语音是英语学习的基础,语音学习的好坏直接影响到英语学习的成效和动机。在常规高中英语课堂中,学生语音基础薄弱是普遍现象,其主要原因在于学校和教师未能对英语语音教学引起重视,“初升高”英语语音衔接教学工作未能做好。基于此,本文简要论述了模因论和对分课堂模式并分析了其在语音教学中的可行性;最后从教师的角度,以“教–学–评”一体化为主线详细分析了高中英语语音教学中教师精讲、学生独学和语音评价等方面的具体要求,希望能在高中这一重要节点帮助高中英语教师有效改善高中生的语音学习问题,以便为学生以后的学习打下坚实的基础。Pronunciation is the basis of English learning, which directly affects the effectiveness and motivation of English learning. In the English teaching of some senior high schools, it is a common phenomenon that students’ phonetic foundation is weak. The reason mainly lies in that schools and teachers fail to pay attention to English phonetic teaching, and the connection work between junior and senior high school English pronunciation teaching has not been done well. Based on this, this paper briefly discusses memetics and PAD class model and analyzes their feasibility in pronunciation teaching. Finally, from the perspective of teachers, the specific requirements for teachers’ intensive teaching, students’ independent learning and phonetic evaluation in senior high school English pronunciation teaching are analyzed in detail with the integration of “teaching-learning-evaluation” as the main line, hoping to help senior high school English teachers solve the pronunciation learning problems of senior high school students at this important node of senior high school, so as to lay a solid foundation for students’ future learning.
语音教学是小学英语的重要内容之一,提升学生英语语言能力离不开它,强化文化意识和思维品质更需要打牢语音基础,在这一认识的指引下,教师要有意识地为学生创设主动参与探究主题意义的情境和语言学习空间,使学生获得积极、有意义的学习体验的同时,也能够积极主动地去探索知识和建构知识。教学PEP英语三年级下册第五单元中短元音u时,笔者在“Let’s spell”版块的基础上,结合丽声北极星自然拼读绘本第二级Buddy and Pup的故事,充分利用故事主人公Buddy以及他的宠物狗Pup作为本堂语音教学任务的主题线索,创设了相对真实且完整的教学情境,在情境中引导学生进行意义建构,培养学生在情感环境中理解和掌握语言的使用方法。
