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一、摆一摆小学生的动手能力非常强,因为他们的思维是以具体形象思维为主要表现形式。教师在教授单词时,应该充分结合学生这一特点,多创造一些让其动手操作的机会。比如,在教授方位词on,in,under,near,behind等单词时,我准备了一张小桌子和一个玩具小熊,并让一个学生上台来听我的口令操作。我说单词on时,在台上的学生赶快把小熊摆放到小桌子上面,台下的学生齐说句型:“There’s a bear on thetable.”通过这样一听、一摆、一说,学生较好地理解了方位词及其句型的表达。
First, posing handicap ability of primary students is very strong, because their thinking is the specific image of thinking as the main form of expression. When teachers teach a word, they should fully integrate the characteristics of the students and create more opportunities for hands-on operation. For example, in teaching me the words on, in, under, near, behind, etc., I prepared a small table and a toy bear, and asked a student to come and listen to my password. When I said the word on, the students on the stage quickly put the bear on top of the small table. The students under the stage made a statement: “There’s a bear on the table.” , Students better understand the expression of locative words and their sentence patterns.