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论文:怎样指导学生创编英语手抄报

论文:怎样指导学生创编英语手抄报
论文:怎样指导学生创编英语手抄报

怎样指导学生创编英语手抄报巩义市河洛镇实验学校王振宇

怎样指导学生创编英语手抄报

巩义市河洛镇实验学校王振宇【论文摘要】《英语课程标准》强调课程从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与、合作和交流的学习方式,发展学生自主学习的能力和合作精神,突出学生主体,拓展学习渠道。其有效途径之一便是利用英语手抄报促进英语学习。英语手抄报的实施,能激发学生学习英语的兴趣,对发展他们自主学习的能力和协作创新的精神,培养他们积极的外语学习情感,有很重要的作用,并且可以为他们的终身学习和持续发展打下良好的基础。本文从英语手抄报的内容设定、英语手抄报的编排设计、英语手抄报的版面制作技巧及英语手抄报的具体实践要求四个方面谈了如何指导学生创编英语手抄报。

【关键词】英语手抄报编排设计版面制作实践要求

《英语课程标准》强调课程从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与、合作和交流的学习方式,发展学生自主学习的能力和合作精神,突出学生主体,拓展学习渠道。其有效途径之一便是利用英语手抄报促进英语学习。然而目前中小学的手抄报内容几乎全部以中文为主,英语所占比例极小,或有或无,多是起点缀作用。手抄报利用率较低,对学生的英语学习所起作用甚微。结合本次研修课题《利用英语手抄报激发学生学习兴趣的研究》的研究实践,在这一学期,我积极地进行了一些探索,指导学生创编英语手抄报,下面谈一下我的一些做法。

一、英语手抄报的内容设定

首先,告诉学生英语手抄报是以英语为内容的手抄报。英语手抄报的内容,可以有英语谚语、英语笑话、名人名言,英语故事或文章,也可以写上语法知识。其次,让学生欣赏一些优秀的英语手抄报作品。

二、英语手抄报的编排设计

告诉学生,创编英语手抄报,不能像抄写课文一样整版写上去。我们划分文章版块时,要有横有竖、有大有小,这样的手抄报才有变化和对称的美。这里也有些小技巧:空出四边,可以用铅笔轻轻画好线。安排好主题的位置,可以用几个方框表示。安排各篇文章的位置,可用较大的框表示,并在框里用铅笔轻轻画好线条,可以横画,也可以竖画。用小方格画出文章标题的位置和插画的位置。

三、英语手抄报的版面制作技巧

给学生教授一些手抄报的版面制作技巧,手抄报办的够不够漂亮,关键就看版面制作。文章的标题、正文、栏线、小题插画全靠手写手画,一定要把字写端正、整洁,图也要画得干净、得体。

1、报头。报头是手抄报的标志,文字上有报头名称(也就是这份手抄报的名字、题目)、日期、编辑单位(一定要写上小作者的名字,如Class 1 Grade 6 Li Lei )。

2、标题的书写。标题应该醒目一点,字体比文章内容的字体要大,色彩应加重。

3、正文的书写。正文也就是文中的内容,字体要清楚、美观大方,行与行之间要整体(如果怕自己写的歪歪斜斜,可以借助直尺划好

辅助线),字体不能太小(字写得太小了看得吃力,也影响了手抄报的总

体美观),千万不能潦草写字,不能写错别字。

4、插图花边。可选取多种形状的框架,如:书页、树叶、花朵、

月亮等图形,也可以加上漂亮的插图。花边可以美化版面、隔开文章、便于阅读,但是一般不宜太多、太粗、太大,否则会喧宾夺主。

四、英语手抄报的具体实践要求

1.手抄报设定:统一发放纸张,根据教学进度,每两周办一期。

2.分工合作:把全体学生分组,每组4-5 人,各组编辑手抄报,根据实践中的具体情况,我采取了三种分工方法:第一阶段、好差结合,充分发挥好生的模范带头作用,互帮互助,形成了良好的开端;第二阶段、自由组合,以形成更好的合作局面,有效避免了后进生的依赖自卑心理,防止好生大包大揽,培养学生良好的心理素质和行为习惯;第三阶段、独自编辑手抄报,培养学生独立自主的英语学习能力。

3.编辑内容:定位为巩固课堂教学和课外拓展,大致分为“练习版”和“文娱版”两大块。“练习版”主要是教学同期的习题、学生易错题或相关针对性的练习,以课本内容为主。习题量一般为3~5 题。“文娱版”以英语文化习俗为主,包括英语小故事、英语谚语、英语语法知识等内容。

4.编辑要求:每位学生均需独立自主的进行内容采集,选择整理,

择其精华,小组讨论“练习版”习题的解题方法和技巧。若遇到疑难问题可查找有关资料或请教老师。

5.激励措施:每期手抄报由老师和其他同学共同评价,实行竞赛,对编辑质量好的小组和成员予以表扬和一定的奖励。对编辑中的不足之处进行指正,并希望在下次做手抄报的时候能有进步。

其实,如果学生能真正独立去完成每一份英语手抄报,您会发现他们在设计、整理、绘画、逻辑等方面会有很大的进步,同时学习英语的兴趣和积极性都有了很大的提高。总之,英语手抄报的实施,激发了学生学习英语的兴趣,发展了他们自主学习的能力和协作创新的精神,培养了积极的外语学习情感,这为他们的终身学习和持续发展打下了良好的基础。

【参考文献】

1.《英语课程标准》,中华人民共和国教育部制订。

2.《手抄报设计实用手册》叶晔安徽美术出版社(2005.1.1)

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