【作者】 刘娜；

【导师】 王宏方；

【作者基本信息】 河北师范大学 ， 教育管理， 2014， 硕士

【摘要】 英语作为我国中学的一门重要课程，由于英语自身的独特性，一直是课程改革的重点和难点。如何实现英语课堂教学的有效性是每位教师所追求的目标。课堂教学是实现教学目标和任务的主要途径，是保证学生获得知识、提高能力、各方面得到发展的主要途径。因此把课堂教学作为研究对象，探索提高课堂教学质量的有关方法和策略具有重大的现实意义。在农村初中英语课堂教学中，“教师教的辛苦，学生学的也辛苦”的现象普遍存在。虽然实施了新的课程改革，教师也有了新的课程理念，但在英语教学实践中，许多教师没有把学生当做学习的主人，没有调动起学生学习英语的主动积极性，学生的各项能力得不到发挥，英语课堂教学低效甚至无效。对教师而言，自己投入了非常多的时间和精力，却没有完成教学目标和任务；对学生而言，自己付出了不少的努力，但学习效果不明显。究其原因是我国农村初中英语课堂教学中还有许多和新时代的课程发展相矛盾的教学理念和教学方式：比如，有些教师重视对学生英语知识的灌输，忽视对学生听说技能的培养；有些教师实行题海战术，忽视对学生学习方法的指导；有些教师注重学习成绩，忽视对学生情感的培养等等，这些都违背了新英语课程标准的要求。因此，对农村初中英语课堂教学低效问题进行研究，在借鉴先进的教学理论的同时，分析农村初中英语课堂教学中现存的问题，针对农村初中英语课堂提出有效的教学策略，并对实际的农村初中英语课堂教学进行有效的理论和实践指导，具有十分重要的研究意义。教师是教学活动的组织者和实施者，对英语课堂教学有效性的实现起核心作用。教师的教学理念、教学方法、教学能力等都影响着英语课堂教学的效果，所以本篇论文从教师的角度出发，通过课堂观察、教师访谈、案例分析等方法了解影响农村初中英语课堂教学低效的现象和原因，并提出有效的解决策略。本篇论文主要分为四部分：第一部分是绪论。分析整理关于农村初中英语教学的研究，阐述问题的提出，研究的意义，研究的思路和研究的方法以及相关的概念界定，为整个研究奠定基础。第二部分是农村初中英语课堂教学低效的表现。本部分根据课堂观察，总结农村初中英语课堂教学低效的表现：农村英语教师对教材使用的误区，教学活动设计与实施的问题，教学中的低效行为，专业素质方面的问题以及教学辅助手段的运用问题共五个方面。第三部分是农村初中英语课堂教学低效的原因分析。本部分运用个人访谈法对农村初中英语课堂教学低效的原因进行研究，发现农村英语教师的教学观念陈旧，教学能力欠缺，现有农村初中班容量过大，英语教学评价内容简单，方式方法单一，师生关系不和谐等低效原因。第四部分是农村初中英语课堂低效问题的应对策略。本文针对农村初中英语课堂教学存在的问题，提出了有针对性的策略：一，农村英语教师要树立有效教学的观念；二，农村英语教师要有终身学习的意识；三，改变教学模式，避免班容量大的弊端；四，采用多元的评价策略；五，合理定位教师角色促进师生关系的建立。更多还原

【Abstract】 English as an important course in our country middle school，due to the uniqueness ofEnglish itself，has been the emphasis and difficulty in the curriculum reform。How to realizethe effectiveness of English teaching is every teacher’s goal。Classroom teaching is the mainway to realize the teaching goal and task，is to ensure that students acquire knowledge,improve ability, all aspects of the main ways to develop。So the classroom teaching as theresearch object，to explore the concerned methods and strategies to improve the quality ofclassroom teaching is of great practical significance。In the countryside junior middle school English classroom teaching，"The teacher teachhard, students learn also hard" phenomenon is widespread。While implementing the newcurriculum reform，teachers also have new curriculum concept，But in the English teachingpractice，many teachers didn’t put students as a master，not mobilize the students’ initiativeenthusiasm of learning English，the ability of students can not get to play，English classroomteaching inefficiency and even invalid。For teachers，spent so much time and energy，but Idid not complete the teaching objectives and tasks；For students，a lot of effort，but thelearning effect is not obvious。The reason is there are many in the countryside junior middleschool English classroom teaching in China and a new era of development of contradictoryteaching ideas and teaching methods：Such as，Some teachers pay much attention to thestudents’ English knowledge，ignore the cultivation of student’s speaking skills；Someteachers adopts a workbook，ignoring the guidance of the learning method of students；Someteachers pay more attention to academic performance，ignore the cultivation of student’semotion and so on，These are contrary to the requirements of the new English curriculumstandard。So，The inefficient problem of the countryside junior middle school Englishclassroom teaching research，in reference to the advanced teaching theory at the same time，the analysis of the existing problems in the countryside junior middle school Englishclassroom teaching，in view of the countryside junior middle school English classroomeffective teaching strategies are put forward，And the countryside junior middle schoolEnglish classroom teaching of practical effective theoretical and practical guidance，has the very important research significance。The teacher is the organizer of teaching activities and the implementers，plays a role ofthe core for the realization of the effectiveness of English teaching。Teachers’ teaching ideas、the teaching method、teaching ability and so on all affect the effect of English teaching，Sothis paper from the perspective of teachers，Through classroom observation、The teacherinterview、Case analysis and other methods，Understand the influence the countryside juniormiddle school English classroom teaching inefficient phenomenon and reason，And putforward effective solution strategy。This paper is mainly divided into four parts：The first part is the introduction。Sorting out research on the countryside junior middleschool English teaching，this problem is proposed，the significance of the research，researchideas and research methods，as well as the related concepts defined，lay the foundation forthe study。The second part is usually the sign of the countryside junior middle school Englishclass teaching inefficiency。This part according to the classroom observation，summarizesthe performance of the countryside junior middle school English class teaching inefficiency：Rural English teachers to teaching material use erroneous zone，design and implementationof teaching activities，the inefficient behavior of teaching，professional quality problems，and the use of teaching AIDS problem, a total of five aspects。The third part is the analysis of the causes of the countryside junior middle schoolEnglish class teaching inefficiency。This section using the individual interview method to thecountryside junior middle school English class teaching inefficient reasons were studied，find the rural English teachers’ teaching idea obsolete，teaching skill problems，the existingrural junior middle school class size is too large，simple English teaching evaluation content，methods the single，harmonious relationship between teachers and students. Etc inefficientreasons。The fourth part is the countryside junior middle school English classroom inefficientproblem coping strategies。In this paper, aiming at the existing problem of the countrysidejunior middle school English classroom teaching，put forward the targeted strategy：The first，rural English teachers must set up the concept of effective teaching；The second，ruralEnglish teachers should have the consciousness of lifelong learning；The third，change theteaching mode to avoid the disadvantages of large capacity；The fourth，using multivariateevaluation strategy；The fifth，the establishment of a reasonable positioning teacher role topromote the relationship between teachers and students。更多还原