
Look at the picture,listen and look.
I' m looking for Jim.Where is he?
He' s playing with a ball.
Sample
Is that Jim throwing the ball at his friend?
Yes.That' s him throwing the ball now.
Can you see the line?
Now listen and draw lines
One
Where' s Fred?
He' s swimming in the pool.
Where' s the pool?
Over there.Just next to the big tree.
Next to the big tree.
Can you see him now?
Yes,I can.
Two
Look at Peter!
I can' t see him.Where is he?
He is hiding behind the tree over there.
Oh,yes.Now I can see him. He's hiding behind the tree.
Three
I' m looking for Anna.Do you know?
Where is she?
Anna is swimming over there.
Did you say she is not swimming?
No.She is swimming.
Oh,yes.That' s Anna swimming in the pool.
Four
Do you know where Lisa is?
Lisa? A girl wearing a dress?
Yes,that' s right.
She' s there,walking her dog.
Oh,yes.That' s Lisa wearing a dress,walking her dog.
Five
Why isn' t John walking his dog?
John? The boy with curly hair?
Yes.Why is he playing with Jim?
Because they are friends.
Oh,yes.Hey,John,catch the ball.
三、听、画
听、画是教师让学生根据所听的内容，涂色或画出对词、句和语篇理解的一些图或一组图。在听的过程中，学生大脑皮层的听觉中枢一边接受教师语言信息的刺激，一边将传递来的信息进行梳理，并将梳理的信息融入画面。涂、画是小学生喜欢的学习方式之一，一旦运用于英语学习，将使英语学习变得有趣味性。在日常听力教学中，小学英语教师不妨借鉴以下范例进行一些尝试。
Sample
Look at the picture,listen to the example.
Can you see the bus?
Yes.
The bus has two doors.
The two rectangles?
That' s right.Color the doors of the bus black.Color the two rectangles.
Can you see the black rectangles?
Can you see the black rectangles? Now listen,color and draw.
One
There are three letters "DAD" in the picture.Can you find them?
Yes,there are three letters before the word"BUS".
That' s right.I want you to color them.
What color?
Color the letter "A" green and the two"D"s red.
The letter "A' green and the two"D"s red. OK.
Two
Now look at the people.
Yes.
Can you see the shortest girl?
The shortest girl?
The very short one.OK.
She' s wearing a skirt.Color her skirt.
Yes.But what color?
Yellow. Color the shortest gift' s skirt yellow.
Three
Now,I want you to do some drawing.
OK.What can I draw?
Can you see the old man? The one behind the tallest man.
The old man behind the tallest man?
Yes.
Draw a hat on his head.
A hat on the head of the old man behind the tallest man.
Four
Now for some more coloring.
Yes?
Can you see the four stars?
Yes,I can see the four stars on the bus.
I want you to color two of the stars red.
Two of the stars?
Yes,color them red.
Five
Do you want to do some more coloring?
Yes.
Can you see the boy before the young lady?
The boy before the young lady?
Yes. He's wearing a T-shirt.What color do you want?
Oh...Blue! I'll color the T-shirt blue.
Very good.
四、听、写
听、写是教师让学生根据所听的内容写出词、句和语段。在听的过程中，学生借助于大脑皮层的听觉中枢分理教师的语言信息，将分理的语言信息传输到手上，并借助手把语言信息流淌出来。在日常教学中，听、写如果组织不当，将会给小学生带来紧张、不安、失败等不良情绪。因此，小学英语教师应充分认识听觉的生理、心理机制，组织好日常教学中的听、写。以下将为小学英语教师提供可借鉴的范式。
Sample
Listen to the example,listen and look.
There are two examples.
Hello! What's your name?
My name is Mary.
How do you spell it?
M-a-r-y.
M-a-r-y.Mary.
How old are you,Mary?
I'm 6 years old.
6?
Yes.It was my birthday yesterday.
Can you see the answer?
Now listen and write.
One
Mary,do you go to school?
Yes.
Which school do you go to?
English school.
Which language did you say?
English.
E-n-g-l-i-s-h?
Yes.E-n-g-l-i-s-h.
Two
Mary,do you live on Green Street?
Yes.
What number is your house?
7.
7?
Yes.We live near the bookstore.
Three
How many people are there in your family?
Three.
Only three?
Yes.
That' s a small family.
Four
And Mary,what' s your mother' s name?
Her name is Anna.
How do you spell that?
A-n-n-a.
A-n-n-a.Anna.
She is tall.
Five
And what does your mother do?
She is a teacher.
A teacher?
Yes.She is a music teacher.
作为一种语言技能，让学生听懂别人所说的英语是小学英语教学目标之一；作为学习的手段，听又是学生掌握英语的第一步。有了这第一步，学生才能领悟语言，学会发音，学会说话，学会读，学会写；教师才能卓有成效地培养学生的语言综合能力。因此，听觉的生理、心里机制是小学英语听力教学的理论指导，小学英语教师们在日常课堂教学中所进行的丰富多彩的听力教学实践将健全听觉的生理、心理机制的理论。