论文部分内容阅读
（合肥市蜀山區頤和中学）
Abstract：In rural middle schools there is a common phenomenon， which is the counteraction tendency. The students are very young and weak in recognizing the matters with unstable interest and emotion. Undoubtedly， the existence of their counteraction tendency represses the students' learning motive， and further influences on the study progress and the study goals' realization.
The students' counteraction tendency affects greatly the advancement of English teaching. For the purpose of overcoming the students' counteraction tendency， we should start with the following two points， finding the solving method from teachers themselves and the school. The teachers may change their views， improve their qualities， and pay attention to the relationship between students and teachers， improving teaching method help the students set up their confidence and conquer the counteraction tendency， promote their study. The schools ought to increase the investment of English teaching， improve English teaching condition， and stimulate the students' learning interest in accordance with the new syllabus.
In a word， teachers ought to try different ways to help students eliminate this psychological problem to get the better teaching effect.
Introduction
In rural middle schools， when students learn English， the counteraction tendency often appears. The reason is that students are too young to cognize objects， and their interest and emotion are instable. Psychologists think the counteraction tendency is a state that the mood is tedium or conflicting， is an experience that people feel antipathy and disquieted. Although students are very interested in new things， their interest and enthusiasm are greatly unsteady. Once the interest is lost and the fervency elapses， they will dislike the things.
I. Present situation and causes of the counteraction tendency
A. Present situation
In the process of learning English， students have two types of the counteraction tendency. Disappointment type. For man’s nature， people hope to get praise from others， so do students. As soon as students’ merits and progress cannot acquire teachers’ support， they will lose aspirant confidence and motivation， and then it causes them to be in a disappointed or outcast sensation， thus they use negative and inhospitable attitude to treat surroundings. As time goes on， students will depress themselves with discontentment and counteraction. The other is Frustration type. Some students collapse after a setback， such as their dishonored selfhood， their injured pride or frustrated study. They will be hostile to all things ， will be indulged in irritancy and anguish all day and all night. The writer finds that in rural middle schools， most of students feel that learning English words and grammar is very tedious， which cannot arouse their interest. Some students are weary of English class with their weak elementary knowledge， and their self-respect is often injured. A few students give up learning English for they disagree with the teachers’ teaching approach or oppose the teachers’ criticism. Some other students detest English for other causes.
Undoubtedly， the existence of students’ counteraction tendency affects the improvement of English teaching qualities seriously， which has mainly three causes as discussed below.
B. Causes on teachers’ part
1.Teacher centered English class
The teacher has two main roles： the first role is to facilitate the communication process between all participants in the classroom， and between these participants and the various activities and texts. The second role is to act as and independent participants within the learning-teaching group （Jack C. Richards &Theodore S. Rodgers， 1986， p.78）. Teachers are expected to plan group and individual instruction that responds to the learners’ needs. But， in fact， teachers dominate the whole teaching process as a subject.
2.Inflexible and outmoded teaching method
To achieve a high standard， some teachers recapture the rough teaching method， as suspending class； punishing with writing； punishing with standing； even hitting students， in order to overawe education. Some other teachers have to give up their own teaching characteristics， neglect modern teaching instruments， but adopt frequently those simple “high efficiency” means. It hurts students’ learning interest.
C. Causes on students’ part
1. The implicit motive of studying English
In fact， the students know the importance of learning English， but they have no interest in it. Their recognition doesn’t come from their own motive. Under most circumstances， they are learning passively. On the other hand， the students take little active part in English class， because they are afraid of speaking wrongly.
2.The traditional method of learning English， few opportunities to communicate
In rural middle school， the way of learning English is that the students do uncountable exercises and recite repeatedly. They use this way only for examinations， but not really for learning English. In rural middle school the students lack the situation of English usage to communicate in daily life. D. Other causes
The rural middle schools are not able to develop the extracurricular activities that are suitable for middle school students’ language level. Because students’ mother language is not English and usually they lack a good condition to communicate in English， the development of their listening， speaking， reading and writing are affected. It also results in students’ counteraction tendency. Moreover， the pursuit of promotion rate is the main standard of judging teachers and schools’ excellence. This makes students feel be disgusted.
A lot of students think they are very sick and tired of study. They don’t like doing many exercises， reciting books all the time. Too heavy study burden on students make them dislike learning little by little.
II. Suggested solutions to the counteraction
A.On the teachers’ part
1.Enhancing teachers’ qualities and developing a harmony between students and teachers
One of the main tasks for teachers is to provoke interest and involvement in the subject even when students are not initially interested in it. It is by their attitude to class participation， their conscientiousness， their humor and their seriousness that they may influence their students （Jeremy Harmer 2000.p.56）. Students like and trust the teachers who have good approach in teaching and concern students. If the teachers don’t respect their jobs and devote themselves reluctantly， they will be indifferent to students. It is obvious that teachers’ emotion affects the mood and effect of students’ study， so the teachers maybe attach importance to investing emotion. From the beginning， teachers give students good impression and then help students advance their study interest. Besides， teachers may bring happiness into class. Just think if the teachers are stiff every day， the students must are frighten and dare not to communicate with teachers. On the contrary， if the teachers are affable in manner， praise and encourage students， create a cheerful and relaxed study condition for students， give students opportunity to show themselves fully and incite students to express their ideas， these will dig students’ potentiality effectively. Moreover， the teachers could be adept in using eyes. Eye is the window of soul. It’s important that eyes improve teaching effect. When a teacher asks a student a question， he looks the student with trusting and encouraging eyesight， which gives the student courage. Finally， the student answers the question bravely. When a teacher goes into the classroom， the students are talking loudly. She sweeps eyes over the whole classroom， students stop talking quickly. The function of the expression in teachers’ eyes is vital. In addition， the teachers ought to respect students， which is the basis of the good relation between teachers and students. They can give rise to positive psychological tendency by teachers’ respect. 2. Reforming the method of English teaching constantly
The counteraction tendency results from many mentality factors. One of the causes is that students are very interested in new things， but are bored with old things. Even if the teachers make use of a better teaching method repeatedly， without regarding concrete cases， they cannot achieve marked effect. So the teachers may reform teaching approach constantly in terms of teaching material content and students’ actual condition， so as to stimulate a passion for students’ learning English and develop students’ vigorous thirst for knowledge. The teachers may use flexible and interesting teaching approach that is learning in recreation， remembering in enjoyment.
3. Directing students to remember scientifically for mastering English well
In order to learn English well， it is very important to direct students to master scientific memory ways. Vocabulary is the basis of learning English， is also the difficulty of learning English. A lot of students produce the counteraction tendency of learning English， because they cannot remember vocabularies very well. Thus， teachers try to set great store by study approach direction in remembering vocabulary. Some good memory ways should be given like the following： the way of periodical circulation memory； the way of comparing memory； the way of association memory and the way of context memory and so on.
Compared with stressing scientific memory ways， stressing on preventing from forgetting is very important as well. Forgetful law is forgetting quickly at the beginning and then forgetting slowly gradually. So teachers may make full use of this law to guide students to review in time， in order that students get a deeper remembering， and then reduce forgetting. Students avoid remembering tediously vocabulary for vocabulary， but remember understandably combining with sentence and chapter. If they once have successful experience of remembering， their counteraction will be eliminated and their enthusiasm of learning English will be extended fully.
4. Directing students the approach of attending class， cultivating students the habit of concentrating attention
According to the characteristics of English class， teachers give some demands to students： concentrate their attention； think positively； answer questions bravely； at the same time， listen， speak， see， think and write when attending class. Besides， there may be eye communication between students and teachers. When students meet with problems， teachers ought to encourage and help them set up confidence of conquering difficulties. 5.Using the goals to inspire students’ enthusiasm
Everyone has one goal or even more. The goal can be people’s motive power to do things. In English teaching process， Teachers maybe further take advantages of goals to help students learn English. The goals include two objectives： one is students’ individual objective； the other is the teaching objective in class. Deliberately the teachers demand different levels students to get their goals. Gradually， the goal will be improved， but it should be reasonable and attained in effort. If do that， students have the motivating force of their study. Besides， teachers set the students find their study rivals so as to establish their individual goal. The teaching goal in class means that drawing up teaching goal plan according to the syllabus and students’ peculiarity. Intensify the interaction between students and teachers and get the teaching goal step by step.
B.Solution for the schools’ part
There are two points about solution： Firstly， the schools improve English teaching condition. Teaching activity is underway between students and teachers， but the teaching instruments influence English teaching activity more or less. Good instruments must create superior language situation for English teaching activity. So the schools should increase investment， improve English teaching condition. Secondly， the schools develop different kinds of extracurricular activities to stimulate students’ interest. Many facts show that students are very weary of traditional circle teaching from books to assignments， from assignments to examinations， from examinations to assignments. If the teachers develop variegated extracurricular activities in accordance with teaching， they can make students acquire knowledge， develop students’ intelligence and cultivate their competence in an interesting activity. For instance， teaching English songs， having an English party， establishing English corner and so on. In short， these activities help the students overcome the counteraction tendency and arouse their study interest.
Conclusion
It’s very important to instruct students directing at their mentality， which demands that teachers apply proper remedy for students’ counteraction tendency， and to use suitable ways to change their harmful mentality.
In English teaching， teachers give full play to students’ opposite thought； encourage students to bring up their different views and the ways of resolving problems.
As long as teachers probe into more ways of solving the problem combining with practice continuously， the effects of English teaching must be advancement obviously.
BIBLIOGRAPHY：
[1]Breen， Michael， P & Littlejohn， Andrew. （2002）. Classroom Decision-Making. Shanghai Foreign Language Press.
[2]Harmer，Jeremy. （2000）. How to Teach English. Foreign Language Teaching and Research Press.
[3]Hedge Tricia. （2005）. Teaching and Learning in The Language Classroom. Shanghai Foreign Language Education Press.
[4]Richards， J， C. & Lockhart， C. （2000）. Reflective Teaching in Second Language Classroom. 人民教育出版社.
Abstract：In rural middle schools there is a common phenomenon， which is the counteraction tendency. The students are very young and weak in recognizing the matters with unstable interest and emotion. Undoubtedly， the existence of their counteraction tendency represses the students' learning motive， and further influences on the study progress and the study goals' realization.
The students' counteraction tendency affects greatly the advancement of English teaching. For the purpose of overcoming the students' counteraction tendency， we should start with the following two points， finding the solving method from teachers themselves and the school. The teachers may change their views， improve their qualities， and pay attention to the relationship between students and teachers， improving teaching method help the students set up their confidence and conquer the counteraction tendency， promote their study. The schools ought to increase the investment of English teaching， improve English teaching condition， and stimulate the students' learning interest in accordance with the new syllabus.
In a word， teachers ought to try different ways to help students eliminate this psychological problem to get the better teaching effect.
Introduction
In rural middle schools， when students learn English， the counteraction tendency often appears. The reason is that students are too young to cognize objects， and their interest and emotion are instable. Psychologists think the counteraction tendency is a state that the mood is tedium or conflicting， is an experience that people feel antipathy and disquieted. Although students are very interested in new things， their interest and enthusiasm are greatly unsteady. Once the interest is lost and the fervency elapses， they will dislike the things.
I. Present situation and causes of the counteraction tendency
A. Present situation
In the process of learning English， students have two types of the counteraction tendency. Disappointment type. For man’s nature， people hope to get praise from others， so do students. As soon as students’ merits and progress cannot acquire teachers’ support， they will lose aspirant confidence and motivation， and then it causes them to be in a disappointed or outcast sensation， thus they use negative and inhospitable attitude to treat surroundings. As time goes on， students will depress themselves with discontentment and counteraction. The other is Frustration type. Some students collapse after a setback， such as their dishonored selfhood， their injured pride or frustrated study. They will be hostile to all things ， will be indulged in irritancy and anguish all day and all night. The writer finds that in rural middle schools， most of students feel that learning English words and grammar is very tedious， which cannot arouse their interest. Some students are weary of English class with their weak elementary knowledge， and their self-respect is often injured. A few students give up learning English for they disagree with the teachers’ teaching approach or oppose the teachers’ criticism. Some other students detest English for other causes.
Undoubtedly， the existence of students’ counteraction tendency affects the improvement of English teaching qualities seriously， which has mainly three causes as discussed below.
B. Causes on teachers’ part
1.Teacher centered English class
The teacher has two main roles： the first role is to facilitate the communication process between all participants in the classroom， and between these participants and the various activities and texts. The second role is to act as and independent participants within the learning-teaching group （Jack C. Richards &Theodore S. Rodgers， 1986， p.78）. Teachers are expected to plan group and individual instruction that responds to the learners’ needs. But， in fact， teachers dominate the whole teaching process as a subject.
2.Inflexible and outmoded teaching method
To achieve a high standard， some teachers recapture the rough teaching method， as suspending class； punishing with writing； punishing with standing； even hitting students， in order to overawe education. Some other teachers have to give up their own teaching characteristics， neglect modern teaching instruments， but adopt frequently those simple “high efficiency” means. It hurts students’ learning interest.
C. Causes on students’ part
1. The implicit motive of studying English
In fact， the students know the importance of learning English， but they have no interest in it. Their recognition doesn’t come from their own motive. Under most circumstances， they are learning passively. On the other hand， the students take little active part in English class， because they are afraid of speaking wrongly.
2.The traditional method of learning English， few opportunities to communicate
In rural middle school， the way of learning English is that the students do uncountable exercises and recite repeatedly. They use this way only for examinations， but not really for learning English. In rural middle school the students lack the situation of English usage to communicate in daily life. D. Other causes
The rural middle schools are not able to develop the extracurricular activities that are suitable for middle school students’ language level. Because students’ mother language is not English and usually they lack a good condition to communicate in English， the development of their listening， speaking， reading and writing are affected. It also results in students’ counteraction tendency. Moreover， the pursuit of promotion rate is the main standard of judging teachers and schools’ excellence. This makes students feel be disgusted.
A lot of students think they are very sick and tired of study. They don’t like doing many exercises， reciting books all the time. Too heavy study burden on students make them dislike learning little by little.
II. Suggested solutions to the counteraction
A.On the teachers’ part
1.Enhancing teachers’ qualities and developing a harmony between students and teachers
One of the main tasks for teachers is to provoke interest and involvement in the subject even when students are not initially interested in it. It is by their attitude to class participation， their conscientiousness， their humor and their seriousness that they may influence their students （Jeremy Harmer 2000.p.56）. Students like and trust the teachers who have good approach in teaching and concern students. If the teachers don’t respect their jobs and devote themselves reluctantly， they will be indifferent to students. It is obvious that teachers’ emotion affects the mood and effect of students’ study， so the teachers maybe attach importance to investing emotion. From the beginning， teachers give students good impression and then help students advance their study interest. Besides， teachers may bring happiness into class. Just think if the teachers are stiff every day， the students must are frighten and dare not to communicate with teachers. On the contrary， if the teachers are affable in manner， praise and encourage students， create a cheerful and relaxed study condition for students， give students opportunity to show themselves fully and incite students to express their ideas， these will dig students’ potentiality effectively. Moreover， the teachers could be adept in using eyes. Eye is the window of soul. It’s important that eyes improve teaching effect. When a teacher asks a student a question， he looks the student with trusting and encouraging eyesight， which gives the student courage. Finally， the student answers the question bravely. When a teacher goes into the classroom， the students are talking loudly. She sweeps eyes over the whole classroom， students stop talking quickly. The function of the expression in teachers’ eyes is vital. In addition， the teachers ought to respect students， which is the basis of the good relation between teachers and students. They can give rise to positive psychological tendency by teachers’ respect. 2. Reforming the method of English teaching constantly
The counteraction tendency results from many mentality factors. One of the causes is that students are very interested in new things， but are bored with old things. Even if the teachers make use of a better teaching method repeatedly， without regarding concrete cases， they cannot achieve marked effect. So the teachers may reform teaching approach constantly in terms of teaching material content and students’ actual condition， so as to stimulate a passion for students’ learning English and develop students’ vigorous thirst for knowledge. The teachers may use flexible and interesting teaching approach that is learning in recreation， remembering in enjoyment.
3. Directing students to remember scientifically for mastering English well
In order to learn English well， it is very important to direct students to master scientific memory ways. Vocabulary is the basis of learning English， is also the difficulty of learning English. A lot of students produce the counteraction tendency of learning English， because they cannot remember vocabularies very well. Thus， teachers try to set great store by study approach direction in remembering vocabulary. Some good memory ways should be given like the following： the way of periodical circulation memory； the way of comparing memory； the way of association memory and the way of context memory and so on.
Compared with stressing scientific memory ways， stressing on preventing from forgetting is very important as well. Forgetful law is forgetting quickly at the beginning and then forgetting slowly gradually. So teachers may make full use of this law to guide students to review in time， in order that students get a deeper remembering， and then reduce forgetting. Students avoid remembering tediously vocabulary for vocabulary， but remember understandably combining with sentence and chapter. If they once have successful experience of remembering， their counteraction will be eliminated and their enthusiasm of learning English will be extended fully.
4. Directing students the approach of attending class， cultivating students the habit of concentrating attention
According to the characteristics of English class， teachers give some demands to students： concentrate their attention； think positively； answer questions bravely； at the same time， listen， speak， see， think and write when attending class. Besides， there may be eye communication between students and teachers. When students meet with problems， teachers ought to encourage and help them set up confidence of conquering difficulties. 5.Using the goals to inspire students’ enthusiasm
Everyone has one goal or even more. The goal can be people’s motive power to do things. In English teaching process， Teachers maybe further take advantages of goals to help students learn English. The goals include two objectives： one is students’ individual objective； the other is the teaching objective in class. Deliberately the teachers demand different levels students to get their goals. Gradually， the goal will be improved， but it should be reasonable and attained in effort. If do that， students have the motivating force of their study. Besides， teachers set the students find their study rivals so as to establish their individual goal. The teaching goal in class means that drawing up teaching goal plan according to the syllabus and students’ peculiarity. Intensify the interaction between students and teachers and get the teaching goal step by step.
B.Solution for the schools’ part
There are two points about solution： Firstly， the schools improve English teaching condition. Teaching activity is underway between students and teachers， but the teaching instruments influence English teaching activity more or less. Good instruments must create superior language situation for English teaching activity. So the schools should increase investment， improve English teaching condition. Secondly， the schools develop different kinds of extracurricular activities to stimulate students’ interest. Many facts show that students are very weary of traditional circle teaching from books to assignments， from assignments to examinations， from examinations to assignments. If the teachers develop variegated extracurricular activities in accordance with teaching， they can make students acquire knowledge， develop students’ intelligence and cultivate their competence in an interesting activity. For instance， teaching English songs， having an English party， establishing English corner and so on. In short， these activities help the students overcome the counteraction tendency and arouse their study interest.
Conclusion
It’s very important to instruct students directing at their mentality， which demands that teachers apply proper remedy for students’ counteraction tendency， and to use suitable ways to change their harmful mentality.
In English teaching， teachers give full play to students’ opposite thought； encourage students to bring up their different views and the ways of resolving problems.
As long as teachers probe into more ways of solving the problem combining with practice continuously， the effects of English teaching must be advancement obviously.
BIBLIOGRAPHY：
[1]Breen， Michael， P & Littlejohn， Andrew. （2002）. Classroom Decision-Making. Shanghai Foreign Language Press.
[2]Harmer，Jeremy. （2000）. How to Teach English. Foreign Language Teaching and Research Press.
[3]Hedge Tricia. （2005）. Teaching and Learning in The Language Classroom. Shanghai Foreign Language Education Press.
[4]Richards， J， C. & Lockhart， C. （2000）. Reflective Teaching in Second Language Classroom. 人民教育出版社.