教学法课的教师都面临着一个共同的课题:如何帮助学员破“教学法无用论”,端正对学习本课程的意义的认识,逐步增长学习的兴趣,愿意运用教学法的理论和原则指导自己的教学实践,努力提高英语课堂教学的质量。为了达到这个目的,我在两年来的教学法课的教学实践中采用过下列的几种措施。这些措施,依我看来,在一定程度上活跃了课堂气氛,加强了教学效果,保证了教学法课比较顺利地进行,绝大部分学员认真听讲,大部分学员做了详细听课笔记,没有出现由于大班上课课堂秩序乱哄哄的现象。 一、选好教材 在筹备开设《中学英语教学法》课的过程,对选择什么教材有过一番考虑。最初设想,以执教者过去几年对中学英语教师讲过的教学法讲义为基础,加以整理、充实提高,自编成讲义。其后 Teachers of pedagogy are all faced with a common problem: how to help students break the “pedagogical useless theory”, correct understanding of the significance of learning this course, and gradually increase the interest in learning, willing to use the pedagogy theory and principles to guide themselves Teaching practice, and strive to improve the quality of English classroom teaching. In order to achieve this goal, I have adopted the following measures in the teaching practice of pedagogy for two years. These measures, in my opinion, have played an active part in the classroom atmosphere and have strengthened the teaching effect so as to ensure that the pedagogy course runs smoothly. Most of the students listened attentively. Most of the participants made detailed listening notes and did not appear Due to the big class classroom class disorderly phenomenon. First, select the textbook in the preparation for the establishment of “middle school English teaching method” course, choose what textbooks have had some consideration. Initially, based on the pedagogic lectures taught by secondary school English teachers over the past few years by coaches, they were collated, enriched and improved, and compiled into handouts. After that