㈠ 英语作文阅读快乐阅读的读后感4.5.6期的
All all loved fairy tale of the person all know "Snow White" this article fairy tale, dielectric often people will only consider story emotional development, but have never really understand its meaning. "Snow White" tells the story of such: long long ago, a queen in beautiful and charming winter gave birth to a beautiful daughter, named "Snow White". But soon the queen died after, the king took a beautiful woman, very proud, specially will envy somebody else, she doesn't like others said than her beautiful woman. She has a magic mirror, she often ask who is the most beautiful woman, the mirror always says she. But one day, the mirror says the Snow White princess than her beauty a thousand times, therefore, more and more she hated his daughter, let the hunter took her to the forest and kill, gotta get lung and liver to proof, but the hunter sympathy for her, give her to go, take the baby's lungs and liver but pretend to be, the queen was cheated. Snow White in the forest in recognizing the seven dwarves, but he soon queen knew she was still alive, and then trying to trap her, eventually queen triumph, she is very satisfied. But soon after, a prince revived the Snow White princess and performed the wedding ceremony, the queen she died. "Snow White" tells a evil queen because of jealousy Snow White, ways to calculate her, he ultimately but gets recompense. From the story, we can see that the queen is jealous, ruthless caused her consequences, which can be used to see people different. In the real life, so it is the interaction between people, When you find a job, because your outstanding achievement, be boss what mattered to promote you, step by step, but somebody always reminded her: "one day she will rob you of position." For your beware of more and more serious, when you compete for the same position and, behind play all means, use all available means getting the better of you, but eventually fail often is him. This proof, god of people very fair, you set your mind to do forever belong to you, Exhausted means do leave you forever, life is just like this! "Good guys weihaobao; the wicked shall reap." You put your mind to treat each person or every thing, get you should get; Use means treat each person or every thing, you should get the right reward of their evil-doing. Say goodbye to the past, summon the future.
㈡ 有关快乐阅读的英语演讲稿
My future
As the song goes “ My future isn’t a dream .” I love the song which brings me confidence when singing it every time . I believe that all our dreams can come true if we have courage to pursue them .When I was young my father always asked me what I would be in the future . Sometimes I found it very hard to give a certain reply . “ I want to be a doctor .” “ I want to be a teacher .” and “ I ’d like to be a scientist !” Many of these answers are perhaps very childish and ridiculous . But I never think they are far away .
How time flies! Who is able to give a definition to his future ? I know clearly that those high buildings are based on solid foundation . As a student , I should have a reasonable aim , and study hard . My goal is to enter the best university for further study after middle school . I know it’s hard work , and I ’ll come across many difficulties and frustrations . But no matter what they are , I’ll keep working on it and never give up . My teacher says there ’s only one kind of people that are truly successful : those who are brave enough to put up with hardships . Even if I won’t achieve the goal , I have no regrets for what I have done , for I have struggled for my life .
㈢ 如何提高学生英语的阅读能力的论文 参考文献
阅读一直是英语教学中的一个重要环节。从句子到段落，从段落到文章的理解都要通过仔细阅读来完成。培养学生阅读理解能力一直是英语教学的目标之一。下面就如何培养中学生阅读理解能力提出个人的看法：
一、提高学习兴趣
俗话说：兴趣是最好的老师。只有引起学生浓厚的兴趣，才能取得良好的学习效果。
在教学开始时，我给每个学生起一个英文名,学生们很好奇，也很乐意自己拥有了新名字。无论是课上还是课下我都叫他们的英文名。在教学过程中，我认真研读教材，精心设计语言情景，通过学唱英文歌曲、竞猜、抢答、表演等形式组织好课堂教学，有时自编的小品都取材于班内真人真事，让本人表演。我还专门成立了一个编剧小组，让他们积累素材。课堂教学的多样性，充分满足了学生的好奇心理，寓教于乐，学生不会生厌，让他们参与其中，充分发挥学生学习的主动性。
二、扩大词汇量
词汇量的大小直接影响学生的理解和阅读速度。扩大词汇量是提高阅读能力的重要前提。所以，对于每个英语学习者，都要熟练掌握一定量的词，才能更好地进行阅读。词汇量的获得，首先是课本上的必须掌握。在记单词时不要单独记生词，那样很容易忘，最好把它放在句子或文章中一起记忆。把单词同整句话一起记，不仅记住了单词的意思，也记住了它的用法。其次，广泛阅读是扩大词汇量的一种非常有效的手段。在泛读时不要求对内容完全掌握，能看懂、能接受信息、进行简单总结，能就所读内容进行问答就行。广泛阅读可以是老师向学生指定阅读材料，然后统一检查、提问。也可以是学生自己阅读，老师不可以撒手不管，放任自流，在读物选择方面老师应给予指导，作到有布置、有指导、有检查。可以让学生们通过比赛看书多少、难易程度、词汇量的大小来激发读书的乐趣。
三、养成良好阅读习惯
良好的阅读习惯是提高阅读能力的前提，不同的阅读方法会产生不同的结果。良好的阅读习惯应该是：1. 不要出声读或指读，要默读。出声读和指读都会分散注意力，限制阅读速度。默读可以集中大脑，边读边想，可设问、可推测。2. 不要逐字逐句地读，要以意群或句子为单位。逐字逐句地阅读过多地把注意力放在单词上，不仅影响阅读速度，而且不容易抓住文章的中心大意。3. 不要重复阅读，这样影响理解力的集中，减慢阅读速度，因此会挫伤学生的阅读兴趣。要调用自己的全部知识和智慧，一口气越障碍看到底。4. 不要一见生词就查字典，要养成根据上下文猜测生词词义的习惯，在不影响理解全文的地方，要舍得放过难点，只有这样，才能保持阅读兴趣。5. 不要边读边译，这样影响速度，不能促进理解。应该直接用英语思维、记关键词、抓主旨。
四、重视阅读技能的培养
读书需要多种能力，需要语言能力、记忆能力、语言技能、理解能力及阅读技能。
阅读能力也是阅读方法，阅读目的不同需要不同的方法，阅读材料不同需要不同的方法，不同类的书需要不同的方法。培根在“论读书”一文中对阅读技能、方法作过论述：“书有可浅尝者，有可吞食者，少数则须咀嚼消化。换言之，有只须读其部分者，有只需大体涉猎者，少数则须全读，读时须全神贯注，孜孜不倦。书也可请人代读，取其所作摘要，但只限题材较次或价值不高者，否则书经提炼犹如水经蒸馏，淡而无味矣。”
“只须读其部分者”是有目的，有选择的阅读，可通过巡查与略读来完成；“有可吞食者”，即“只须大体涉猎者”，指快速吞食，可大体略读、查阅；“少数则须咀嚼消化”，即“少数则须全读”，需要进行反复阅读、精读、研读。
掌握一定的技能之后，还要多练，做到熟能生巧，真正提高阅读能力。
下面分别介绍一些阅读技能。
（一）寻找主题句
每篇文章都是一个有机的整体，一个段落只有一个主题思想，每个段落都有一个句子表达这个段落的主题思想，这个句子叫做主题句。大多数主题句出现在段首，有些主题句出现在段尾，也有少部分的主题句出现在该段中间。但一般文章的写作都是遵循把重要信息放在第一句这种原则。所以“首行”读法对于学生读自己太熟悉的题材的文章时尤为适用，这样可以帮助读者先在头脑里树立整篇文章的内容框架，然后再补充框架，仔细阅读。
(二)首末段落与各段首句读法
每篇文章或章节的首段和末段具有特殊的重要意义，作者会在首段里陈述他的写作意图，也可能会在末段里对整个章节做出总结。因此，应十分重视首末段落。同时，还要重视各段的第一句，因为往往首段后的各个段落是对首段的展开。再有，重视各段首句可以弥补有时首段陈述不详的缺陷，解决末段综述性话语里的疑难问题。
（三）搜寻式阅读，即跳读
跳读的目的是要从文章中查阅到所需要的某些特定的信息。要采取竖视视向阅读。即眼睛不横向视读，要竖向阅读，对于每行的东西只读关键词，非关键词不用注意。对关键词也是一扫而过，因为竖视视向阅读或者扫视关键词都是在掌握主旨大意后，对其他部分的阅读，速度必须快。关键词是指主语、谓语、宾语；文章标题、引号部分、粗体字、黑体字、大写字、斜体字、划线部分；承接语、过渡词；代词、动词、形容词。
（四）正确判断和推理
在读完文章、了解文章大意后，还要向自己提出更高的要求，那就是根据作者使用的语言，叙述的事实、引用例证、人物的对话及动作、心理活动的描写等推断出作者写这篇文章的意图是什么，他想要说明什么问题，表达什么观点及持有什么样的态度。这是一个通过表面文字推测文章深层结构含义的判断、推理过程，它能推动学生积极地思考，培养较高的理解能力、准确的判断能力和果断的推理能力，这些能力的获得有利于学生顺利地阅读文章、理解文章，提高阅读效率。
总之，英语学习是一个循序渐进的过程，阅读能力的培养非一日之力，阅读者需要长期地、认真地积累语言知识、扩大词汇量、博览群书，锻炼自己的分析能力，提高认识能力；培养理解能力，加强记忆、判断、推理等能力，必须正确掌握、使用语法知识，学习一定的阅读技能，掌握阅读办法。
㈣ 小学英语快乐阅读第一简的读后感
读后感需要真情实感，因未阅读过原文，故下面提供写读后感的写作要点以供参考：
一、仔细阅读原文，认真领会文章精神是写好读后感的前提。
“感”是从读中产生的，不认真读，就不能深刻领会原文的精神实质，就不能把自己的感想激发出来。如果对原文都没读懂，那也就不可能写出有价值的感想来。
二、要选择自己感受最深的东西去写，这是写好读后感的关键。
看完一本书或一篇文章，你的感受可能很多，如果面面俱到像开杂货铺一样，把自己所有的感受都一股脑地写上去，什么都有一点，什么也不深不透，重点部分也像蜻蜓点水一样一擦而过，必然使文章平淡，不深刻。所以写感受前要认真思考、分析，对自己的感想加以提炼，选择自己感受最深的去写。你可以抓住原作的中心思想写，也可以抓住文中自己感受最深的一个情节、一个人物、一句闪光的语言来写，最好是突出一点，深入挖掘，写出自己的真情实感，总之，感受越深，表达才能越真切，文章才能越感人。
三、要密切联系实际，这是读后感的重要内容。
写读后感的重点应是联系实际发表感想。我们所说的联系实际范围很广泛，可以联系个人实际，也可以联系社会实际，可以是历史教训，也可以是当前形势，可以是童年生活，也可以是班级或家庭状况，但最主要的是无论怎样联系都要突出时代精神，要有较强的时代感。
四、要处理好“读”与“感”的关系，做到议论，叙述，抒情三结合。
读后感是议论性较强的读书笔记，要用切身体会，实践经验和生动的事例来阐明从“读”中悟出的道理。因此，读后感中既要写“读”，又要写“感”，既要叙述，又必须说理。叙述是议论的基础，议论又是叙述的深化，二者必须结合。
㈤ 如何阅读英语论文
论文一般都是pdf格式，所以您现在adobe软件中加入金山词霸插件，这里有教方法，很简单：
http://www..com/s?tn=adv&ie=gb2312&bs=The+Cop+And+The+Anthem+%22mp3%22+%28%CF%C2%D4%D8%29&sr=&z=&rn=10&lm=0&cl=3&f=8&wd=adobe+%BD%F0%C9%BD%B4%CA%B0%D4&ct=0
接下来就是阅读了，每个段落都有小标题，开头句子是主题句，结尾句子是结论，有助于你理清本段落的意思。
学会回头看，理解当前讨论的问题与要说明问题的关系，如果没弄明白，就说明你在这里的理解已经出问题了，循着主线了解讨论的主题，不会迷失在里面。
看懂文章要说的是什么问题，有没有说清楚？对问题的结论是什么？一篇文章就大致知道了。
㈥ 阅读是我快乐的英语作文
Part ofthe pleasure of reading
Reading,letevery day Ispentan interesting andhappytimes,and not asyouimaginedll as ditch water,let mefeel a kind ofunique joy!
"Books of human nutrition".Read a good bookthanoverten good friends.Every nightafter work,I took out thebooks they like,justeat with appetitelooks.Reading,let melearn a lot of knowledge,worry,quietlyreading a book,let theheart troubles,withreading timeslipped away;when happy,happyreading a book,let his moodmore cheerful.Readingmakes mefeel a kind ofunique!Maybesome people would say:"of yourspare timewithout a breakah,haveread a Book?"Then I tell you:"don'tplay computer games,watch TVis rest,reading is also agoodrest way!"In the reading ofthe human brain andthe body willhave a good rest,readingwithout too manydistracting thoughts,just know,what is good,what is bad,whatto do,what notto do.As long asa little timeevery day weout ofreading,thevision and knowledge.You will beimproved,and the timewill not bewasted,because I think,a waste of timeis the mostregretthing in life.
So,let us act together now,pick up your book,together to findthe uniquepleasurein reading!
㈦ 求一篇关于 “如何提高英语阅读”的英语论文
Reading is one of the four basic skills which learners are required to master if they want to learn a foreign language. English reading can improve reader’s perception so as to give a lot of help to improve listening, speaking and writing. It can increase knowledge, widen their visions, and enhance their interest in English. However, in China, in foreign language learning, many learners seem to have difficulty in reading accurately and efficiently. To help the learner become a more efficient reader, it is crucial to improve their reading ability. This paper clearly states how we should improve reading ability by adopting the following methods: improving language knowledge, enlarging the reader’s schema, forming a good habit of reading, applying reading skills, be confident and active in reading. [Key words] reading ability; language knowledge; reading schema knowledge; reading skills 1. Introction These days the influence of the English language is increasing. Today no matter you like it or not, English is the closet thing to a lingua franca around the globe; English is very widely used for business. Between different countries, most business letters around the world are written in English, and three quarters of the world’s books and newspapers are made in English. Reading is one of the four basic skills which learners are required to master if they want to learn a foreign language. English reading can improve reader’s perception so as to give a lot of help to improve listening, speaking and writing. It can increase knowledge, widen their visions, and enhance their interest in English. So it is clear that it’s very important to do a lot of English reading. But the problem is that many English learners seem to have difficulty in reading accurately and efficiently. Moreover, in various international and domestic examinations, English reading has taken larger and larger part. In this situation, how to improve English reading draws more and more attention. This paper tries to state some points as how to help English reader improve their reading ability. 2. Improve your language knowledge The language knowledge here mainly refers to vocabulary and grammar. Your language knowledge can help you read both fast and with high comprehension. 2.1 Vocabulary The English language has about 750, 000 words, and more new words are coming into use daily. Also, words are constantly being redefined. Each word takes additional meanings as time passes until it has many meanings. It has been proved that the readers with small store of vocabulary will find it very difficult in reading comprehension. How to solve this problem? According to the study of Hatch and Brown，learners' strategies for 1earning vocabulary fall into five essential steps: 1) having sources for encountering new words; 2) getting the forms of the new words; 3) learning the meanings of the words; 4)making a strong memory of the words; and 5) using the words. This word acquisition theory not only manifests the inner rule or vocabulary learning but also reveals the three important aspects of vocabulary learning: word form, word meaning and word use.[1] Therefore, we can build up our vocabulary from the following aspects: Firstly, learn about word formation. You can enlarge your vocabulary by using the rules of word formation, Many words in the English language are made up of word parts called roots, prefixes, and suffixes, like“ sad ”, “sadly”, “sadness”, and so on. Therefore, this method is used to help readers get the meaning of an unknown word by analyzing the word structure, which is by dividing words into usable parts such as roots, prefixes and suffixes. If you know a number of commonly used prefixes, roots and suffixes, they will be of use in unlocking the meanings of unknown words that you find in your reading. For example, when you know the word “courage”, “ encourage，discourage，courageous” will not be new to you.[2] Secondly, collect the new words you often meet in reading. That doesn’t mean encouraging you to consult the dictionary whenever you meet a new word in reading. The appropriate way is to try to guess the word meanings from context clues, from the words around it, and then you will graally know the clear meaning of the word after meeting it often. And now, if you look it up in the dictionary, you will have a good memory of it. Thirdly, learn a certain number of new words by heart every day. Young students have good memories. It is possible for you to memorize some words every day without much difficulty. You can choose some words for yourself, which is very helpfu1. When you meet these words in your reading，you will feel easy, “Aha, I’ve known their meanings. ” You will feel confident and more interested in reading. 2.2 Grammar Language is composed of words and grammatical structures. The accurate rate of comprehension is based on the mastering degree of the words and grammar. In case of learning a language, for instance, a child or a beginner who learns a foreign language, learns some words first, then begins to get in touch with the regulation of sentence --grammar, then he can use words to make sentences himself. Only by understanding the rules of the game, you can win the game. Sometimes, we find some learners recite a large number of words and they can say the meaning of them as they see them, but when these words are arranged into a sentence, these learners cannot make sense of them. Why? That is because they are not familiar with grammar. Grammar is the skeleton, which proces the variety of different words combinations. We know that if you thread coins with a cord, you can carry away many coins at a time easily; if the coins scatter on the floor, it is hard to pick up every one. Grammar is like the cord to give life to the combination of words and make the expression diversified. It makes us know the approval, interrogatory or surprising tone and the like. Mastering grammar is the basic step to make progress on English reading. More exercises on grammar are all too good and no harm can come of it. Sometimes, in the reading, you will find that comprehension of an entire passage depends on your ability to understand a single sentence. Sentences, which are very long, sentences, which have more than one meaning, or sentences, which contain difficult grammatical patterns often, cause comprehension problems. In this case, readers should keep the following points in mind. (1) If the sentence is long, try to break it up into small parts: The general then added, “The only reasonable solution to the sort of problems caused by the current unstable political situation is one of diplomacy and economic measures and not the use of military force.” You should read the sentence like this:” The only reasonable solution to the sort of problems/caused by the current unstable political situation/is one of the diplomacy and economic measures/and not the use of military force.” (2) Look for key words that tell you the relationship within a sentence. “The West had sent armies to capture and hold Jerusalem; instead they themselves fell victim to new ideas and subtle influences,” “ Instead ”indicates that something happened contrary to expectations. 3. Enlarge your schema about various topics and things “The importance of reader’s knowledge of the world has been long emphasized in the reading processes. The role of this previously acquired knowledge in language comprehension has been formalized as schema theory.”[3] According to schema theory, comprehending a text is an interactive process between the reader’s background knowledge and the text. The more you already know, the less you need to find out. A good reader does not read passively only for the prepositional meaning of each sentence, but more importantly, he reads for the meaning at the pragmatic level. He can understand not only its surface meaning decided by vocabulary and grammar, but also the real purpose of the writer in using a particular piece of language. He does this by creating an effective discourse between himself and the writer to negotiate meaning. 4. Form a good habit of reading If you are reading for meaning，try to read fast. Some people read very slowly. They think that reading slowly helps them understand better. That is not right. As a mater of fact, the faster you read, the better you understand. The expression“haste makes waste” does not apply to reading. Remember, nothing hurts concentration more than reading too slowly. Your mind will keep up with your reading speed if you ask it to. By always reading at your top speed, you challenge your understanding and make it easier for your mind to concentrate on the materia1. To improve your reading speed, you must get rid of the following bad habits: a．Point at words or hold a pen or a pencil or ruler under the line while reading; b．Mumble the words to yourself or say the words in your mind，though other people cannot hear you reading; c．Read back from time to time; d．Stop reading at occurrence of the unknown words to look them up in the dictionary.[4] A good reader should develop a correct method of reading. That is to train himself to read attentively ( not to read back) and silently (not to read aloud), sentence by sentence, not word by word. Whenever meeting a new word, try to guess the meaning from the context. Consulting the dictionary from time to time not only affects one’s reading speed and the comprehension of the reading material, but also gets the reader frustrated. 5. Apply various reading skills 5.1 Prediction
㈧ 阅读的快乐英语作文
Part ofthe pleasure of reading
Reading,letevery day Ispentan interesting andhappytimes,and not asyouimaginedll as ditch water,let mefeel a kind ofunique joy!
"Books of human nutrition".Read a good bookthanoverten good friends.Every nightafter work,I took out thebooks they like,justeat with appetitelooks.Reading,let melearn a lot of knowledge,worry,quietlyreading a book,let theheart troubles,withreading timeslipped away;when happy,happyreading a book,let his moodmore cheerful.Readingmakes mefeel a kind ofunique!Maybesome people would say:"of yourspare timewithout a breakah,haveread a Book?"Then I tell you:"don'tplay computer games,watch TVis rest,reading is also agoodrest way!"In the reading ofthe human brain andthe body willhave a good rest,readingwithout too manydistracting thoughts,just know,what is good,what is bad,whatto do,what notto do.As long asa little timeevery day weout ofreading,thevision and knowledge.You will beimproved,and the timewill not bewasted,because I think,a waste of timeis the mostregretthing in life.
So,let us act together now,pick up your book,together to findthe uniquepleasurein reading!
阅读的快乐
阅读，让我每天度过有趣而又快乐的美好时光，并不是像大家所想象的枯燥无味，让我感受到一种独特的快乐!
“书籍是人类的营养品”。读一本好书胜过交十个好朋友。每天晚上做完作业，我拿出自己喜欢的书籍，就津津有味的看起来。阅读，让我学到许多知识，烦恼时，安静的读一本书，让心中的烦恼，随着读书的时间悄然离去；欢乐时，快乐的读一本书，让自己的心情更加的开朗。阅读让我感受到一种独特的快乐!也许有些人会说：“你业余时间不休息啊，就一直看书啊？”那我告诉你：“不一定玩电脑、看电视就是休息，阅读也是一种很好休息的方式！”在阅读中人的大脑和身体也会得到很好的休息，阅读时没有太多的杂念，只知道，什么是好的，什么是坏的，什么可以去做，什么不可以去做。只要我们每天挤出一点时间阅读，那你的视野和知识面就会得到提高，而时间就不会白白浪费了，因为我觉得，浪费时间是一生中最后悔的事情。
所以，让我们一起行动起来吧，拿起你的书，一起在阅读中寻找那独特的快乐吧！
㈨ 怎样提高英语阅读(论文)800字左右
1 初期,语言学家就发现男女两性在英语使用方面存在着明显的不同。0 年代以后,人们对男女在句法、音位以及在用词上等言语模式的性别差异及其形成原因进行了大量研究,并提出男性支配、性别角色社会化和相称语域种具有代表性的理论,为英语教学奠定了理论基础。但对男女两性在英语使用上的差别,如果只停留在言语模式差异及原因的探讨上,不仅在理论上具有局限性,也影响理论研究在英语教学中推广应用的实际效果。本文依据性别角色理论,从语言思维、专业兴趣、成就动机、自我意识和社会认知个方面,对英语学习的性别角色差异心理特征和行为表现进行分析阐述,以便拓展英语教师的教学视野,有的放矢,因材施教,提高学生的英语学习成绩。二、男女在认识能力方面的性别角色差异认识过程是人脑对信息的接受、编码、贮存、提取和使用的过程,由感知系统、记忆系统、控制系统和反应系统所组成。感知系统接受由环境提供的信息,即首先把刺激的基本特征抽取出来加以组合;记忆系统是对输入信息的编码、贮存和提取活动;控制系统决定目标的先后顺序,监督当前目标的执行;反应系统则控制信息的输出。英语学习比学习本民族语言难度要大,要求学习者具备相应的认识品质,包括感知力、注意力、记忆力、思维力和想象力等,才能顺利高效地完成学习任务。大脑的单侧化研究表明,大脑左右两半球的功能是不一样的,大脑左半球司语言思维,被称之为言语优势半球,右半球司空间识别,被称之为非言语优势半球,左右两半球在功能上的差异,导致男女在语言思维和空间识别能力方面存在着差异,女性大脑左半球较发达,在语言思维方面较优势,男性大脑右半球较发达,在空间识别方面较优势。男女大脑左右两半球在功能上的差异,直接影响男女的语言思维,而语言思维直接影响男女的认识过程。从性别角色的社会化过程看,社会对男女用脑习惯的期待,往往受男女生理差异所左右,并进一步强化了男女在认识过程上的差别,使女性在英语学习中的感知力、注意力、记忆力、思维力和想象力等综合认识能力明显优于男性。如在感知觉方面,女性对语音差异的辨别力明显优于男性。在记忆力方面,女性对词汇和语法规则等以形象记忆和机械记忆为主。在思维能力方面,女性比男性更偏向于形象思维,在需要语文功底和文化底蕴的写、译方面成绩较好。在想象力方面,女性比男性更善于通过表象的加工、改造和重新组合,进行听、说、读、写、译。此外,教学实践表明,女性在英语学习中的注意力也比男性稳定和集中,学习成绩普遍高于男性。作为英语教育工作者,应针对男女在认识方面存在的性别角色差异,充分发挥女性学习英语的优势,进行重点强化和培养。同时,针对男性学习语言的天赋不如女性的事实,如注重音标、词汇、语法 项英语语言基础知识的训练,教师在对音标发音技巧进行讲解和示范的基础上,要督促他们通过各种途径,不断加大口头模仿实践的频率和强度;在记忆英语单词和语法规则时,要帮助他们充分理解课文的材料内容,运用有关经验进行有效的理解识记。三、男女在专业兴趣方面的性别角色差异兴趣是力求认识、探究某种事物的心理倾向,学习兴趣是指学习者力求获得某种知识时的情绪意向。兴趣是受社会历史条件制约的,个人所处的时代不同,社会地位不同,对他所感兴趣的客观事物的评介也有所不同。男女在认识能力倾向方面表现出来的性别角色差异,塑造着个体性别角色观念和性别社会化方向,而性别角色观念对男女专业和职业倾向具有重要影响。国内外社会心理学工作者围绕适合男人和女人的职业各有哪些做了许多调查研究,研究结果比较雷同。多数人主张男性适合担任工程技术人员、科研人员、管理人员、公务员、法官、律师、军人、警官、经理、外交官等职业;而女性则适合担任公务员、教师、医生、记者、翻译、律师、导游、空姐、设计师、营业员、服务员、保育员、纺织工、秘书、护士、缝纫师、办事员和广播员等职业。这些调查结果也得到社会实践的证明,男性取得成就的传统领域往往是与语言无关的领域,诸如工程技术、科学研究、计算机网络、金融、企业、海关及外企等,女性取得成就的传统领域往往是与语言密切相关的领域,诸如艺术、教育、法律、服务及设计等领域。学生在选择专业和职业时,往往以性别适合性为准则,女生对语文、法律、外语和历史等人文学科较感兴趣。根据各高校专业选择的统计结果,在专业兴趣方面存在着明显的性别角色差异,大学英语专业女生比例远远高于男生,英语教师的比例也是女性多于男性。大量研究表明,学习英语的兴趣与学习英语的成绩是呈正相关的,如果对英语学习不感兴趣,不可能取得良好的学习成绩。由于女生选择英语专业是源于对英语的热爱,因此,浓厚的学习兴趣,使她们在英语学习中比男生更具主动性、持久性和稳定性,英语成绩也远远超过男生。而男生一般对数理化更感兴趣,很多男生不是自己主动选择英语专业的,而是在理科考学无望或为满足父母的心愿,而做出的无奈选择。因此,入学后,他们对英语学习普遍缺乏兴趣,甚至出现因心理疲倦而逃课的现象。我们知道,兴趣是多种多样的,依据兴趣是由事物本身还是由事物结果所引起分直接兴趣和间接兴趣;依据兴趣效能分积极兴趣和消极兴趣;依据兴趣持续时间分短暂兴趣和稳定兴趣。由于兴趣是在社会生活实践过程中形成的,也随着生活实践的变化而改变,因此,兴趣是可以培养的。为了提高男生的学习英语成绩,可以从培养他们的间接兴趣入手,根据男生兴趣广泛、知识渊博、涉猎领域广泛、在“读”的方面强于女生的优势,结合我国高等学校英语教纲对学生各级阅读速度的具体要求,在各级统考的基础上,举行形式多样的阅读理解竞赛,通过间接兴趣的培养,使男生在成功的体验中,唤起学习英语的内驱力,不断提高他们学习英语的求知欲,使之取得良好的学习效果。
四、男女在成就动机方面的性别角色差异成就动机是一种想要做好事情的社会动机,它与个人对自己的高要求、高标准有关,与个人的高抱负水平有关。一个有强烈成就感的人,就有决心要做好一件难度很大的工作,这么做并不是要争取地位,而仅仅是想要做好这件事情。他们希望得到外界客观的、公正的评介,并不过分重视个人的名利。心理学家普遍认为,男女在成就动机方面存在着性别角色差异,男性成就动机的强度和水平普遍高于女性。这种差别影响职业理想的导向,在专业选择和英语学习中都可以反映出来。调查表明,男生选择英语专业时,一般受远景性动机所支配,是在客观评介自己能力倾向的基础上,做出实事求是的选择,而且,具有较高的抱负水平,特别注重英语的实用性,把英语专业选择和职业理想及自身发展有机地结合起来,主要目的是借助英语这门外语工具,去谋取与个人职业理想相匹配的工作,以成就一番事业,提高自己的社会地位。女生选择英语专业时,一般受近景性动机所支配,对英语语言本身有比较浓厚的兴趣,英语学习过程本身就能使她们感到满足,而且抱负水平也较低,更多的是考虑女性具备语言思维方面优势,学习英语比学习其他专业把握大,不想去冒险,力求平稳,避免失败,以顺利完成学业为目标。在英语学习中,男生表现出较高的独立性和抱负水平,追求成就的动机高于避免失败的动机,更能接受那些较复杂的、带有创造性的困难工作,完成既定任务后,能维持较高的动机水平,不会简单地重复去做同样的事,而是不断尝试去做更为困难的工作,例如在英语写作和翻译中,语汇运用上非常灵活,能不断尝试用意思相近的单词互相替换,特别是在口语表达上,敢于大胆开口,口语的流利性和在外语交际能力方面都表现得比较突出。而女性自信心较低,避免失败的动机高于追求成就的动机,愿意解决较简单的、非创造性的问题,完成教师布置的作业后,往往以此为抱负水平,反复地去做同样的工作,以减少对失败的焦虑,例如,在英语写作和翻译中,语汇运用不如男生灵活,一旦遗忘了某个单词,很少尝试用意思相近的新词进行替代,而是刻意地苦思幂想,导致写译技能的下降。在口语表达方面,开口比较谨慎,特别注重语言形式和口语的准确性,严重影响外语的有效交际。此外,男生由于成就动机强烈,对于他人的要求也高,在诸如英语辩论等小组化集体性课外英语活动中,他们愿意选择与有能力的同学一起合作,以提高工作效率。而女生则更注重自己在小组中的地位,为了能给听众留下独特美好的印象,过于关注自我的装束、言辞、表情和动作等方面的包装,甚至在潜意识里希望本组同学的能力都在自己之下。由于许多英语教师头脑中持有女性能力比男性能力低的性别刻板印象,在英语教学中普遍存在对男女生要求宽严不一的现象,在女生和男生的作业量相当的情况下,女生却有更多机会获得较高分,在课堂英语纠错时,教师在批评男生时更多地使用严厉的语调,而批评女生的语调相对要委婉得多,对男生当众纠错的次数也比女生多。这种宽严不一的教育要求,可能会对学生带来“女不如男”的性别刻板印象,这会对学生学习积极性产生消极的影响,从而降低女生的成就动机。我们知道,英语学习的效果和其他专业学习一样,取决于能力与动机两个因素,而且成就动机比能力更重要,因此,教师在英语教学中,应设法改变女生头脑中所持有的性别角色观念,对女生和男生要求要一致,给女生和男生布置安排难度和复杂度相似的作业和课外活动,设法改变消除“女不如男”的性别角色观念和消极影响。根据男女在成就动机方面存在的性别角色差异,更多地注重女生成就动机的培养,应弄清楚推动女生学习英语的主导动机是什么,是对专业的热爱,是实现个人抱负,是自卑使然,是为了就业,是为了获得父母的喜欢,还是盲目进行的选择等等,以便随时进行富有针对性的指导,关注女生的独立思考能力和创新精神的培养,鼓励她们不满足于现状,丰富、充实自己的英语学习内容,积极参与有一定难度的作业和课外学习活动,如在英语阅读评析中,要鼓励女生改变传统的寻求统一、崇尚等级、服从权威的英语学习模式,敢于挑战权威,独立地、客观地、多角度地对问题进行深入思考,对有争议的问题敢于直抒己见,充分展现个性。培养创新意识,不断提高独立性、抱负水平和成就动机的强度。五、男女在自我意识方面的性别角色差异自我意识是自己对于所有属于自己身心状况的认识、体验与控制,包括生理状况的自我意识,如身高、体重、形态等;心理特征的自我意识,如兴趣爱好、能力、性、气质等;自己与他人关系的自我意识,如自己与周围人们相处的关系、自己在集体中的位置与作用等。个人的自我意识是由自我认识、自我体验与自我控制力 种心理成分所构成的。心理学研究表明,男女在自我意识方面存在性别角色差异。从总体上看,男性比女性对自己的认识评介更客观,对自己力量充满信心,在学习和工作中,独立性较强,心理活动始终处于积极的状态中,而女性自信心、独立性和自我肯定意识较差,容易接受他人暗示。男女在自我意识方面存在性别角色差异,在英语学习中也表现得比较明显,因此,教师在教学中可将“暗示教学法”的 条原则应用于英语教学领域,用某种含蓄间接的方式,通过语言、行为和信誉对学生的心理和行为产生影响,使学生不自觉地按照一定的方式接受教师的教学理念和教学要求。“暗示教学法”的 条原则,一是保持愉快、轻松、集中的心理松弛状态的原则;二是有意识与无意识统一的原则;三是暗示手段相互作用的原则,这些原则和研究对各科教学具有普遍的指导意义,也同样适用于英语教学。我们在外语教学中发现,暗示对学生的生理、心理与行为的影响效果表现出明显的性别差异。一般来讲,女生由于自信心不足,富于情绪化,社会阅历较浅,往往容易接受直接暗示,而男生自信心较强,富于理性,社会阅历较深,往往容易接受间接暗示,外语教师应针对性别角色的差别,灵活运用暗示教学法的 条原则。顺便提一下 几天前帮我指导的ABC天卞英语的助教和我们说过 若要学好英语应该是不费力地；必然具有适合的学习环境以及实习口语对象，最关键就是外教水平，欧美人士比东南亚好很多 口语标准才可以，坚决逐日口语沟通，一对一家教式辅导才能够有很.好.的进步效率！课后还要回放复习录音文档 帮助加强记忆~实在是真的无口语交谈的人 最好能去听力室或沪江拿到课外教材练习，多说多练不知不觉的英语水平就培养起来 学习效果是绝对突飞猛进的..在外语教学中,教师要根据女生自信心不足、富于情绪化和容易接受他人直接暗示的心理特点,不断提高外语教学水平,时刻树立自己在女生心目中的学术权威地位,赢得她们的信赖遵从,使之产生对教师的亲切感和信任感。同时,也可以借助沙龙、演讲和竞赛等大型非正式群体活动,给他们提供充分自我表现的学习,满足她们愿意在同学面前获得教师认同、好评、赞扬和表现自己的需要,提高他们学习外语的自主性和积极性。在此基础上,通过办板、专栏、外语角等多种宣传途径形式,多次反复地将英语教学的目的、要求、意义和方法直接提供她们,使她们迅速而无怀疑地加以接受,从而提高教学的效果。针对男生独立性强、富于理性、社会阅历广泛,所作所为不愿意被他人行为所支配的特点,在英语教学中,教师要尽量少用命令的形式去提出要求,多用间接暗示法,用含蓄的语言,设置具体的教学情境,巧妙含蓄地加以引导。我们知道,外语言语技能的形成都必须以一定的语言材料为基础,积累语言材料最重要的一个方面是掌握外语词汇,词汇在教学中据一定的地位。通常学生在学习外语时一般都感到词汇很难记,再就是记熟了许多词,在外语的表达时提取不出来,用时容易出错,这种词语贫乏现象在男生身上表现得非常明显,他们在外语口语表达训练中,容易出现畏难情绪和厌倦心理,失去学习外语的兴趣,教师在计划表达内容时,不妨将学生的这种不良心态慎重设计到故事主人公身上,也可利用句子的命题内容反映教学者欲表达的思想和意义,以即兴含蓄的形式进行暗示性纠错引导,将事物的意义间接提供于对方,使他们意识不到教师的真正动机,迅速而无怀疑地接受教学内容。在此基础上,再经常让他们充当正式群体活动和非正式群体活动中的支配者和组织者,在保持他们独立性和自尊心的情况下,使其在自然的心理状态下,理解教师的教学意图,端正学习态度,服从教学管理和遵守教学秩序,引导他们在愉悦的心境中,不断提高学习英语的积极性,在读、听、说、写、译方面,向更高的学习目标发展。六、男女在社会认知方面的性别角色差异社会认知是个人对他人的心理状态、行为动机和意向做出推测与判断的过程,是依据认知者的过去经验及对有关网的分析,而对外来信息进行心理表象和加工的过程。这个过程取决于每个个体先前的期待和判断时所采用的标准。由于男女的心理活动和实践经验不同,他们对外界信息的期待和采用标准的选择与简化也存在差异。英语教学离不开教师与学生之间的人际互动。我们都知道“人微言轻,人资言重”的道理,在英语教学的微观社会情景中,学生对教师的社会认知印象与教师在学生心目中的威信密切相关,并直接影响学生对教师授课的情感接纳、听课态度和教学效果。在英语教学中,常常受第一印象的影响,依据社会心理学研究,男女在社会认知方面存在着明显的性别角色差异。英语教学实践证明,学生对教师的认知首先是通过教师的容貌、体态、衣着、仪表和谈吐等外在特征,推测与判断教师的个性特征、外语水平和教学能力。男生和女生观察的角度和注意的方面是不一样的,男生主要以教师的身段、仪表、教态和教学风为网,对教师进行内在综合素质做出评判,女生则习惯于从教师的表情、言辞、目光和着装打扮等外在特征,对教师做出肯定或否定的评介。因此,英语专业教师要兼顾不同性别学生的社会知觉特征,全面塑造与职业角色相匹配的社会风度。例如,在口语教学中,男生特别注重教师口语表达的流利性,女生关注的则是口语表达的准确性,教师就应同时兼顾口语表达的流利性和准确性,才能充分发挥外在职业特质在调动学生学习积极性和提高英语教学效果方面的特殊作用。综上所述,男女性别不同在英语学习中存在许多性别差异,总的来讲,女性比男性更具语言天赋,男性比女性更具成就感和独立性,作为英语教育工作者,应了解和正视女生学习语言的天赋优于男生的事实,充分发挥男女两性学习英语的优势,扬长避短,进行富有针对性的重点强化和培养,使他(她)们的潜能都能得到最大限度的开发。但也不能过分夸大英语学习的性别差异,还要挖掘发现男女两性共同的心理特征,进行有目的、有计划、有系统的教育,圆满完成我国高等学校英语专业基础阶段英语教纲和大学英语教纲的要求。