《關(guān)于針對(duì)理科生在德語(yǔ)學(xué)習(xí)中應(yīng)采取的教學(xué)策略的探析中英文對(duì)照》由會(huì)員分享，可在線閱讀，更多相關(guān)《關(guān)于針對(duì)理科生在德語(yǔ)學(xué)習(xí)中應(yīng)采取的教學(xué)策略的探析中英文對(duì)照（4頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、 關(guān)于針對(duì)理科生在德語(yǔ)學(xué)習(xí)中應(yīng)采取的教學(xué)策略的探析 中英文對(duì)照 About for science students in learning German language teaching strategies should be taken to the analysis of Chinese and English language compared 　　隨著我國(guó)德語(yǔ)專(zhuān)業(yè)的持續(xù)發(fā)展,很多理工科學(xué)校也加入到這一行列。然而,由于我國(guó)傳統(tǒng)德語(yǔ)教學(xué)都是在針對(duì)文科生生源的基礎(chǔ)上發(fā)展而來(lái)的,在針對(duì)理科生的教學(xué)法上也應(yīng)當(dāng)有所改進(jìn)。筆者所在學(xué)校的生源為理科生,而且有多年針對(duì)文科生源的

2、教學(xué)經(jīng)驗(yàn),所以對(duì)文理生的學(xué)習(xí)特點(diǎn)的區(qū)別有一定體會(huì)。雖然文理學(xué)生的區(qū)別并非絕對(duì)化,但是他們?cè)谌腴T(mén)階段的階段課堂環(huán)節(jié)中還是存在較為明顯的特征差異。 Along with our country the sustainable development of German professional, many science and engineering school joined the act. However, due to traditional German teaching in China is on the school of arts living to students on

3、the basis of development, for teaching in the school of science living on should also be improved. The school students for the school of science living, and have many years experience in teaching for liberal arts students, so the difference of the characteristics of the liberal arts life learning ha

4、s certain experience. Although the difference between liberal arts students is not absolute, but they still exist in the introduction stage of the stage class link evident characteristics of differences. 　　相對(duì)于文科生而言,理科生的課堂氣氛較難調(diào)動(dòng)。由于大學(xué)德語(yǔ)是從最基本的學(xué)習(xí)讀音開(kāi)始,要求每個(gè)學(xué)生必須掌握所有 Relative to the arts, school of scien

5、ce living the classroom atmosphere is more difficult to mobilize. Because of the German university from the most basic began to learn pronunciation, it is required that every student must master all 發(fā)音方法,大量的隨堂朗讀以及教師的及時(shí)糾正都非常必要。相對(duì)于文科生,理科生存在心理障礙的學(xué)生比例偏高,很多學(xué)生羞于張口,往往會(huì)出現(xiàn)冷場(chǎng)的情況,導(dǎo)致教學(xué)環(huán)節(jié)很難順利地推進(jìn)。而且這一情況在之后的對(duì)話練習(xí)

6、環(huán)節(jié)則更明顯:由于在語(yǔ)音階段就羞于啟齒,要完成較有難度的對(duì)話對(duì)于他們來(lái)說(shuō)無(wú)疑更加困難。這種狀況極容易造成課堂教學(xué)效果的惡性循環(huán),教師的積極性也容易受到打擊,導(dǎo)致今后的課堂教學(xué)舉步維艱。 Pronunciation method, a lot of in-class reading and teachers in a timely manner to correct, is very necessary. Relative to liberal arts majors, science students have psychological barriers for high proporti

7、on of students, many students are ashamed to open mouth, often can appear ice situation, make it difficult to smoothly advance in the teaching link. And the situation in the following dialogue practice part are more obvious: it ashamed because in speech, to complete the conversation is more difficul

8、t for them, no doubt even more difficult. This situation is extremely easy to cause a vicious cycle of the effect of classroom teaching, teachers enthusiasm is also vulnerable to, lead to the struggling of classroom teaching in the future. 　　德語(yǔ)教學(xué)十分注重語(yǔ)法的訓(xùn)練。理論上講德語(yǔ)的語(yǔ)法嚴(yán)密,條理清晰,變化規(guī)律性強(qiáng),對(duì)于習(xí)慣理科思維的學(xué)生應(yīng)該更容易接受

9、。但事實(shí)的情況卻正好相反:理科生反而對(duì)于繁復(fù)的語(yǔ)法規(guī)則適應(yīng)很慢,特別是口語(yǔ)中的語(yǔ)法應(yīng)用。此外,思維習(xí)慣的不同讓理科生容易在一些細(xì)枝末節(jié)的問(wèn)題上糾纏不清。例如在最初接觸“格”這個(gè)概念的時(shí)候,對(duì)于文科生通常只需要簡(jiǎn)單交代:“格”指的是德語(yǔ)中名詞、冠詞、代詞等根據(jù)情況詞形變化這一現(xiàn)象,學(xué)生一般能夠理解。但是理科生中較多人對(duì)此會(huì)產(chǎn)生疑惑,喜歡刨根問(wèn)底。類(lèi)似的情況造成課堂進(jìn)度不能如期完成。 German language teaching pays attention to the training of the grammar. Theoretically the German grammar, c

10、lear, change regularity is strong, for the habit of thinking in science students should be more easy to accept. But the fact is just the opposite: the school of science living rather slowly to adapt to the grammatical rules of heavy and complicated, especially the spoken grammar in the application.

11、Thinking habit of different, moreover, to the school of science living easily entangled in some detail problems. Such as in the original contact ", "the concept of time, for the school of arts living often simply stated:" g "refers to the German nouns, articles, pronouns, such as the phenomenon of m

12、orphological change according to the circumstance, students can understand. But more people in the school of science living produces doubt, like asking why. A similar situation caused by class schedule can not meet the deadline. 　　口語(yǔ)是語(yǔ)言初學(xué)階段的重中之重。相對(duì)于文科學(xué)生,理科生在積極性和對(duì)錯(cuò)誤的認(rèn)知上都有顯著的區(qū)別。由于練習(xí)中錯(cuò)誤是難以避免的,學(xué)生的心理素質(zhì)

13、和對(duì)錯(cuò)誤的態(tài)度對(duì)口語(yǔ)的提高中起著關(guān)鍵作用。理科生面對(duì)問(wèn)題善于首先進(jìn)行縝密的構(gòu)思,然后將其在書(shū)面上得到驗(yàn)證。這種理性的思維習(xí)慣對(duì)于口語(yǔ)訓(xùn)練顯然缺少幫助。他們往往過(guò)于在意說(shuō)出的性、數(shù)、格是否正確,在說(shuō)出口之前猶豫再三,一旦發(fā)現(xiàn)有錯(cuò)誤便馬上急于糾正。如此反復(fù),導(dǎo)致很難完整地說(shuō)完一整句。長(zhǎng)此以往,口語(yǔ)練習(xí)不僅難以進(jìn)步,反而給學(xué)生帶來(lái)較大的心理負(fù)擔(dān)從而使其產(chǎn)生逆反心理或者是消極的態(tài)度,導(dǎo)致最后落入只能寫(xiě)而不能說(shuō)的“啞巴外語(yǔ)”的尷尬境地。 The key of the spoken language is a beginner. Relative Yu Wenke student, school of

14、science living in initiative and the cognitive errors, there is significant difference. Due to errors are inevitable in the practice, the students psychological quality and the attitude towards errors plays a vital role in the improvement of oral English. Science students face the problem at first c

15、arries on the careful design, and verified it in written. The rational thinking habits for oral training is obviously the lack of help. They are often too care about name, number, case is correct, before say hesitate repeatedly, once found to have eager to correct errors. So, makes it hard to comple

16、tely finish a whole sentence. In the long term, oral practice is not only difficult to progress, give students bring larger psychological burden instead to make it produce rebellious attitude or negative attitude, resulting in falling into can only write not said "dumb English" awkward situation.

17、　　在針對(duì)以上問(wèn)題的時(shí)候,教師應(yīng)當(dāng)找到原因,有所變化。在課堂氣氛的調(diào)節(jié)中教師處在主導(dǎo)地位。如果能一開(kāi)始就調(diào)動(dòng)起來(lái)學(xué)生的積極性,課堂氣氛就能良性循環(huán)下去。在這里要特別考慮到學(xué)生的心理。學(xué)生從小學(xué)開(kāi)始養(yǎng)成的習(xí)慣性沉默難以在短時(shí)間內(nèi)克服,所以就更要求教師應(yīng)當(dāng)有足夠的耐心和恒心,不斷鼓勵(lì)其發(fā)言。如果有學(xué)生主動(dòng)發(fā)言,教師應(yīng)該盡量給予鼓勵(lì)和表?yè)P(yáng),鼓勵(lì)其他學(xué)生跟進(jìn)。即便無(wú)人主動(dòng)舉手,教師也應(yīng)該適當(dāng)強(qiáng)制其他學(xué)生發(fā)言,而不應(yīng)該一直讓主動(dòng)發(fā)言局限在個(gè)別學(xué)生上。否則不但對(duì)鼓動(dòng)氣氛無(wú)益,反而會(huì)使主動(dòng)發(fā)言的學(xué)生承擔(dān)巨大壓力,喪失舉手的勇氣。人的表現(xiàn)欲望其實(shí)是天生的,只要教師持之以恒,而且把關(guān)心和鼓勵(lì)放在每一個(gè)學(xué)生身上,

18、學(xué)生本來(lái)的惰性終究能夠得到克服,能夠讓課堂氣氛達(dá)到比較理想的狀況。 When to solve above problems, the teacher should find out why, change. In the adjustment of classroom climate teachers in a dominant position. If we can mobilize students enthusiasm from the start, classroom atmosphere can a virtuous cycle. Here to consider the stu

19、dents psychology. Students from primary school began to form the habit of silence is difficult to overcome in a short period of time, so it requires teachers should have more patience and perseverance, constantly encourage their statements. If you have students take the initiative to speak, the teac

20、her should try to give encouragement and praise, encourage other students to follow. Even if no one actively raise your hand, teacher should also force other students to speak appropriately, and should not have been active speech limitation on individual students. Otherwise not only benefit to encou

21、raging atmosphere, can make instead active speaking students bear huge pressure, lose the courage to put up your hands. People desire is born, persistent, as long as the teachers and put care and encourage each student, the student was inert, after all, can be overcome, can make classroom atmosphere

22、 to achieve ideal conditions. 　　語(yǔ)法講解上的困難關(guān)鍵還是在于其思維模式。德語(yǔ)語(yǔ)法比較復(fù)雜和嚴(yán)密,但是和數(shù)理化還是有著本質(zhì)的區(qū)別:理科中的規(guī)律和公式是一種自然規(guī)則,而德語(yǔ)語(yǔ)法的規(guī)律和規(guī)則是一種人為規(guī)則,很多語(yǔ)法現(xiàn)象沒(méi)有精確的答案,且常伴隨著例外。這種看似“沒(méi)有道理”的規(guī)則讓學(xué)生困惑。從實(shí)踐經(jīng)驗(yàn)來(lái)看,類(lèi)比法在這種情況下最有效率。如解釋“格”這個(gè)概念的時(shí)候,可以用英語(yǔ)的詞形變化為例子。例如用英語(yǔ)中的I和me同德語(yǔ)中的ich和mich做類(lèi)比,說(shuō)明英語(yǔ)中有類(lèi)似的現(xiàn)象,只不過(guò)德語(yǔ)中這種現(xiàn)象更為復(fù)雜。通過(guò)他們熟悉并且已經(jīng)接受的語(yǔ)言現(xiàn)象來(lái)說(shuō)明新的問(wèn)題,效率明顯提高。 Gr

23、ammar explanation on the difficult key lies in the thinking mode. German grammar is complicated and strict, but still math, science and the distinction that having essence, science of law and the formula is a natural rule, while German grammar rules and rules is a kind of artificial, no accurate ans

24、wer many grammar phenomenon, and is often associated with exceptions. The seemingly "unreasonable" rules of students puzzled. From the point of practical experience, analogy method in this case, the most efficient. Such as explanation ", "the concept of time, can use English inflections for example.

25、 For example in the I in English with me in German ich mich and draws an analogy, that there is a similar phenomenon in English, just this kind of phenomenon is more complex in German. Through they are familiar with and have accepted language phenomenon to explain new problem, obviously improve the

26、efficiency. 　　口語(yǔ)訓(xùn)練在中國(guó)的外語(yǔ)教學(xué)中始終是個(gè)難點(diǎn)。教師首先要鼓勵(lì)學(xué)生多說(shuō),而且盡量少打斷學(xué)生的發(fā)言。在糾正學(xué)生發(fā)言的時(shí)候,也不過(guò)分強(qiáng)調(diào)問(wèn)題,而要突出優(yōu)點(diǎn),對(duì)于細(xì)枝末節(jié)的小問(wèn)題應(yīng)選擇性忽略。這樣做是為了保護(hù)學(xué)生較為脆弱的心理狀態(tài),幫助他們完成積極的心理建設(shè)。其次還應(yīng)注意訓(xùn)練的方式和方法。一個(gè)人單獨(dú)站發(fā)言的壓力是較大的,但是多人進(jìn)行對(duì)話練習(xí)效果就會(huì)好很多,學(xué)生也容易表現(xiàn)。對(duì)于那些特別不愿意在課堂說(shuō)的學(xué)生,教師也可以采取輪替發(fā)言的方式,最大限度地保障每個(gè)人有發(fā)言的機(jī)會(huì)。此外,課堂外的練習(xí)也很重要。教師可以讓學(xué)生自由分組,然后布置有針對(duì)性的口語(yǔ)練習(xí),讓他們?cè)谡n外有充分的準(zhǔn)備時(shí)間。

27、 Oral training is always a difficult point in foreign language teaching in China. Teachers should encourage students to speak first, and interrupt students speak less as far as possible. When correcting students speak, too much emphasis on the problem, and to highlight the advantages, for small pro

28、blem of the details should be selectively ignored. This is done to protect students a more fragile state of mind, help them to complete construction of positive psychology. Second should also pay attention to the training ways and methods. Stand alone speak pressure is larger, but many people dialog

29、ue practice effect will be better, students also easy. For those special students dont want to say in class, the teacher can also adopt the method of rotation to speak, the maximum guarantee everyone has a chance to speak. In addition, the practice outside the classroom is also very important. Teach

30、ers can let students freedom group, then decorate targeted oral training, let them have sufficient preparation time outside the classroom. 　　總之,針對(duì)文理生在德語(yǔ)教學(xué)方法上并不存在質(zhì)的不同,區(qū)別往往在于一些細(xì)微之處。但是正是細(xì)節(jié)方面的不同決定了結(jié)果的迥異。這也要求教師在日常教學(xué)活動(dòng)中應(yīng)該更多關(guān)注細(xì)節(jié)的完善,針對(duì)理科生在德語(yǔ)學(xué)習(xí)中的相對(duì)弱勢(shì)對(duì)教學(xué)方法有所革新。 In short, in view of liberal arts was born in

31、 German teaching method is different, the difference often lies in some details. But it is different of the details determine the results of different. It also requires teachers should pay more attention to the details in the daily teaching activities, for science students to study in German in the relatively weak some innovations of teaching methods.