音樂在中學(xué)英語教學(xué)中的運(yùn)用(中英)

1、音樂在中學(xué)英語教學(xué)中的運(yùn)用【摘要】音樂智能主要指對于節(jié)奏、音調(diào)和旋律的感悟和直覺能力，以及用音樂表達(dá)思想感情的能力。歌曲不但是一種音樂形式，而且是一種很重要的教育方式。歌曲教學(xué)的合理設(shè)計和運(yùn)用，是激發(fā)學(xué)生興趣、豐富教學(xué)方法的重要手段。在中學(xué)英語教學(xué)課堂中，要根據(jù)學(xué)習(xí)內(nèi)容及目的、學(xué)生的認(rèn)知水平和所在年級，因“課”制宜，充分發(fā)揮歌曲在教學(xué)中的作用，使教學(xué)更加豐富活躍、風(fēng)趣形象。聽主題音樂或背景音樂；唱與教材同步的英文歌曲或與生活聯(lián)系密切的抒情歌曲，對中學(xué)英語教學(xué)非常重要?！娟P(guān)鍵詞】歌曲教學(xué)；中學(xué)英語教學(xué)；運(yùn)用The usage in the English teaching of song at

2、high school【Abstract】The intelligence of the music means the feeling and intuitinoal ability to the rhythm tone and melody,and the ability of showing the thoughts and feeling with the music.The song is not only a method of music,but also a impontant method of teaching.The reasonable design of the so

3、ng teaching and usage,is to stir up interest in the student,abundant teaching method of importance means.In the English classroom teaching,according to study contents and purpose,student of cognition level and place grade,proper because of“l(fā)esson”system,full exertive the song make teaching more abun

4、dant in the funtion in the teaching active,humor and wit image.Listening to the theme music resources,integrating the music and teaching content is the main way to train the musical intelligence of tudents.Listening to the theme music or background music ,singing the English songs which are in pace

5、with teaching materials or the lyrical songs contacting closely with the life,are very impantant in English teaching of primary school.【Key words】Song teaching;The teaching of English in primary school;Usage 【引言】興趣是推動學(xué)習(xí)的內(nèi)在力量,是學(xué)生學(xué)習(xí)的強(qiáng)大動力,是最好的老師。興趣是學(xué)生積極認(rèn)識事物、積極參與教學(xué)活動的心理傾向。學(xué)生一旦對英語產(chǎn)生濃厚的興趣,就樂于接受,變“苦學(xué)”為“樂學(xué)”

6、,從而取得事半功倍的成效。眾所周知,外語教學(xué)的主體應(yīng)是學(xué)生,所有的教學(xué)活動應(yīng)圍繞學(xué)生展開。但長期以來,傳統(tǒng)的英語教學(xué)一直都是采用的“滿堂灌”式的教學(xué)模式。使用這種缺乏趣味性和主動性的課堂教學(xué)模式造成的直接后果是學(xué)生學(xué)得被動,漸漸失去了學(xué)習(xí)的熱情和積極性,課堂氣氛變得沉悶,教學(xué)效果差。 目前許多中學(xué)生認(rèn)為學(xué)習(xí)英語很費(fèi)功夫并且很乏味,成效比較低。造成這種狀況的原因有很多。首先,一些學(xué)生忽略了學(xué)習(xí)英語的重要性,失去了學(xué)習(xí)英語的熱情。其次,還有一些學(xué)生由于學(xué)習(xí)方法欠佳,長久一直沒有取得良好的學(xué)習(xí)成果,逐漸失去了學(xué)習(xí)英語的積極性。除此之外,另一點(diǎn)很重要的因素是教師對學(xué)生的學(xué)習(xí)積極性激發(fā)不夠,甚至有的教師

7、為了完成教學(xué)進(jìn)度不顧學(xué)生的接受能力把教學(xué)內(nèi)容“灌”給學(xué)生。要想改變這一情況就要采取有效的辦法。而有效的辦法就是幫助學(xué)生端正學(xué)習(xí)態(tài)度,培養(yǎng)和激發(fā)學(xué)生學(xué)習(xí)英語的興趣,讓學(xué)生通過自己的經(jīng)驗(yàn)和體會主動地學(xué)習(xí)。只有這樣才會改變局面,提高教學(xué)質(zhì)量。凡是能激發(fā)學(xué)生喜愛英語學(xué)習(xí)的方法,便是教英語的好方法。因此在中學(xué)英語課堂教學(xué)中適當(dāng)?shù)剡\(yùn)用英文歌曲,不但能夠使學(xué)生通過聽和唱來學(xué)習(xí)英語,而且有助于打破沉悶的課堂氣氛,激發(fā)學(xué)生的學(xué)習(xí)激情和積極性,會收到很好的教學(xué)效果。Interest is the inner strength to promote learning, students learn a powerf

8、ul driving force is the best teacher. Interested students to understand things, and actively involved in teaching activities of the psychological tendencies. Students a strong interest in the English language, receptive to change hard study to Learn to obtain the effectiveness of the multiplier. As

9、we all know, the main body of the foreign language teaching should be a student, all teaching activities should focus on the students to commence. Over the years, the traditional English teaching has always been chalk and talk teaching mode. A direct result of this lack of interest and initiative in

10、 the classroom teaching mode is that students learn passively, gradually lost the enthusiasm and learning, the classroom atmosphere becomes dull, poor teaching.Many high school students learn English tasks are more demanding and very tedious, the effectiveness is relatively low. There are many reaso

11、ns for this situation. First, some students ignored the importance of learning English, and have lost the enthusiasm to learn English. Secondly, there are some students due to poor learning, long time has not been a good learning outcomes, and gradually lost enthusiasm for learning English. In addit

12、ion, another very important factor is the teachers to stimulate students enthusiasm is not enough, even some teachers in order to complete the progress of teaching regardless of the students ability to accept the teaching content filling to the students. To change this situation we must take effecti

13、ve way. And effective way to help students correct attitude towards learning, training and stimulate students interest in learning English, students motivated to learn through their own experience and understanding. The only way to change the situation, improve the quality of teaching. Those who can

14、 inspire students to love learning English is a good way to teach English. Proper use of English songs in English teaching in secondary schools, not only enable students to learn English by listening to and singing, but also helps to break the dull atmosphere of the classroom to inspire students pas

15、sion and enthusiasm, you will receive good teaching effect.1.教學(xué)中運(yùn)用英文歌曲的理論依據(jù)1.1運(yùn)用英文歌曲符合學(xué)生的年齡心里特征和認(rèn)知規(guī)律1.1.1符合學(xué)生的年齡心里特征。學(xué)生的心里特征是由形象思維向抽象思維過度，抽象思維依靠形象思維支持的。（胡蓉，P210,1998）中學(xué)生喜歡直觀、形象，讓他們枯燥的背誦英語單詞，猶如把他們捆綁起來，學(xué)生的情緒也不可能高漲。而采用聽、唱英文歌曲的手段，將語言與情緒結(jié)合，創(chuàng)造生動、活潑的課堂學(xué)習(xí)氣氛，學(xué)生在獲得愉悅的同時，更激活了學(xué)校的心里內(nèi)驅(qū)力，使大腦充滿生機(jī)和活力。1) the theoreti

16、cal basis for the use of English songs in the teaching1.1 the use of English songs to meet the students age, heart characteristics and cognitive rules1.1.1 The age of the students I meet the characteristics. The students heart is characterized by excessive by the image of the thinking to abstract th

17、inking, abstract thinking to rely on the support of thinking in images. (Hu Rong, P210, 1998), high school students like intuitive, image, let them dry recitation of English words, as if they tied up the mood of the students can not be high. Listen to and the use of means to sing English songs, lang

18、uage and emotional, to create a vivid, lively classroom atmosphere for learning, students get pleasure at the same time, activate the heart internal driving force of the school, so that the brain is full of vigor and vitality.1.1.2符合學(xué)生的認(rèn)知規(guī)律。學(xué)生獲得知識，是從感性認(rèn)識到理性認(rèn)識的過程。將英文歌曲引入教學(xué)正符合從感知到理解的認(rèn)識規(guī)律。（胡蓉，P211,1998

19、）它把語言知識融合于有趣的歌曲中，將知識與趣味、抽象與形象緊密地結(jié)合起來，為學(xué)生提供更多的感性知識和形象材料；用旋律為學(xué)生架起了由感性認(rèn)識通往理性認(rèn)識的橋梁，使學(xué)生在學(xué)生在學(xué)習(xí)過程中保持著高昂的斗志和濃厚的興趣；在聽、唱英文歌曲的過程中加深對所學(xué)內(nèi)容的理解與鞏固。Comply with the law of the students cognitive The students acquire knowledge, is the process from perceptual to rational knowledge. English songs into the teaching is i

20、n line with the knowledge from perception to understand the law. (Hu Rong, P211, 1998) Language knowledge integration of interesting songs, knowledge and fun, abstract and image closely together to provide students with more perceptual knowledge and image of the material; melody for the students set

21、 up rational understanding of the bridge leading from perceptual knowledge to enable students to maintain high morale and a strong interest in the students in the learning process; to deepen understanding and consolidate what they learn in the process of listening, singing in English1.2運(yùn)用英文歌曲符合生理學(xué)和心

22、理學(xué)原理1.21符合生理學(xué)原理。神經(jīng)生理學(xué)研究表明，人的大腦右半球主管形象思維，是音樂的腦、感情的腦。聽、唱英文歌曲可陶冶學(xué)生的情緒，刺激大腦，激活右腦神經(jīng)，引起高度興奮，給學(xué)生帶來學(xué)習(xí)的快感。與此同時又可激活主管抽象思維和語言的左腦，使其興奮。這樣左右腦交替興奮，不僅使思維與語言引起共振，使口語通暢、自然，而且可以大大開發(fā)大腦的潛力。（曹理、何工，P156，1996）1.2 The use of English songs to meet the physiological and psychological principles1.2.1 comply with ergonomic pri

23、nciples. Neurophysiological studies have shown that the head of the right hemisphere thinking in images, music of the brain, emotional brain. Listen to and sing English songs can cultivate students emotions, stimulate the brain, activate the right brain, causing a high degree of excitement, and brin

24、g the thrill of learning to students. At the same time can also activate the left brain for abstract thinking and language, it excited. So about the brain alternately excited, not only the thinking and language resonance spoken smooth, natural, and can greatly develop the potential of the brain. (Ca

25、o management, any work, P156, 1996)1.2.2符合認(rèn)知心理學(xué)原理。認(rèn)知心理學(xué)主張讓學(xué)生在有意義的情景中操練外語，那種無意義的模仿記憶、不理解而過多的死記硬背都是不可取的。聽、唱英文歌曲，就為學(xué)生建立起無意識的心理傾向，調(diào)動起高度的學(xué)習(xí)動機(jī)，激發(fā)起學(xué)生的學(xué)習(xí)需要和興奮點(diǎn)，使其迸發(fā)出潛在的能量，這就為學(xué)生輕輕松松接受知識奠定了心理基礎(chǔ)。（曹理、何工，P157，1996）1.2.2 comply with the Principles of Cognitive Psychology. Cognitive psychology in favor of letting

26、the students to practicing foreign language in a meaningful scenario, the kind of meaningless imitation of memory, do not understand too much rote learning are not desirable. Listening, singing in English for students to establish the psychological tendencies of the unconscious, arouse a high degree

27、 of motivation, and inspire students learning needs and excitement, so that it burst out of the potential energy, which for students to acquire knowledge easily the psychological basis. (Cao management, any work, P157, 1996)2、英文歌曲的具體運(yùn)用Concrete application of English songs2.1利用英文歌曲復(fù)習(xí)舊課。可以根據(jù)歌曲內(nèi)容的情節(jié)條件，

28、采用對唱、小組唱、二重唱、配以動作的表演唱、歌伴舞等形式來演唱以前學(xué)過的英文歌，從而達(dá)到復(fù)習(xí)的目的。例如復(fù)習(xí)PEP教材第二冊第三單元歌曲 One two three Four Five。該歌曲故事性強(qiáng)，歌詞以對話式形式出現(xiàn)，其中夾雜著兩句對白更增加了可唱性，盡管歌詞有點(diǎn)的難度，但只要教師在復(fù)習(xí)過程中注重難點(diǎn)的突破，巧妙地、合理地采用多種方法，學(xué)生仍然能較快地融入歌曲，回顧知識。如采用對唱形式復(fù)習(xí)，教師唱數(shù)字以外的句子，學(xué)生只需要唱數(shù)字部分的句子，語言感悟能力強(qiáng)的學(xué)生則增加旁白的兩個句子 Why did you let it go? 和 Which finger did it bite?雖然學(xué)生

29、可唱的部分很少，但學(xué)生畢竟參與到了演唱中，都唱得不亦樂乎，非常賣力，幾遍下來，歌曲唱得更流利了，知識也得到進(jìn)一步的鞏固。根據(jù)此歌的特殊性，也可以采用二重唱形式來復(fù)習(xí)，這樣學(xué)生在唱歌時，深怕被別人牽著走，個人注意力集中，牢牢咬住曲和詞。由于選擇了靈活生動的復(fù)習(xí)方法，使所學(xué)知識也生動地反復(fù)出現(xiàn)，使學(xué)生對舊的知識的知識加以鞏固和強(qiáng)化。在這種情境氛圍中，Review old lessons using English songs. According to the plot of a song can condition, duets, group singing, song Duet, assign

30、ed to the actions of singing with actions, just smile, singing in the form of previously learned songs in English, so as to achieve the purpose of review. Such as PEP to review teaching materials II song One two three Four Five. The strong story songs, the lyrics appear in dialog, interspersed with

31、a few words added to the dialogue, although the lyrics a little more difficult, but teachers focus on breakthrough of difficulties during the review process, clever and reasonable manner using a variety of methods, students can quickly integrate into the songs, review of knowledge. Using two forms o

32、f review and teacher sang numbers other than the sentence, students only need to sing a number sentence, students with strong language to realize increased narration of the two sentences Why did you let it go? And Which finger did it bite? while the students to sing small parts of, but after all of

33、the students involved in the singing, singing regaled, very hard, several times, and sings the song more fluently, knowledge has been further consolidated. According to the particularities of this song and Duet forms can also be used to review, so students in singing, deep fear of others hold, perso

34、nal attention, firmly biting songs and words. Due to the method of selecting a flexible review of vivid, making what you have learned also a vivid recurring, so that students knowledge to old knowledge to be consolidated and strengthened. In an atmosphere in this context, the temporary difficulty of

35、 prior learning students are immersed in the joy of success. Teachers can encourage students to the Duet of this song as a class be reviewing games, playing singing between the students, would be a simple, flexible way of game review, further contributed to the study.那些先前學(xué)習(xí)暫時有困難的學(xué)生也沉浸在成功的喜悅中。教師可以鼓勵學(xué)

36、生將此歌的二重唱作為課間游戲來加以復(fù)習(xí)，同學(xué)之間玩唱，也不失為一種簡單、靈活的游戲復(fù)習(xí)方式，進(jìn)一步促進(jìn)了學(xué)習(xí)。2, the specific use of the English songs2.1 going over the old English song. Conditions according to the plot of the song content, duet, group singing, duet, together with the action of the table singing songs dancers learned before in the form

37、of singing English songs, so as to achieve the purpose of the review. For example, review the PEP textbooks song One, two three Four the Five. Strong narrative of the song, the lyrics appear in dialogue form, mixed with two dialogue adds to the songs, the lyrics a little more difficult, but as long

38、as the teachers pay attention to the difficulty breakthrough in the review process, clever and rational use of a variety of methods, students are still able to quickly integrate into the song, recalling knowledge. If the two sentences of the duet form of review, the teacher sing a sentence other tha

39、n the numbers, students need only to sing the digital part of the sentence, language perception ability of students increased by narration Why did you the let it go? Which finger did it bite? very few students can sing the part, but the students, after all, to participate in the concert, sing the mo

40、ment, very hard, several times down the songs sing more fluently, knowledge can also be further consolidated. The particularity of this song or duet in the form to review, so that the students in singing, Shen Papi others carried away the personal focus, a firm bite of song and word. Choose a flexib

41、le and vivid review, so that the knowledge vividly recurring, to enable students to consolidate and strengthen the knowledge of the old knowledge. In the atmosphere of this situation, those students with prior learning temporary difficulties are also immersed in the joy of success. Teachers can enco

42、urage students to review duet of this song as a recess game, students play the singing, also regarded as a simple, flexible game review ways to further promote the learning.2.用英語歌曲導(dǎo)入新課。音樂的和諧曲調(diào)和熱烈氣氛可以凝聚學(xué)生的神思，排除學(xué)生課間雜念，集中學(xué)生的注意力。因此，可以用唱英文歌曲來巧妙自然地引出新授課內(nèi)容。把確定的教學(xué)目標(biāo)，需要學(xué)生掌握的單詞、句子配入學(xué)生熟悉的曲調(diào)，學(xué)生既感到熟悉，又有些新鮮，在輕輕松松

43、中掌握了新知識。例如教句型“Whos the boy ”，先將其套入“Hello Who are you”的曲子中，引導(dǎo)學(xué)生有意識地從演唱中感知，直到熟練。這樣在優(yōu)美的旋律和和諧的氛圍中把學(xué)生帶入英語知識的殿堂。直至授課結(jié)束時，學(xué)生還沉浸在藝術(shù)享受之中，情緒仍然是那么興奮、激昂，嘴里哼唱不止，體驗(yàn)了學(xué)英語的快樂。English songs into new courses. Harmonious melodies and a warm atmosphere of the music can come together and the students mental state, to excl

44、ude the students during recess distractions and focus students attention. Therefore, singing in English can be used to skillfully and naturally leads to a new teaching content. Identified teaching objectives require students to master the word, a sentence with income students are familiar with the t

45、unes, students not only feel familiar, but also some fresh, easy to master new knowledge. For example, to teach the sentence Whos the boy, first into the Hello Who are you, the song of their set, and guide the students conscious perception from the singing, until proficient. Such a beautiful melody

46、and harmonious atmosphere in the students into the halls of knowledge of English. Until the end of the lectures, the students also immersed in the enjoyment of the arts among, emotions are still so excited, excitement, more than your mouth humming, to experience the joy of learning English.撤消修改3.利用英

47、語歌曲進(jìn)行聽力訓(xùn)練。在聽力課上，單一的語言教材容易引起學(xué)生們的厭煩情緒，如選用一些恰當(dāng)?shù)挠⑽母枨谌肼犃φn中，課一定會上得生動有趣。一般采取以下六步：第一步，不看歌詞，集中精神聽錄音，這一步的目的在于聽大意。第二步，看歌詞聽錄音。這一步的目的之一在于加深對歌曲內(nèi)容的理解，二是端正語音，培養(yǎng)潛在意識中的英語語感。第三步，丟開歌詞再聽錄音。這時學(xué)生們熟悉了歌曲的內(nèi)容，但對個別詞、句的理解還有問題。不過不要緊，反復(fù)地聽，直到學(xué)生們對每一句話甚至每一個詞的意思和發(fā)音都能理解透徹、熟記于心為止。第四步，邊看歌詞邊跟唱，這一步是十分重要的，既可以鞏固理解，又可以訓(xùn)練反應(yīng)速度，（學(xué)生們至少要盡量跟上錄音的速

48、度）既練聽力，又練舌頭的利索。第五步，丟開歌詞邊聽邊跟唱。顯然這一部分的難度比上一步要大。但在經(jīng)歷了前面四步之后，只要稍加訓(xùn)練，學(xué)生們定能出色完成。第六步，最后一步，也可以說是讓學(xué)生們最喜悅和自豪和一步，即在前五步反復(fù)訓(xùn)練的基礎(chǔ)上，徹底放棄歌詞，放一遍錄音，然后自己大聲把歌曲唱一遍。通過以上步驟，使學(xué)生能在輕松活躍的氣氛中進(jìn)行聽力訓(xùn)練，達(dá)到預(yù)期的效果，提升了學(xué)生的聽力水平，同時也培養(yǎng)了說的能力。3 English songs and listening training. Listening class, a single language materials easily lead to b

49、oredom of the students, such as the selection of the proper English songs into listening class, the class must at the meeting was lively and interesting. Generally take the following six steps: Step one, do not look at the lyrics, concentrate to listen to the recording, the purpose of this step is t

50、o listen to the effect. The second step, read the lyrics to listen to the recording. One purpose of this step is to deepen their understanding of the content of the song, the second is correct voice and cultivate potential awareness in the English sense. The third step aside lyrics listen to the rec

51、ording. Then the students are familiar with the contents of the song, but the individual words, sentences to understand there are problems. But it does not matter, heard repeatedly and thoroughly until the students can understand the meaning and pronunciation of every word and even every word, lies

52、at the heart so far. Fourth step, watching sing along side the lyrics, this step is important both to consolidate the understanding, the reaction rate can be trained (students at least to try to keep up with the recording speed) Lianting, but also to practice the tongue of the agile . The fifth step

53、 aside lyrics listened with singing. Obviously this part of the difficulty of the previous step. But after the experience of the previous four steps, as long as a little training, the students will be able to complete outstanding. Step 6, the last step, it can be said is to allow students the most j

54、oy and pride and step, namely the first five steps repeated training on the basis of the total abandonment of the lyrics, put the tape again, and then loudly sing the song again. Hearing training in a relaxed and lively atmosphere through the above steps, so that students achieve the desired effect,

55、 enhance the students level of hearing, but also trained to say.3.英文歌曲在教學(xué)中的作用 1.調(diào)節(jié)情緒。每節(jié)課上課前或下課前，根據(jù)教學(xué)內(nèi)容和學(xué)生的精神狀態(tài)，讓學(xué)生唱英文歌曲或用錄音機(jī)播放英文歌曲。唱英文歌曲能將學(xué)生課上的動作變成音樂聲中有規(guī)律的動作。這樣，上課前唱能使學(xué)生從下課10分鐘的活動中迅速轉(zhuǎn)移到課堂教學(xué)中來；課中唱英文歌曲能消除學(xué)生的厭倦、疲憊心理，提高學(xué)習(xí)效率；下課前唱能使學(xué)生以飽滿的情緒結(jié)束一節(jié)課的緊張學(xué)習(xí)，為轉(zhuǎn)入下一節(jié)課的學(xué)習(xí)做好精神上的準(zhǔn)備。English songs in teaching(1) regulat

56、ion of mood. Each lesson before class or before class, according to the mental state of the course content and students, for students to sing English songs or English songs with recorder player. Sing English songs can student class action to become a regular action of the music. So before class, the

57、 sing enable students from the class 10 minutes of activity quickly shifted to classroom teaching; sing English songs in the class can eliminate student boredom, fatigue, psychological and improve learning efficiency; before singing class enables students to full the intense study of the emotional e

58、nd of a lesson, is transferred to the next lesson to learn to do the mental preparation.2.調(diào)整注意力。學(xué)生具有好奇、好動、注意力不能長時間集中的特點(diǎn)。采用聽、唱英文歌曲的教學(xué)手段，將語言與音樂情境結(jié)合，創(chuàng)造生動、活潑的課堂學(xué)習(xí)氛圍。學(xué)生們隨著歌曲的旋律，耳中聽、口中唱、腦中想，各種感官協(xié)調(diào)并用，既放松肢體，又舒緩腦力，從而精神振奮、興味盎然，注意力重新集中起來。 And a chick-chick there,Here a chick, there a chick,Every where a chick-

59、chick,EveryWhere Old MacDonald had a farm,EIEI,oh!學(xué)生們學(xué)會這首歡快的英文歌后，教師可引導(dǎo)學(xué)生將農(nóng)場中的其它動物也唱出來，如ducks quack-quack, cowsmoo-moo, pigsoink-oink. 在此過程中，學(xué)生們的思維能力得到了很好的培養(yǎng)。通過唱歌，使學(xué)生們在輕松、活潑，有趣的環(huán)境中對英語學(xué)習(xí)更加投入，增強(qiáng)了學(xué)習(xí)效果. (2) adjustment of attention. Students have the curiosity, activity, attention can not be a long time focused features. By listening, singing English songs, teaching methods, connected with their language and music, creating a lively, vibrant classr