简笔画与小学英语教学
简笔画与小学英语教学
项目设计者
温英兰
广州电大
提交日期: 2006年10月30日
课程名称: 论文项目设计
The Stick Figures and English Teaching at Primary School
Investigator
Wen Yinglan
Guangzhou Radio＆TV University
Submitted on 30 Oct 2006
In fulfillment of the course
Practical Project Design
内容提要
主要观点和内容:
本文详细地阐述了作为一个小学英语教师,我是如何针对学生们在学习英语的过程中觉得英语很陌生很难理解，难以记忆，从而对英语不感兴趣的现象，运用所学过的《英语教学法》知识对此现象进行分析研究。在研究的过程我发现使用简笔画能帮助学生熟记单词、辨析相近事物的异同，帮助学生进行句型操练、帮助学生进行课文的学习。
四周的课堂教学实践证实了我的上述假设，对培养学生们学习英语的兴趣是有帮助的，同时也使同学们的英语成绩得到了很大的提高。
研究方法：
在众多的科学研究方法中，我使用了原因分析法，问卷调查法和讨论法来指导论证所提出的假设，并设计了一些具体的教学活动，如：通过画简笔画来学习动物的单词,通过观察并画出相似事物的简笔画来区分他们,运用简笔画来进行句型的操练和课文对话的呈现与操练.
关键词：简笔画兴趣直观有效
Abstract
It presents a detailed report on the project implemented to solve the problem that some of my pupils don’t like English .They feel English is difficult to understand. It is the hypothesis that using Stick Figures will improve this situation. It’s very useful to teach English by Stick Figures. I found there are four functions of Stick Figures: First it can help the pupils remember the words. Second, it can help the pupils compare the similar things. Third, it can help the pupils practice the sentence pattern.. Fourth, it can help the pupils learn the dialogue
This hypothesis is verified by a four-week classroom teaching of the new words, sentence patterns and text.
Among the methods of scientific investigation used are cause analysis, questionnaire and brainstorming, and I have designed some activities, for example: to learn the words of animal words by drawing them out; to observe the Stick Figures to compare the similar things; to practice the sentence patterns and dialogues by Stick figures.
It is the first attempt to help the pupils to learn English easier. Therefore, it also is important for me try to find out the way of teaching English.
Key word:
Stick Figures interesting intuitional efficiency
Acknowledgment
My deepest gratitude goes first and foremost to Professor Ms Liu Xiaoyun , my supervisor, for her constant encouragement and guidance. She has walked me through all the stages of the writing of this thesis. Without her consistent and illuminating instruction, this thesis could not have reached its present form.
I am also greatly indebted to the professors and teachers at the Department of English who have instructed and helped me a lot in the past three years.
Last my thanks would go to my beloved family for their loving considerations and great confidence in me all through these years. I also owe my sincere gratitude to my friends and my fellow classmates who gave me their help and time in listening to me and helping me work out my problems during the difficult course of the thesis.
Table of Contents
Page
1.Introduction (7)
2.Problem and Problem Analysis (7)
3. Project Objective (9)
4.Project hypothesis (9)
5. Project rationale (10)
6. Project description………………………………………. .11
7. Project design (11)
8. Project implementation (14)
9. Project Evaluation (17)
10. Data Analysis (17)
11. Conclusion (20)
Bibliography (22)
Appendix A the Questionnaire for Problem Analysis.... (23)
Appendix B the Post-trial Questionnaire (24)
Teaching notes (25)
1 Introduction
As a primary teacher of English, in my teaching experience, I found most of my pupils were n’t i nterested in English .They thought Chinese was easier than English .It was very difficult to learn English well. Th ey can’t understand the English language. However, Chinese is our mother language, they use it everyday, and feel familiar with the Chinese language. Because they seldom use English, they feel English is very strange and hard to learn.
Among all the methods, I think Stick Figure is the most simple and easiest method. In this project I would like to try to use some activities to help the pupils to learn and understand English well. I will talk about four functions of Stick Figures .First it can help the pupils remember the words. Second, it can help the pupils compare the similar things. Third, it can help the pupils practice the sentence pattern.. Fourth, it can help the pupils learn the dialogue
2. Problem and problem analysis
2.1 problems
Some of my pupils don’t like learn ing English; they think it’s very difficult to learn English well. How can I use Stick Figures to help them learn English?
2.2Problem analysis
Before I began to design my new teaching plan .I would like to find out why some of my pupils felt that it was difficult to learn English well. Finally I tried to find out the answer from the following respects: the environment; the patriarchy; the pupils; the teachers.
1) The environment side
English is their second language .They seldom use it .So the pupils feel English is strange .They speak English only in English class. All the people around them are Chinese .They have no opportunity to practice speaking English.
2) The patriarchy’s side
Most of my pu pils’ parents are farmers. The y are not well educated. And they d on’t know English .In their m ind they think Chinese is the most important .They
don’t care their son or daughter’s English study. The fact is they can’t，because they don’t know English at all.
3) The pupils’ side
The pupils I have been teaching are in their third year at primary school. They are only eight years old .It’s very difficult for them to learn a foreign language without
a good learning environment. They are too young to understand English.
4) The teacher’s side.
And most of the teachers teach two to four classes. They have much work to do. They have no time to design a good teaching plan .They teach English in an old way .It made the pupils feel English is very drabness.
2.21Cause analysis
In this case, I asked myself a series of questions and tried to provide some answers to them. When I did cause analysis, we kept asking why-questions and because-questions. For example I asked myself:
Why do some of my pupils don’t like learn ing English?
Questions Answers
Is it because they seldom use English? Maybe
Is it because the people around them are Chinese, they have
no chance to speak English ? Perhaps
Is it because they feel English is difficult to understand? Yes
Is it because they think English is drabness? Maybe
Is it because they aren’t interested in English? Maybe
Is it because they are not motivated? Perhaps
Is it because they are lazy to review English? Maybe
Is it because my teaching method is too humdrum, I can’t
attack them. Perhaps
Why Stick Figures can help pupils learn English?
Is it because it can motivate the pupils learning interesting? Yes
Is it because it is easy to learn? Yes
Is it because it is image, it can change the difficult to easy? Maybe
Is it because it can help the pupils to remember?
Is it because most of the pupils like drawing? Maybe
Is it because it is economic fast and easy to use? Yes
Is it because easy to compare too similar thing? Maybe
Is it because easy to make a learning environment? Maybe
2.2.2Questionnaire
To discover the causes about the questions raised above, I designed a questionnaire carefully for my students. At the end of September 2006, I distributed the questionnaires to each of my students and let them fill in the worksheet in ten minutes. After thinking carefully, they finished the questionnaires and handed them in, I collected all these data and input them into computer and I evaluated the results by the graph through the software. The results showed that about 50% of the students liked learning English, 30% of the students liked learning English very much, and over 60%of them thought learning English was very important and necessary. Over 45%of the students thought English is strange and difficult to understand .Therefore I thought the students were clear about the importance and necessity of studying English, but they lack interest, and they need a scientific method of learning.
2.2.3Brainstorming action
When I was engaged in the problem, I consulted my colleague Miss Xie and Miss Zen who talked about the problem I have met. They gave me a lot of advice and help, so that I pondered on the problem more deeply and carefully. After a problem analysis of long time, I began to launch the project to solve the problem.
3. Project objective
My research objective is to teach English by Stick Figures to make my pupils interested in learning English so that they can learn English better, and feel that learning English is very fun.
4. Project hypothesis
T he students’ interest in learning English will upswing and the pupils will learn English easier, when I teach English by Stick Figures, they will be more interested in
studying English, their English level will be improved.
5. Project rationale
5.1 The role of the English language
English is our second language, Unlike Chinese, we cannot speak and use it everyday. The people around us are Chinese; we have no opportunity to practice English. And there are so many differences between English and Chinese. So most of the students feel that English is difficult and they have no interest in learning English. And they have no will to learn English.
5.2 The role of Stick Figures
Stick figure is one of the availability methods of English teaching. It’s imagery, lively and intuitional. It isn’t limited by time and space. It can provide an unfeigned environment for the language learning .It can motivate the pupils’ interest and participation. It can swap the pupils thinking. The obvious earmark is “simple”. But it’s not really “simple”, it’s miraculous .It can catch the thing’s essence with several figures and send important message to the pupils.
5.3 The role of the students
In English study, the students play an important role. So I would like the students to know that an effective English learning depend on themselves. Success is 99% talent and 1% diligence. The students must have a powerful mind first of all. As a result, motivation is what moves us from boredom to interest. It’s something like engine and steering wheel of an automobile.
5.4 The role of the teacher
During learning pro cess, the teachers’ responsibility is to guide and motivate the students to study. “The effects of construction study to the teacher and the students” (Prodromou, L:172) Good language teacher should have some excellent characters, which are mentioned following: Friendly, explained thing, gave good notes, played games, told jokes, asked students’ opinions, funny, she was educated, she knew psychology, she was very experienced, (Produomou, L :172)
The teacher’s teaching methodology should be diverse. His/her words should be vivid and humor, s o they can stimulate the students’ interest and make them interest ed
in learning.
6. Subject Description
As a teacher of English, I have taught English for over three years. I have been teaching the same class of 41students. They are all the third year of primary school; they have 3 English lessons per week. They have learned oral English for two years. Their English textbook is“Success with English Grade 3”
7. Project Design
General timetable for the project design.
Week1 Activity1
Theme: learn new words by Stick Figures
For using with textbook, Students’ Book 4A
Purpose: To learn some animal words.
Introduction
This week I am teaching some animal words, such as horse,cat, dog , mouse, pig, fish and so on.
At the beginning of the class, I show a beautiful picture of a farm on the blackboard, and tell them Uncle Tim has a farm, today we will go to visit the farm, and know some animals. I draw a big Stick Figures farm with no animal on the black board and point at it and say “This is a farm. And teach the word “farm” And say “let’s draw the farm together. The fa rm has a horse. When I say I draw a horse on the farm, I will teach the word “horse”. Let them read in different voice .and then let them draw their own horse on the exercise book.,Let them speak and spell white drawing. And then put the new word into the song Old MacDonald.
Next I will teach the other words in the same way. At last read the words together in different ways.(in pairs, in groups, one by one, in teams…)
For the students
In the class, the classes look at the blackboard carefully while the teacher is drawing the picture, and find the earmark of the animal and read the words, draw them down .At last sing the song with the new word
Week 2 Activity 2
Theme: To compare some similar things
For using with textbook Success with English book 2
Purpose: To compare some similar things .For example: desk and table; car and taxi skirt and dress
Introduce:
Some of my pupils can’t compare similar something, they often disorder them. In this week, I will help them to compare them by Stick Figures .First I draw a desk and a table on the blackboard, and let the pupils look carefully and then draw them on a paper. After they finish drawing I will ask them “What are the difference s between these two things” .They like drawing, they want to draw so they look carefully, they will answer the question well “The desk has a drawer and the table has no drawer. Because they draw them so they can remember the two words deeply.
Then I use the same way to compare the other pair things
For the students
They need to observe two similar things carefully and then draw them down, and last find out wha t’s the difference between them.
Week 3 Activity 3
Theme: practice some sentence pattern
For using Success With English Book 2
Purpose: To practice some sentence pattern, and master these sentence pattern Introduce:
In this week, I will present some sentence patterns: What is she/ he doing? He /She is … What are they doing? They’re… I will give the pupils more time to practice the sentence pattern.
First I show a picture of a boy playing football, and say “Look, Jiaming is playing football.” And then ask and answer the question m yself “What is he doing? He is playing football. Then I draw a picture (the picture is about a swimming boy) and say “What is he doing? He is swimming. At last I draw some other pictures and give them guidance to practice the whole sentence.
After they finish, I draw more pictures of two or more people for them to practice “what are they doing? They are…”
For the students
They are going to see some pictures and Practice the sentence pattern “What is/are he/she /they doing? He/She/They is/are …ing.
Week 4 activity 4
Theme: To learn a dialogue Look at the rainbow
For using Success with English book 1
Purpose: To learn a dialogue describe the rainbow
Introduction
At the beginning of the class I tell the pupils today we will learn a dialogue about a rainbow .Then I stick a picture of a rainbow on the black .And then describe the picture with the sentence in the dialogue .Iterate it for several times to make the pupils understand the meaning .Let the pupils look at the picture and speak after me .After that I will let the pupils draw a picture of a rainbow and talk about it in English
For the students
The pupils will see a beautiful rainbow .And learn to describe it with the simple sentence “what colour is this in English. It’s … This is…What is this?
8. Project Implementation
It took me four weeks to implement my project. Generally speaking, the activities designed were smoothly conducted. Altogether, four activities were carried out; the details of the implementation could be seen below.
Week1 Activity1
At the beginning of the class, I showed a picture of a farm. The pupils were excited .Most of the pupils like animals. I told them today we would go to visit a farm and see many animals. I drew a big Stick Figures farm on the blackboard and said “This is a farm”and taught the word in different voices and let the pupils read the words and sentence follow. And I asked them to draw a farm on a paper. Then faced to the blackboard and howled like a dog and draw a dog on the farm said “Uncle Tim has a dog .The pupils were excited. They said “wow wow, dog dog d-o-g dog.” After they have read the word in different ways (in groups, in whole class, one by one )I asked them to drew a dog on the farm and read the word in the way they like while drawing. I used the same method to teach the other words .After I finished the Stick
Figures farm, I choose one of their opus and introduced “This is my farm .In the farm I have a dog ,a cat… I like it very much. And I asked them to work in groups of four to introduce their opus. They were activated .Most of the pupils can finish the task well. They began to fell English also can be interesting.
Week 2 Activity 2
They are many similar words in English. They have the same meaning but are used in different w ay or they are very similar we can’t distinct them easily. In this week, I tried to distinction these words (desk and table; car and taxi; skirt and dress…) by Stick Figures. Firstly, I drew a table and a desk on the blackboard before I drew I asked them look carefully and told they would draw after me. The pupils were look very carefully. Secondly I asked them to draw them out. Most Of them can draw them out. Third I asked them work in pairs to talk about what’s the difference between the two things. 95% of the pupils can answers correctly. Fourth I asked them worked in groups talk about how to distinction two similar things. At last I ask them use the way they summed up just now to distinction the other two pair words. The pupils’ work was very super. They felt that English is easy.
Week 3 Activity 3
After we learn a new sentence pattern, we should practice it more. The more we practice it the better we master it. How can we practice so much. I think Stick Figures can help us. And I tried this week. I drew some Stick Figures on the
blackboard and gave them examples to practice. Then I give them a piece of paper which fills with many Stick Figures to practice more. Through these abundant practices, the pupils have grasped the sentence pattern well.
Week 4 activity 4
Unit 10 Look at the rainbow
Xiaoling :Look! What’s that?
Jiamin: It’s the sun.
Xiaoling: No, Jiamin. What’s that over there?
Jiamin: I don’t know. What is it in English ,Miss white?
Miss white: It’s a raimbow.
Miss white: Here’s a picture of a rainbow.
Jiamin: What colour is this in English?
Miss white: It’s red
Jiamin: And that’s blue.
Miss white: That’s right,Jiamin. What colour is this?
Jiamin: I don’t know. What is it in English?
Miss white: It’s green.
Miss white: And this is orange, this is yellow, this is pink.
Jiamin:And this is purple.
Miss white: Right.
I drew a Stick Figures before class. The Stick Figure is drawing a sun and a rainbow in the sky. I stick the Stick Figure on the black and stand far from the blackboard point the pictur e said “what’s that? “What’s that over there? Repeatedly some time. They said “彩虹”I went on to ask them “What is it in English? They relapsed “我不知道”。I said straightly “你不知道？You don’t know? They understand my mean and answered “Yes” I speak the sentence “I don’t know “ for the pupils some times and let them say follow me. After I finished passage one and two .I
went near to the blackboard and said “Here’s a picture of a rainbow.” And then I show some other picture to them and said “Here’ a picture of a chair / pencil /book… Then I write the sentence on the blackboard and let the pupils practice the sentence. After that I point each line of the rainbow and asked them “What colour is this in English? At last I point them a nd let them sum up “Th is is red, this is … And that’s …
After I finished above the whole dialogue was showed to the pupils naturally. In the practice step, I let the pupils look at the picture and retell the dialogue. With the help of the Stick Figures and clue word, they did the job well.
9. Project evaluation
After nearly one month’s preparation, I de signed my project carefully and objectively, and fulfilled the requirements for its objective, hypothesis, and rationale and worked out the details for the project implementation.
Generally speaking, the lessons went smoothly, though there were a few changes occasionally. Most tasks were finished in class. As the students’ English level was very low they often felt frustrated while they were reading. I paid more attention to it and was ready to change the teaching method at any time. Gradually, they enjoyed learning English, and were eager to do the English exercises to check their ability.
At the end of my research, I found that the problem I had been solving was researchable. And the methods I used to analyze were suitable for it. The objectives for my project were realistic and closely related to the problem. The project hypothesis was proved to be correct. Nearly all of the theories acted as a sound basis of my project.
10Data analysis
10.1 Students general impression of the project
I used two questionnaires to prove my hypothesis. Questionnaire2 was designed partly based on Questionnaire1.
I gave three same questions in the questionnaires to get the students’ general opinions about English (See appendix A &B). The questions are about three aspects: level of interest, usefulness and difficulty in their English learning. The following were the three questions:
Question 1: Do you like studying English?
Question 2: Do the Stick Figures give you much help in your learning?
Question 3: Is it difficult for you to learn English with Stick Figures.
Figure 1 Comparison of the degree of interest
In order to have a clearer view of the change, I drew the figure for each aspect and compare the results of the two questionnaires.
Interest: From the figure 1, we can see clearly that most of students liked study English after the implementation. The number of the students who were interested in studying English very much increased from 5 to 9 a nd “like” have increased from 12 to 18. The increased numbers have indicated that the activities I have designed were effective.
10.2 Students voluntary of reading after class
Figure2
It is clear that only3 students thought learning English was very easy, 10 students thought it easy, 18 students had problem with English learning before implementation. While, after implementation, I am surprised and very pleased to see the numbers have dropped from 18 to13.
In my opinion, the improvement lies in following factors. Firstly, the activities I designed were very effective. Secondly, students began to know how to learn English with the help of Stick figures. Finally, they were eager to find a way out and liked learning instead of hating.
10.3 Students’ attitudes on each of my activities are summarized in the following table
Figure 3
The table above shows that most of the students are interested in the activities and have benefited a lot from them. But the table also reveals the unsuccessful aspects. For example, in “To learn new word by drawing and “To practice sentence pattern with Stick figure” and“To learn dialogue with the help of Stick figure”2%, 2% and3% negative answers, covering 7% on the average. “Only can the teacher create a relaxing atmosphere full of variety and flexibility. The students will be invoked to feel interested in English and make progress rapid ly.”(Li 1998) so in my future teaching, I will give my students more attractive practice.
11．Conclusion
This paper is the result of the action research I conducted from September 2006 to October 2006, which aimed at learning English of the third year pupils at a primary school through activities. The problem we found was caused by many factors. After analyzing the problem by adopting some scientific methods such as the analytic method, case analysis, questionnaires and observation, I hypothesized that using Stick Figures in English teaching could help the students overcome their difficulty and increase their interest in learning English. I draw many Stick Figures to help them to learn new words, sentence patterns and dialogues. All these are very helpful and useful in learning English. I used two questionnaires before and after the project implementation. From the comparison of the results of the two questionnaires and my observation and the students’ performances and assignments, I found the students’ interest in learning English has increased. Most of them thought learning English is fun. When I used the new teaching procedure and methods I learned from “English Language Teaching Methodology”,(Gu,1999)I found the whole situation in class
小学英语课堂情景教学简笔画综合例图
Contents 1.The sports field....................................................... ..1 2. At a glance after class (2) 3.Happy festival.................................................... . (3) 4.The Merry Christmas................................................... 4 5. Beautiful beach....................................................... . (5) 6. Weekend in the park (6) 7.The library..................................................... (7) 8.Family day.........................................................
(8) 9. The shopping mall (9) 10.In the weekends.................................................... .. (10) 11. Travelling the World in class (11) 12. The beautiful country (12) 13.In fifty years in our hometown (13) 14.the supermarket................................................. (14)
简笔画与我的英语教学
简笔画与我的英语教学 简笔画,顾名思义就是用最简单的笔划画出来的画。简笔画（Simplified Drawing）是一种直观教具，是将简洁概括的线条用于表现各种各样生动形象的图形。这些图形有形象且直观的特点，能提升英语学习效率。在英语教学中，每一个句子都表示一个场景，能够由图画或人物动作表现出来。通过图画和知识点的对照，能够激发学生学习兴趣，收到意想不到的学习效果。如何在英语课堂上更有效使用简笔画？就值得思考。 一,简笔画在教学中的作用 1、简笔画具有独到性和优越性的特点 兴趣是最好的老师，兴趣是做好一切活动的内趋力。英语课堂教学中，教师为了吸引学生的注意力，都持续的在教学方法上采取创新。其中，简笔画在英语教学中的作用特别突出，其显著特点是笔画简单，生动活泼，直观而明了，有助于学生学习和掌握所学的知识。 2、简笔画有利于提升学生的学习兴趣。 中国的传统教育已经不能满足当今学生的求知要求，如今的教学已逐步由一味的说教向引导转化，而教师在课堂教学中则由主体向客体转变。由此看来，教师在课堂教学中重在启发和引导学生学习，提升学生学习兴趣就非常重要。尤其根据英语学科的特点，有其独到性和优越性。将简笔画合理的使用于课堂教学中，一方面将课本上无趣的文字用图画的形式赋予活力，营造充满朝气活跃的课堂；另一方面
能极大调动学生学习积极性和大脑的想象力，提升学生的学习兴趣，便能极大的吸引学生在课堂上的学习注意力。 3、简笔画简洁、幽默，节约时间，能提升学习效率。 教师在教学时寥寥几笔就能够勾画出一幅表达明确概念的简笔画。这样，既节约时间，又能使学生在看到生动画面的同时将知识吸收。 二、简笔画在英语课堂教学中的使用 1.使用简笔画讲授新英语单词。 英语单词的教学，一直被认为是英语教学中难点。英语词汇较多，与中文也有较大区别，并随着人们使用习惯的变化而变化。所以，在教授新单词时，先画出简笔画，再写出英文单词，能够直观地展示给学生一个生动的物象，很快协助其理解，加深记忆。 2.用于区别同义词和反义词 在英语教学中，同义词和近义词仅用中文解释，很难让学生立刻消化理解。若使用简笔画加以配合则能达到事半功倍的效果，学生不但学得快，而且能记得牢。 3、简笔画在英语课文教学中的使用 将简笔画和课文教学相结合，有助于突出教学重点和突破难点，且内容连贯生动，课文完整。使学生在轻松愉悦的环境中理解课文，并掌握所学要点。教师边讲边画让学生耳朵和眼睛同时接收新知，达到事半功倍的效果。在讲解课文前，教师要吃透教材，并能缩写教材，然后根据缩写的课文内容，编绘一组简笔画作为教具。这样，课堂上学
简笔画在小学英语中运用
简笔画在小学英语教学中的运用 [摘要]：在现今的小学英语教学中学生需要掌握大量的词汇、句型和对话，作为一种语言教学教师需要想方设法的创设情景，从而提供更多的实际操练的机会，而简笔画操作简便，有着极大的灵活性和创造性，是英语教学中一种有效的手段。本文结合教学实例，具体介绍了简笔画在英语课堂教学中的运用，从而激发学生学习英语的兴趣，提高英语的教学实效。创新精神和实践能力的培养作为素质教育的重要环节，在小学的基础教育中越来越得到关注。结合小学英语教学的学科实际，简笔画作为其辅助教学的有效手段它的易操作性、构图容的创造性、审美性等独特的艺术特点全面切合了这一素质教育的要求，是许多教师在课堂上经常使用的一种形象化教学手段。它能够开发智力，与教学容相结合，提高学习效益，增强课堂教学气氛，激发学生的学习兴趣、稳定学习兴趣，养成良好的学习习惯，加深印象，强化记忆。 前联教育家霍姆林斯基曾经给予简笔画很高的评价，他认为：“这种在讲课中随手画下来的图画，比起现成的甚至比彩色的图画来的有很大优点。”朱振宙和蓓（2003）认为简笔画教学是一种方便易行、适用性广，效果甚佳的创造语言环境与情景的教学手段。林娜（1997）对简笔画在英语教学中的作用从理论的角度做出了探讨。通过简笔画教学可以调动学生的形象思维能力，激发学生的学习兴趣，可以使小学生在愉快的氛围中学好英语。本文就是从这一角度出发，重点阐述简笔画在小学英语教学中的作用及运用中应注意的问题。
[关键词]：简笔画小学英语教学；简笔画教学；学习兴趣一、简笔画的定义和特点 （一）定义 简笔画（Stick Figures）是一种直观教具。简笔画，是通过目识、心记、手写等活动，提取客观形象最典型、最突出的主要特点，以平面化、程式化的形式和简洁大方的笔法，表现出既有概括性又有可识性和示意性的绘画。简笔画的意思是，用木棒式的直线组合成各种生动形象的图形。 这些图形可以表示静止的或活动的物体，也可以表示静止活动的情景，非常形象和直观。它是一种运用简洁精练的手法，简略概括地状物造型，简明扼要地表情达意的绘画形式，是广大少年儿童喜闻乐见的一种通俗艺术。 （二）特点 简笔画形象生动、直观性强，它可以不受时间和空间的限制。简笔画的突出特点是“简”，但不是简单化，而是简洁传神，即用简单的几笔就能抓住事物的本质特征，使学生留下深刻的第一印象。 1. 形象直观 简笔画最显著的特征是简单，快捷且传意达神。用寥寥数笔，简单的线条就能显示出教学的容。它具有实物、图片、幻灯的直观特点，能将抽象的语言知识具体化、形象化。语言知识与事物、情景紧密结合，有利于视觉形象思维。尤其在缺乏电教设备的广大山区、农村学校，它能起到不可估量的替代作用，可令英
简笔画与小学英语教学
简笔画与小学英语教学 项目设计者 温英兰 广州电大 提交日期: 2006年10月30日 课程名称: 论文项目设计
The Stick Figures and English Teaching at Primary School Investigator Wen Yinglan Guangzhou Radio＆TV University Submitted on 30 Oct 2006 In fulfillment of the course Practical Project Design
内容提要 主要观点和内容: 本文详细地阐述了作为一个小学英语教师,我是如何针对学生们在学习英语的过程中觉得英语很陌生很难理解，难以记忆，从而对英语不感兴趣的现象，运用所学过的《英语教学法》知识对此现象进行分析研究。在研究的过程我发现使用简笔画能帮助学生熟记单词、辨析相近事物的异同，帮助学生进行句型操练、帮助学生进行课文的学习。 四周的课堂教学实践证实了我的上述假设，对培养学生们学习英语的兴趣是有帮助的，同时也使同学们的英语成绩得到了很大的提高。 研究方法： 在众多的科学研究方法中，我使用了原因分析法，问卷调查法和讨论法来指导论证所提出的假设，并设计了一些具体的教学活动，如：通过画简笔画来学习动物的单词,通过观察并画出相似事物的简笔画来区分他们,运用简笔画来进行句型的操练和课文对话的呈现与操练. 关键词：简笔画兴趣直观有效
Abstract It presents a detailed report on the project implemented to solve the problem that some of my pupils don’t like English .They feel English is difficult to understand. It is the hypothesis that using Stick Figures will improve this situation. It’s very useful to teach English by Stick Figures. I found there are four functions of Stick Figures: First it can help the pupils remember the words. Second, it can help the pupils compare the similar things. Third, it can help the pupils practice the sentence pattern.. Fourth, it can help the pupils learn the dialogue This hypothesis is verified by a four-week classroom teaching of the new words, sentence patterns and text. Among the methods of scientific investigation used are cause analysis, questionnaire and brainstorming, and I have designed some activities, for example: to learn the words of animal words by drawing them out; to observe the Stick Figures to compare the similar things; to practice the sentence patterns and dialogues by Stick figures. It is the first attempt to help the pupils to learn English easier. Therefore, it also is important for me try to find out the way of teaching English. Key word: Stick Figures interesting intuitional efficiency
学画英语教学简笔画
第二部分学画英语教学简笔画 一、简笔画的特点 简笔画是用最简单的线条和图形来表示各种事物的一门独特的绘画艺术。它的特点是图形简单、形象鲜明、幽默风趣。在公共场所，我们随处都可以看到简笔画。例如： 如果给英语字母稍加上几笔，就可以变成各种东西和动物，多么简单多么有趣。 二、教学简笔画 教师把简笔画引进课堂，可以把抽象的语言和生动的形象结合起来，开拓学生的想像力，激发学习兴趣，起到意想不到的效果。例如，在幼儿识字教学中，如果边识字边学画，学“猪”就画猪，学“猫”就画猫，孩子们会兴趣倍增。又如小学数学教学，如果配上了简笔画，可以使一些枯燥的数学式子变得生动有趣。 三、英语教学简笔画 利用简笔画教英语，可以使学生的逻辑思维与形象思维结合起来，有利于学生外语思维能力的培养。例如讲cap和hat的区别，用英语来解释，很难说清，但如果借助简笔画，寥寥数笔就可以画得明明白白。又例如教反义词，教比较级和最高级，简笔画可以使枯燥的知识变成活泼的形象，深深印在学生的脑子里。
四、简笔画的原则 简笔画英语中叫做stick figures或match pictures,也就是说是火柴棍搭成的画。因此，一定要突出一个“简”字。画简笔画必须遵循以下三项原则： 1.能少勿多也就是作画的笔画一定要少。能用两笔表示的不用三笔。 例如画电话机，左图用了25笔，中图用了10笔，右图只有3笔。又如画打篮球的人，左图用了13笔。其实头部可以只画一个圆圈，身子可以只用一根线来表示，手脚也可以不画。这样可以减到6笔（中图）。右图是1992年巴塞罗那奥运会上画的打篮球的人，更为简单，只有三笔。 下面这些画，都突出了一个“简”字： 2.能直不弯也就是说，能用直线不用曲线。简笔画求的是简单易画，而不是逼真好看。例如左边的鸭子和牛，全是曲线，比较难画。如果代之以直线和几何图形，画成右边的样子，就简单易画多了。
英语课堂简笔画
英语课堂简笔画(1) 文章摘要：简笔画快而生动，它是英语课堂教学的一种不可取代的积极手段，运用时边讲边画，虚实并举，视听结合，生动具体，概念清楚。还有可以随时修改的特点，是学生喜闻乐见的教学形式。这里浅显地表述了它的几个作用。 关键词：简笔画 英语教学曾经有人做实验发现：儿童从视觉获得的信息3小时后只能80%，从听觉获得的信息3小时后只能记住60%，3天后只能记住40%；把视觉和听觉结合起来，3小时后就能记住90%，3天后也能记住75%。在小学英语课堂教学中，倘若单单靠老师的领读和录音磁带的帮助，是很不够的。学生往往只是当时能强记下来，课后不久便会遗忘。而简笔画形象直观，生动活泼，不仅有助于学生直接理解所学内容，而且视听结合易于学生加深印象，强化记忆，有助于激发学生的学习热情和兴趣。现在很多老师尤为重视和普遍使用多媒体课件来作为教学手段。但是，多媒体课件制作时间久，在精力和时间上投资大，一旦完成，有新的创意就很难在课堂体现而做修改。而在教学中如能配合简笔画，则效果便会大相径庭。简笔画是指简练、概括的线条勾画出物象形态与特征的图画。它是一种传递信息的形象化手段，省时、省力、省料。寥寥数笔就能表达出丰富的语言信息或概念。苏联教育学家苏霍姆林斯基曾给予简笔画很高的评价，他认为“：这种在讲课过程中随手画下来的图画，比起现成的甚至比起彩色的图画来，都有很大的优点。” 笔者认为：简笔画也是英语课堂教学的一种不可取代的积极手段，运用时边讲边画，虚实并举，视听结合，生动具体，概念清楚，还有可以随时修改的特点，是学生喜闻乐见的教学形式。优化简笔画，是英语教学的有效途径之一，可以畅游在英语课堂教学中。 一、英语课堂简笔画的设计，有一蹴而就的速度。 首先，英语课堂简笔画一挥而就，快而有实效。英语课堂简笔画设计美感、简洁，情景实在、有意义。英语课毕竟不是美术课，简笔画就是要体现它本质的简而快，配有画面的言词言简意赅。而不是把大量的时间专注于绘画，切勿一意孤行，仅一得之功，完全忘了简笔画的真正作用。如：在教学3A Unit4中有这样四个教学重点:get up\go to school \go home \go to bed. 在三（1）教学时，我把体态语溶入朗读的同时，随即在板书的旁边简笔画出了相应的动作，并展开教学。画面清晰，布局得体、彩色粉笔运用适度，可使学生产生一种羡慕的情感，从而激起模仿、学习的欲望。 get u p g o to school go home g o to bed
浅谈简笔画在小学英语教学中的应用
笔画在小学英语课堂教学中的运用 [内容摘要]：本文介绍了什么是简笔画，作为直观教具中的一种的简笔画有什么优内容摘要] 越性，并通过具体的例子介绍了简笔画在英语课堂中语音、词汇、句型和语法、课文阅读教学以及听说教学等方面知识的教学运用以及利用简笔画对学生进行评价的作用。 [关键词]：简笔画关键词] 小学英语课堂运用 著名的物理学家杨振宁教授说过：成功的真正秘诀是兴趣。激发了学生的兴趣，就是培养了学生学习的主动性、积极性及创造性。激发兴趣有很多方式，而不用花费多少力气的简笔画则是最实际、最有效的手段。简笔画，顾名思义就是通过简单的笔划、线条勾勒出事物的轮廓和大概特征来表现该事物，它简单实用，可免去带大量实物教具的麻烦;它幽默、栩栩如生的画面既可以把教学内容形象表达出来，大大提高课堂教学效果，同时令学生兴趣大增，提高了学生的注意力和记忆力，更是能使语言变活的一种好方法。简笔画作为一种直观教具，简明、经济、实效、逼真是它的优越之处，常得到各科教师的钟爱；特别是在落后的山区，因缺乏现代化多媒体技术，更是老师们的挚爱。经过多年的教学实践，我注意到如果把简笔画与语言教学结合起来，利用简笔画设计各种各样的课堂活动，往往能收到较好的效果。现结合自己的教学实践，从以下几个方面对简笔画进行阐述。 第1 页共9 页
参加中山市小学英语教学优秀论文评选活动 一、简笔画辅助语音教学简笔画辅助语音教学主要用于展示发音要领。英语中有些音素，发音部位很难指示，很多发音方法、技巧教师很难讲清楚，学生模仿时有一定难度，有时光靠模仿教师的嘴型还是不够的。如果借助简笔画，在黑板上寥寥几笔，勾勒出舌位及唇形的变化，使学生一目了然，模仿就有图可照，学生很快就能掌握发音的方法和特点，发音就更准了。 字母组合ar 的读音 字母oo 或ou 在单词中的发音 二、利用简笔画辅助词汇教学在英语学习中，记住单词是最主要的，但也是最困难的。在现实的课堂教学中有这样的一种情况，学生花很多的时间和精力去记单词，但过一段时间后，许多单词又忘记了，所以如何帮助学生用很少的时间去记更多的单词就显得非常重要。我根据小学生的具体性和形象性的认知特点，假想如果用形象生动的简笔画来教授新单词，将会是一种怎样的效果呢？我随即附之实践，发现效果果然不错，因简笔画可使呆板无聊的英文单词一下子“活”了起来，给学生一种近在眼前的“立体形象” ，学生的学习兴趣热情高涨，单词也更容易记住了。 第2 页共9 页 参加中山市小学英语教学优秀论文评选活动 学习词汇是用来表达思想、进行交际服务的。对于生词或短语，教师如果是简单地领学生们听听、读读、写写、背背，学生便觉得枯燥无
简笔画与英语课堂教学
简笔画的英语译文是stick figures。所谓stick就是木棒，stick figures 就是用木棒样的线条组合成的形象，用以表示人物、动物、静物或景物。英语教学中的简笔画与一般绘画不同，它是采用简单的线条和几何图形来概括各种事物形象的绘画形式。它的特点是只取形似，不计细节，简洁而实用，寥寥几笔就能表达丰富的语言信息和概念。简笔画适用于中小学英语教学各个阶段，几乎可以用于课堂教学的各个环节。 一．简笔画在英语课堂教学中的辅助作用 （一）为语言教学创设直观情景 简笔画可将抽象的语言材料转化为形象的，易于学生接受的直观情景。如：在教学天气sunny, rainy, cloudy, windy, snowy等词时，我们可以仿照电视天气预报中图标画出相应的简笔画，简单几笔就将事物的特征一目了然地显现在黑板上。 (二)增加英语教学的启发性 简笔画可以边讲边画，随需所画，给学生以想象的空间。教师在引导学生思路，诱导学生思维的过程中，使语言与绘画相互配合，更容易实施启发式教学。例如，教学What’s this? It’s a fridge.时，教师可以在黑板上画一条竖线，问学生：What’s this? 学生自然答不出，产生疑点。接着，教师又画等长平行的另一条竖线，再问：What’s this? 学生还是回答不出。然后，教师画上下两条横线连接两条竖线，再问What’s this? 这时学生的思维活跃起来，并按照自己的理解进行推测，如：It’s a door/a box/a book等等。之后，教师迅速画出第三条横线，再问：What’s th is? 学生暂时又处于困惑状态，产生第二个疑点。这时，教师可迅速画完最后两笔，并因势利导向学生发问：Is this a door? No, it’s a fridge.
小学英语简笔画与词汇教学-文档资料
小学英语简笔画与词汇教学 一、名词情景设计学会了画单一的物体（在本节里用“物体”这个词来统指人物、动物和东西）的简笔画后，切记在图下面的名词前加上一个不定冠词“a”或“an”，以说明其单数的慨念。讲解名词复数概念时，在该物体旁可画上几个相同的物体，表示复数概念，并在名词的词尾加上-s/-es（这时应向学生讲解一些名词复数的词尾变化的知识）。例如： 随后，教师利用一些句型向学生提问。 Who is he？Who is she？ Who are they？ What is this？What is that？ What are these？What are those？ 学生根据画面回答教师的问题： He is a pupil. She is a dancer. They are pupils. They are dancers. This is a car. That is a box. These are cars. Those are boxes. 教师可再用“Howmany…？”句型提问物体的数量，学生按画面的数量多少回答问题。经过反复练习，使学生记住词义并掌握名词单复数的概念和词尾变化。 用简笔画也可表示物体的部分和整体。我们讲解part（和whole相对），half，a quarter时，可以画出这些词的含义。 二、形容词情景设计
有些反义形容词很适合用简笔画释义。黑板上的物体简笔画，不仅以图形的对比给学生以深刻的印象，还可将其意思表达得十分清楚。下面举几组反义词的简笔画例子： 在英语词汇中，有一部分表示液体容量的形容词也可以用简笔画来表示，而且画法也很简单。如先画几只杯子，在杯子中用斜线表示杯中液体的多少。如下图： 用简笔画讲解形容词的级也很直观、形象。如在黑板上依次画出三个大小不同的同一物体，进行比较，同时讲解形容词的比较级和最高级的概念以及词尾的变化。如下组例子： 先画3个苹果，一个比一个大，再画3个同类物体，一个比一个画得小。开始不要写出形容词的级，先让学生对图进行比较，一边比较一边写出big和small两个形容词的比较级和最高级。 最后，教师和学生一起总结其词尾变化的规律以及一些词尾不规则的变化，如重读闭音节词尾辅音双写后加后辍。同时还应向学生强调在最高级前加定冠词“the”。 讲解完毕后，再进行比较训练：Thisisabigapple.Thatone is bigger than this one.The third one is the biggestamongthethree.Whichoneisbig？Whichoneissmall？Whichone is the biggest？Which one is the smallest？ 我们可以再画一组物体请学生进行反复比较，如画出6支长短不同的铅笔： 然后请学生自己利用上述句型进行问答练习，从而检查学生是否完全掌握了形容词的比较级和最高级的构成和使用方法。讲完上述几个形容词后，让学生想出所学过的形容词，并分别给出它们的比较级和最高级。 三、介词情景设计 教师在讲解介词时，如果利用简笔画进行讲解，既方便灵活，又生动形象，并能够以极其简单的图形将一些介词解释得清清楚楚。如讲方向介词：
简笔画与英语教学
一、简笔画的特点 简笔画是用最简单的线条和图形来表示各种事物的一门独特的绘画艺术。它的特点是图形简单、形象鲜明、幽默风趣。在公共场所，我们随处都可以看到简笔画。例如： 如果给英语字母稍加上几笔，就可以变成各种东西和动物，多么简单多么有趣。 二、教学简笔画 教师把简笔画引进课堂，可以把抽象的语言和生动的形象结合起来，开拓学生的想像力，激发学习兴趣，起到意想不到的效果。例如，在幼儿识字教学中，如果边识字边学画，学“猪”就画猪，学“猫”就画猫，孩子们会兴趣倍增。又如小学数学教学，如果配上了简笔画，可以使一些枯燥的数学式子变得生动有趣。 三、英语教学简笔画 利用简笔画教英语，可以使学生的逻辑思维与形象思维结合起来，有利于学生外语思维能力的培养。例如讲cap和hat的区别，用英语来解释，很难说清，
但如果借助简笔画，寥寥数笔就可以画得明明白白。又例如教反义词，教比较级和最高级，简笔画可以使枯燥的知识变成活泼的形象，深深印在学生的脑子里。 四、简笔画的原则 简笔画英语中叫做stick figures或match pictures,也就是说是火柴棍搭成的画。因此，一定要突出一个“简”字。画简笔画必须遵循以下三项原则： 1.能少勿多也就是作画的笔画一定要少。能用两笔表示的不用三笔。 例如画电话机，左图用了25笔，中图用了10笔，右图只有3笔。又如画打篮球的人，左图用了13笔。其实头部可以只画一个圆圈，身子可以只用一根线来表示，手脚也可以不画。这样可以减到6笔（中图）。右图是1992年巴塞罗那奥运会上画的打篮球的人，更为简单，只有三笔。 下面这些画，都突出了一个“简”字： 2.能直不弯也就是说，能用直线不用曲线。简笔画求的是简单易画，而不是逼真好看。例如左边的鸭子和牛，全是曲线，比较难画。如果代之以直线和
英语教学中的简笔画
英语教学中的简笔画 一、英语简笔画的作用（The role of stick figure for English teaching） 简笔画（stick figure）是一种利用简单的点、线、画等符号来表现物象基本特性的，简约而直观、形象、鲜明、生动的绘画形式。它的突出特点是笔画简单、生动活泼，只取形似，不计细节，简而实用，简而易学。它对初中英语教学尤为适用。画简笔画不需要高深的绘画技巧，只需稍加练习便可掌握。而且使用起来非常方便，随时随地即可信手拈来，随需随画。所以担任入门阶段英语教学的教师必须具备这一技能，并熟练地运用于英语教学中。简笔画在英语教学中的作用主要体现在以下几个方面： 1．简笔画简练、概括，是每个教师都能掌握的一种教学手段。在黑板上寥寥几笔就可以勾画出一幅能表达明确概念的画。简笔画极富生动性，学生在看到栩栩如生的画面一瞬间出现在黑板上时，往往会发出一片惊叹之声。这时学生的各种感官处于最佳状态，其教学效果是不言而喻的。例如： 有时也可以通过制作小卡片教生词，既形象又直观。在卡片的下面写上生词及其音标，背面用简笔画画出该词所指的事物或情景。这样让生词和图象交替显现于学生眼前，更能引起学生的兴趣和注意力。例如： 2．便于创设情景。为教师的“教”和学生的“学”提供了丰富的语言情景（context），有利于提高学生的语言交流能力（communicative ability）。 中国学生学习英语缺乏语言环境，往往是教师讲得多，学生练得少，使教学变得枯燥无味。适当地使用简笔画使师生“离开”课本，把语言的知识性和交流性结合起来，开展生动的教学活动，增加语言实践的量，丰富教学内容，有助于调动非智力因素为教学服务。 3．能创造生动的课堂气氛，激发学生的学习兴趣，给英语课堂增加艺术的魅力。
简笔画在小学英语中的运用
简笔画在小学英语教学中的运用 简笔画简洁、快速、生动、逼真，是一种学生喜闻乐见的有效教学形式，是英语课堂教学中一种不可替代的有效教学手段。课堂上边讲边画，视听结合，能够迅速地给学生创造出生动有趣的英语学习情景，使课堂气氛变得活跃，可收到事半功倍的教学效果。它操作简便，有着极大的灵活性和创造性，能够开发智力，与教学内容相结合，提高学习效益，增强课堂教学气氛，激发学生的学习兴趣，养成良好的学习习惯，加深印象，强化记忆。本文将从这一角度出发，重点阐述简笔画的定义和特点以及简笔画在小学英语教学中的作用及运用中应注意的问题。 一、简笔画的定义和特点 简笔画叫做stick figures或match pictures,也就是火柴棍搭成的画。是通过目识、心记、手写等活动，提取客观形象最典型、最突出的主要特点，以平面化、程式化的形式和简洁大方的笔法，表现出既有概括性又有可识性和示意性的绘画。它的特点是图形简单、形象鲜明、幽默风趣。简笔画用简练、概括的线条勾画出物象的形态与特征。寥寥数笔就能表达出丰富的语言信息或概念。它形象直观，生动活泼，有助于学生直接理解所学内容，而且视听结合易于学生加深印象，强化记忆，是广大少年儿童喜闻乐见的一种通俗艺术。 二、简笔画在小学英语教学中的作用： 1.活跃课堂气氛，激发学生学习兴趣。 兴趣是最好的老师，利用简笔画可以激活课堂，培养学生浓厚的学习兴趣。简笔画生动形象的图画和鲜明的色彩不仅能深深学生们们的眼球，配合相应的英语内容，图文并茂，还能激发学生的学习英语的兴趣。简笔画寥寥几笔，简单易画，打破课堂中一贯的死记硬背单词句子的沉闷，让学生在轻松作画中学习和记忆，开阔了学生的想象空间，活跃了课堂气氛，丰富了课堂内容。如在教学PEP小学三年级英语上册中，教学hamburger和hot dog这两种食物时，单学习这两个单词，学生会感觉枯燥乏味难记忆，若在课堂教学中配合简笔画：汉堡包中夹的是肉和菜，热狗夹的是香肠，形象生动，同时区分了这两种相似的食物。又例如在学生学习四季和季节活动时，单纯地读句子会显得比较沉闷无趣。如果在每个季节都加一画面，如春天画一幅简单的种树，夏天去游泳，秋天去爬山，冬天去滑雪，这样学生在学习中加深了记忆，练习了句型，强化了对每个季节的理解，效果事半功倍。 2.化解教学难点，变抽象为具体，化复杂为简单 英语课堂中由于要操练的内容较多，容易让学生觉得枯燥、乏味。如果我们能利用简笔画快捷、易绘的特点，针对教学的需要灵活绘制，适时控制信息量，分解教学难点，化整为零，让学生一步一步扩大知识量，由浅入深地学习。比如在教句型：What're they? They're birds .How many birds are there? There are……时，我运用了这样一副简笔画：第一步画出小鸟，再画出湖、小鱼、树，最后树上结出苹果等。让学生在学习时充满期待：我们还将看到什么？在介绍完所有内容后，还可以引导学生自由想象，在这样一个美丽的大自然里还有些什么？学生通过自由发挥，积极讨论，不仅记住了单词和句型，还能熟练地将它们运用到相关情境之中。另外，对于难以理解课文的整体结构，用简笔画配上主要短语可以反映全文，这样不仅可以帮助学生理解、掌握课文内容，还可促进他们的记忆力和想象力，同时活跃了教学气氛，强化了教学效果。简笔画简单几笔，形象生动，通俗易懂，化解了教学中的难点，变抽象为具体，化复杂为简单 3.使学生注意力集中，左右脑并用，增强记忆，提高学习效果。 心理学家认为对于直观性的事物和可操作性的事物两者之间后者更易引起人们的注意，小学生们也不例外。在英语课堂教学中，教师运用简笔画能激起学生的好奇心，使他们的注意力集中，同时，刺激到他们左右脑并用，进而达到增强记忆，充分激发起学生的求知欲和表现欲，提高他们学习的效果。 4. 实施教学评价，激励引导学生。 在教学中，一旦学生有所进步，或在操练句型、朗读课文、书面练习等各方面有较成功的表现，我们教师都会以不同的方式去激励他们，如果我们在他们的课本、练习册等相应的地方画上一颗漂亮的星星，或者一面小红旗，有时就画一张笑脸，或他们喜欢的各种卡通图案，爱吃的各种食品等，学生们一都会欣喜不已。漂亮的小图画一样可以让他们体会成功的快乐。其次，利用简笔画对学生进行分组评价。在课堂上，可以将学生分为几个大组，然后用简笔画画出他们的代表物。哪个组表现优秀，他们的代表物上就会添加相应的图饰。由于简笔画绘制起来非常简单迅速，所以能及时给予学生适当评价，吸引学生投入学习，
简笔画在英语教学中的运用
简笔画在英语教学中的运用 来凤县大河中学 段红娟 简笔画是一种具有普遍推广意义的直观教学手段之一，是用最简单的线条和图形来表示各种事物的一门独特的绘画艺术，对所有英语教师来说，特别是针对仁爱版课程来说，简笔画是一项必须具备的技能。在英语课上，简笔画就是用笔简洁、概括、迅速地表达出对象的形与神，往往寥寥几画、幽默风趣等特征，还具有省时省力省料等特点，运用简笔画也可以避免教师课前花费很多时间绘制图画，课上携带许多实物、教具的麻烦，简笔画使用起来比较灵活，比如一个单词、一句话、一个动作、一个语法现象，乃至一篇课文，一个练习都可以运用，不需要时随手擦去，需要时又可以随手添上。若将简笔画与其他教学手段相结合，将会取得更加有效的教学效果。 下面就简笔画在英语教学中的运用情况举出一些实例。 一、教字母 用简笔画教字母可使抽象的字母形象化，比如教元音字母，画一张由A 、E 、I 、O 、U 五个元音字母组成的娃娃脸。（图1）学生看后兴趣大增。再如 中有C 、D 、O 三个大写字母， 中含有H 、L 、F 、E 四个字母。例如把26个字 母按元音字母分类，可以画几个小孩在拉玩具（图2），让学生自己把合适的字母放进合适的玩具里，然后边说边打拍子，这样课堂气氛非常活跃，学生也就很容易地就记住 字母分类的形式。 图 1
二、教音标。 语音教学的关键是音标教学，而学生对简单的符号，枯燥的内容易厌倦，教师应设计直观、生动、趣味、有效的教学方法。利用简笔画教音标，可以使学生的逻辑思维与形象思维结合起来，有利于学生英语思维能力的培养。在黑板上画两个大盒子，把辅音和元音分别装在两个盒子里。（图3），其次就是将音标写在水果、动物、物名等上。（图4）。
(小学英语)简笔画在PEP英语教材下的运用
巧施粉笔头上的魔法 ——简笔画在PEP英语教材下的运用 【摘要】简笔画在高效的英语课堂中发挥着重要的作用，它既是现代化多媒体必要的辅助和补充，也是提高课堂效率，激发学生学习兴趣的优化手段。简笔画在课堂上操作起来简单快捷，提高课堂效率，实现“高效课堂”。能够弥补现代化多媒体的不足。在英语课堂中使用简笔画，能够激发学生的兴趣，活跃课堂气氛。也便于创设情境，增加课堂操作的趣味性。使用简笔画，有助于实现成全英课堂。 【关键词】简笔画；小学英语教育；PEP英语；课例 上海外国语大学金绳曾老师说过，看图说话是我们所熟悉的训练学生口语最有效的方法之一。我们可以用简笔画创造一个环境，让学生尽量多地说英语。所以简笔画在语言教学中非常有用。一支粉笔，一块黑板，我们就可以千变万化。同时，简笔画也是一个解释单词意思和创设情境的好方法。(Picture talk is one of the most effective ways we are familiar with to train our students’ oral English. We can use sketches to create a kind of situations that students can speak as much English as possible. So sketches are very helpful in our language teaching. With a piece of chalk in your hand, and a blackboard in front of you, you can make wonders. And it’s also a good way of showing the meaning of the words and presenting the pre-set situations.) 前苏联教育家苏霍姆林斯基也给予简笔画很高的评价，他说：“这种在讲课过程中随手画下来的图画，比起现成的图画来说，有很大的优点[1]。” 简笔画（stick figure）是运用简洁洗练的线条，笔画高度概括地状物造型，简明扼要地表情达意.是用几笔简单的线条简洁，迅速地勾勒出所描绘事物的图示[2]。简笔画具有直观性，适应小学生阶段形象思维的发展程度；简笔画具有高度的概括性，能够用简单的线条描绘出单词，动作短语，甚至创设出所需要的情景。简笔画作为一种简单，直白而又快捷的教学手段，是四十分钟英语课堂教学有趣又有效的方法之一。 简笔画在高效的英语课堂中发挥着重要的作用，它既是现代化多媒体必要的辅助和补充，也是提高课堂效率，激发学生学习兴趣的优化手段。简笔画在英语课堂中的使用，有以下几点优势： 第一，简笔画在课堂上操作起来简单快捷，提高课堂效率，实现“高效课堂”。简笔画是小学英语教学中一种简单而且高效的教学辅助手段。一支粉笔，一块黑板，老师边画图边解说，简单的线条组成的意思或意象如魔术般出现在黑板上，充分吸引学生的注意力。一个课堂任务完成后，话头结合笔头一转，立刻进入下个环节，环环相扣，使得整个课堂节奏紧凑，有条不紊，极大地提高了英语堂课的效率。
小学综合英语课堂教学中简笔画妙用
小学综合英语课堂教学中简笔画的妙用 摘要：简笔画在小学综合英语课堂教学中起着非常重要的作用。它主要有以下四种功能：形象直观地教单词；再现情景，教授句型与课文；设计不同的课堂活动；对学生进行评价。 关键词：小学综合英语，课堂教学，简笔画 Abstract：Sketches are useful and important in English teaching of primary schools. It has four functions, helping teachers to teach the words directly, creating situations while teaching sentences and texts, designing different kinds of classroom activities and giving assessment to the students. Key words: primary school English, classroom teaching, sketches 随着二十一世纪的到来，我们的教学也迎来了一场深刻的革命。现代化的教学手段令师生们耳目一新；网络为我们浏览大量的教学资料，学习各种教学方法提供了极大的便利。现代科技在教学中的应用有效地提高了课堂效率，大大开阔了学生们的视野。 但是，目前由于经济条件的限制，各种现代化教学手段还不能全面普及到每一个课堂。因此，我认为我们不能一味盲目地追求“现代化”，而将某些优秀的传统方法遗忘。它们之中不乏有效、实用、又简单方便的教学手段。我认为，简笔画就是其中一种。 出于对艺术的推崇，对图画的酷爱，我一直没有放弃过练习简笔画。我常常思索：如何将简笔画应用到课堂教学中？在自己的教学实践中，我开始时时注意将简笔画运用起来。一段时间后，我欣喜地发现自己的课堂效率提高了，英语课也越来越受到小朋友们的喜爱！我确信，简笔画在小学综
简笔画在英语教学中的作用.
简笔画在英语教学中的作用 文章摘要：简笔画有助于语音和语法的教学。如语音教学中［ｍ］［ｎ］［ｇ］［ｌ］是难点，我就利用简笔画显示出每个音素的发音要领，帮助学生掌握这几个辅音的发音方法。由于简笔画一目了然地显现出人的口形所不能表示的发音部位，学生很快便掌握了发音的方法和特点。 英语教学中，教师如何尽最大努力，采取各种方法最大范围地调动学生的学习积极性，使基础知识转化为语言技能，并发展成运用语言进行交际的能力，是衡量教学效果的标准之一。在多年的教学实践中，我认为简笔画是使语言活起来的一种好方法，其幽默、栩栩如生的画面，常令学生兴趣大增，注意力一下便集中在有趣的画面中。既活跃了课堂气氛，提高了学生的注意力和记忆力，又有利于促进运用语言能力的形成，深受学生的欢迎。 简笔画（ＳｔｉｃｋＦｉｇｕｒｅｓ）是一种直观教具。简笔画的意思是，用木棒式的直线组合成各种生动形象的图形。这些图形可以表示静止的或活动的物体，也可以表示静止活动的情景，非常形象和直观。简笔画有助于课文的整体教学。具体做法是，讲每篇课文前，先改编教材，即缩写课文、长篇故事改成故事梗概、剧本改写成短文。这样，被改写的课文既简单上口又容易被听懂。然后根据改写的课文内容，编绘一组简笔画。讲课时，边画边讲。遇到生词时，多勾勒几笔，达到了视听的目的。之后，让学生根据黑板上的图画和重点词语（每张画都有几个相应的重点词语），用自己的话复述一遍所听到的内容，从而达到使学生张口说话的目的。由于简笔画为教学提供了恰如其分的语言情景，给学生创造了听、说训练的机会，还能减少和不使用母语，因此，有助于使学生在英语的环境中提高听说的能力。 简笔画有助于语音和语法的教学。如语音教学中［ｍ］［ｎ］［ｇ］［ｌ］是难点，我就利用简笔画显示出每个音素的发音要领，帮助学生掌握这几个辅音的发音方法。由于简笔画一目了然地显现出人的口形所不能表示的发音部位，学生很快便掌握了发音的方法和特点。 简笔画用于词汇教学，能达到"精、妙、新、活"的效果，增加学生的学习兴趣，使学生通过观察、思考，自然地去学习语言。如，初中一册第４１课，用简笔画进行ｆａｔｈｅｒ，ｍｏｔｈｅｒ，ｓｏｎ，ｄａｕｇｈｔｅｒ，ｂｒ
简笔画与小学英语教学
简笔画与小学英语教学 (2008-10-04 14:08:07) 转载▼ 分类：风的足迹（教学论文） 标签： 英语教学 杂谈 摘要：本文分析了简笔画的特点，以及简笔画在小学英语教学中的作用及运用。指出了简笔画在小学英语课堂教学中的独特的魅力。同时对简笔画在课堂教学中运用的各种情形作了较详细的论述，并提出了使用简笔画应注意的问题。 关键词：简笔画；小学英语教学；创作 一、英语简笔画的特点。（The features of the stick figures) “大自然中的一切都能够归为圆柱体和正方体，一个艺术家内心必须有强烈的几何观念，这样才能把握多变复杂的自然现象。”有“现代艺术之父”之称的法国著名画家保罗·塞尚这样认为。 而简笔画就是通过方形、圆形、三角形、各种多边形和椭圆形等规则和不规则的几何图形抓住事物形象中最具特征的地方。几何图形概括性强，善于从整体上把握外形，而且它具有规律性，既便于观察，又易于表现，还易于记忆。简笔画是一门提炼夸张的艺术，可以表现出对象的情绪和动态，具有生动性，富于感染力。简笔画的突出特点是“简”，但它又不是简单化，而是简洁传神，即用简单的几笔，就能抓住对象的本质特性，传达最重要的信息，使学生留下强烈的第一印象。 在英语中，简笔画叫Stick Figures。Stick，木棒，也叫木头人形。Stick Figures就是用木棒样的小直线去组合成各种木偶形象。。 简笔画相比传统的英语教学模式和现代的多媒体教学，具有自己不可取代的特点。 1.变抽象为形象 传统的教学模式—单层面的教学方式：教师讲解课文内容，带读或跟录音磁带朗读。教学单调、枯燥，学生在这过程当中充当复读机的作用，机械的听和跟读，极易引起感官的疲劳。而简笔画通过寥寥几笔，形象地勾画出各种不同事物的形象和人物的动作、形态、表情等，发挥学生的视觉认知作用，调动学生各个感官的兴奋性，使学生学习处在积极状态。虽然教师相应的动作、表情等也可表现出某种状态，消除学生单向的感官疲劳。但简笔画有时更形象，更容易让学生接受。比如，在学习单词love, hate等表示情绪的抽象概念类的单词时可以用简笔画来解释。如图：