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本文通过追踪某中学初二年级某班学生的英语每日听写成绩,并对他们进行抽样调查研究,进行科学的成绩统计、分析,进行英语每日听写的有效性研究,发现听写对于优生、中等生、差生有不同的效果,对于优生而言,听写能够较好地巩固他们的词汇学习,对于中等生而言,听写有效性依赖于教师的监督力度与方法,然而对于差生而言,听写既有可能使其逐渐进步,也有可能导致该学生对英语学习热情逐渐减少,这则有赖于教师的听写形式与督导作用,以及学生自身的学习习惯。因此教师应该根据他们的具体情况,采取不同的策略,尤其是对于差生而言,要谨防听写造成他们英语学习效率低下的恶性循环。教师们应努力拓展听写形式,提高听写趣味性、有效性,从而提高学生的学习兴趣,最终提高英语教学水平。
In this paper, we track the daily dictation scores of a certain class of students in the second grade of a middle school and conduct a sample survey of them, conduct scientific statistics of scores, analyze the effectiveness of daily dictation in English, and find that dictation is excellent for eugenics, moderate Students and students have different effects. For eugenics, dictation can consolidate their vocabulary learning. For middle students, dictation effectiveness depends on teachers’ supervision and methods. However, for poor students, dictation is both It is possible to make it gradually progress, may also lead to the students gradually decline in enthusiasm for learning English, which depends on the teacher’s dictation and supervision role, as well as the students own learning habits. Therefore, teachers should adopt different strategies according to their specific situations. Especially for poor students, they should beware of the vicious cycle of ineffective learning in English. Teachers should strive to expand the form of dictation and improve the dictation and effectiveness of dictation, so as to improve students’ interest in learning and eventually improve their English teaching.