音樂在中學英語教學中的運用(中英)

1、音樂在中學英語教學中的運用【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。歌曲教學的合理設(shè)計和運用，是激發(fā)學生興趣、豐富教學方法的重要手段。在中學英語教學課堂中，要根據(jù)學習內(nèi)容及目的、學生的認知水平和所在年級，因“課”制宜，充分發(fā)揮歌曲在教學中的作用，使教學更加豐富活躍、風趣形象。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，對中學英語教學非常重要?！娟P(guān)鍵詞】歌曲教學；中學英語教學；運用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】興趣是推動學習的內(nèi)在力量,是學生學習的強大動力,是最好的老師。興趣是學生積極認識事物、積極參與教學活動的心理傾向。學生一旦對英語產(chǎn)生濃厚的興趣,就樂于接受,變“苦學”為“樂學”

6、,從而取得事半功倍的成效。眾所周知,外語教學的主體應是學生,所有的教學活動應圍繞學生展開。但長期以來,傳統(tǒng)的英語教學一直都是采用的“滿堂灌”式的教學模式。使用這種缺乏趣味性和主動性的課堂教學模式造成的直接后果是學生學得被動,漸漸失去了學習的熱情和積極性,課堂氣氛變得沉悶,教學效果差。 目前許多中學生認為學習英語很費功夫并且很乏味,成效比較低。造成這種狀況的原因有很多。首先,一些學生忽略了學習英語的重要性,失去了學習英語的熱情。其次,還有一些學生由于學習方法欠佳,長久一直沒有取得良好的學習成果,逐漸失去了學習英語的積極性。除此之外,另一點很重要的因素是教師對學生的學習積極性激發(fā)不夠,甚至有的教師

7、為了完成教學進度不顧學生的接受能力把教學內(nèi)容“灌”給學生。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生端正學習態(tài)度,培養(yǎng)和激發(fā)學生學習英語的興趣,讓學生通過自己的經(jīng)驗和體會主動地學習。只有這樣才會改變局面,提高教學質(zhì)量。凡是能激發(fā)學生喜愛英語學習的方法,便是教英語的好方法。因此在中學英語課堂教學中適當?shù)剡\用英文歌曲,不但能夠使學生通過聽和唱來學習英語,而且有助于打破沉悶的課堂氣氛,激發(fā)學生的學習激情和積極性,會收到很好的教學效果。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.教學中運用英文歌曲的理論依據(jù)1.1運用英文歌曲符合學生的年齡心里特征和認知規(guī)律1.1.1符合學生的年齡心里特征。學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、活潑的課堂學習氣氛，學生在獲得愉悅的同時，更激活了學校的心里內(nèi)驅(qū)力，使大腦充滿生機和活力。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符合學生的認知規(guī)律。學生獲得知識，是從感性認識到理性認識的過程。將英文歌曲引入教學正符合從感知到理解的認識規(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，為學生提供更多的感性知識和形象材料；用旋律為學生架起了由感性認識通往理性認識的橋梁，使學生在學生在學習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運用英文歌曲符合生理學和心

22、理學原理1.21符合生理學原理。神經(jīng)生理學研究表明，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生的情緒，刺激大腦，激活右腦神經(jīng)，引起高度興奮，給學生帶來學習的快感。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符合認知心理學原理。認知心理學主張讓學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，就為學生建立起無意識的心理傾向，調(diào)動起高度的學習動機，激發(fā)起學生的學習需要和興奮點，使其迸發(fā)出潛在的能量，這就為學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、英文歌曲的具體運用Concrete application of English songs2.1利用英文歌曲復習舊課?？梢愿鶕?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過的英文歌，從而達到復習的目的。例如復習PEP教材第二冊第三單元歌曲 One two three Four Five。該歌曲故事性強，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，盡管歌詞有點的難度，但只要教師在復習過程中注重難點的突破，巧妙地、合理地采用多種方法，學生仍然能較快地融入歌曲，回顧知識。如采用對唱形式復習，教師唱數(shù)字以外的句子，學生只需要唱數(shù)字部分的句子，語言感悟能力強的學生則增加旁白的兩個句子 Why did you let it go? 和 Which finger did it bite?雖然學生

29、可唱的部分很少，但學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習，這樣學生在唱歌時，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習方法，使所學知識也生動地反復出現(xiàn)，使學生對舊的知識的知識加以鞏固和強化。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.那些先前學習暫時有困難的學生也沉浸在成功的喜悅中。教師可以鼓勵學

36、生將此歌的二重唱作為課間游戲來加以復習，同學之間玩唱，也不失為一種簡單、靈活的游戲復習方式，進一步促進了學習。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.用英語歌曲導入新課。音樂的和諧曲調(diào)和熱烈氣氛可以凝聚學生的神思，排除學生課間雜念，集中學生的注意力。因此，可以用唱英文歌曲來巧妙自然地引出新授課內(nèi)容。把確定的教學目標，需要學生掌握的單詞、句子配入學生熟悉的曲調(diào)，學生既感到熟悉，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，引導學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生帶入英語知識的殿堂。直至授課結(jié)束時，學生還沉浸在藝術(shù)享受之中，情緒仍然是那么興奮、激昂，嘴里哼唱不止，體驗了學英語的快樂。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、語歌曲進行聽力訓練。在聽力課上，單一的語言教材容易引起學生們的厭煩情緒，如選用一些恰當?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，反復地聽，直到學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，又可以訓練反應速度，（學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，只要稍加訓練，學生們定能出色完成。第六步，最后一步，也可以說是讓學生們最喜悅和自豪和一步，即在前五步反復訓練的基礎(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，使學生能在輕松活躍的氣氛中進行聽力訓練，達到預期的效果，提升了學生的聽力水平，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)教學內(nèi)容和學生的精神狀態(tài)，讓學生唱英文歌曲或用錄音機播放英文歌曲。唱英文歌曲能將學生課上的動作變成音樂聲中有規(guī)律的動作。這樣，上課前唱能使學生從下課10分鐘的活動中迅速轉(zhuǎn)移到課堂教學中來；課中唱英文歌曲能消除學生的厭倦、疲憊心理，提高學習效率；下課前唱能使學生以飽滿的情緒結(jié)束一節(jié)課的緊張學習，為轉(zhuǎn)入下一節(jié)課的學習做好精神上的準備。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。學生具有好奇、好動、注意力不能長時間集中的特點。采用聽、唱英文歌曲的教學手段，將語言與音樂情境結(jié)合，創(chuàng)造生動、活潑的課堂學習氛圍。學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!學生們學會這首歡快的英文歌后，教師可引導學生將農(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，學生們的思維能力得到了很好的培養(yǎng)。通過唱歌，使學生們在輕松、活潑，有趣的環(huán)境中對英語學習更加投入，增強了學習效果. (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