Due to the arrangement of the Xi school, I gave junior high school during the Xi period.
2. English courses are taught in the first and first years of junior high school. Although there is no in-depth study of the teaching materials and students, I have only made an immature understanding based on some superficial feelings: I believe that there are great differences in the teaching of middle and high schools, and these differences are mainly manifested in the characteristics of students, the characteristics of teaching materials, and the requirements for teachers.
1. Characteristics of students.
In terms of perception, many new characteristics have emerged in the perception of junior high school students. First of all, the intentionality and purpose of perception have been greatly improved, and they can consciously perceive relevant things according to the requirements of teaching. Secondly, the precision and generalization of perception are more developed. Logical perception emerged. The second grade of junior high school is a turning point in the development of observation and generalization, and it is a transition stage from low to high observation and generalization ability, and there is a transition stage from concrete to abstract, and junior high school students' awareness and memorization are more developed. First-year students often have a clear unconscious memory, remembering interesting material well and recalling difficult material poorly. As teaching demands, students gradually learn to subordinate memory to the task of memorization and the nature of the material, so that conscious memory becomes more and more dominant. In terms of memorization methods, junior high school students' ability to recognize meaning is more developed. The mechanical memorization method of the first year of junior high school also plays a large role. From the point of view of the content of memorization, both figurative and abstract memorization of junior high school students are developing. Abstract memorization has been developed at an increased pace since the first year of junior high school. Abstract logical thinking of middle school students is generally in an advantageous position. However, the abstract logical thinking of junior high school students is, to a large extent, experiential. From the second year of junior high school, middle school students' abstract logical thinking begins to transform from "experiential" to "theoretical". However, there are still some students who have poor abstract logical thinking, which makes it difficult to carry out some teaching contents, and further training is needed. The junior high school stage is an important stage in a person's life, and the cognitive development is in a state of both sensible and not completely clear, that is, all kinds of cognitive processes are developing and all are imperfect. Therefore, in education, we should not only set concrete and feasible demands on them, but also not make too high expectations. Since they are already able to understand some abstract concepts, the content of their education can be theoretically and abstract. In view of their imaginative and heroic characteristics, it is necessary to educate them to distinguish between bravery and recklessness, friendship and righteousness, and boldness and rudeness. In view of the fact that their understanding is prone to one-sidedness and superficiality, teachers should follow the good path, convince people with reason, speak with facts, and convince them to gradually change their shortcomings of daring to argue but often lacking basis, and daring to do things but not being good at doing them.
The level of perception and observation of high school students is constantly improving, and it is more purposeful and systematic. High school students perceive and observe things more comprehensively and profoundly than beforeThey can discover some of the main details of things and the essential aspects of things, and the stability and persistence are much better than those of junior high school students. But it's not perfect. When observing, sometimes the observation procedure is inappropriate, the observation is not precise enough, and it is easy to draw conclusions too early and too quickly. High school is the best period for the development of human memory, and it can be said that the memory of high school students has reached a new stage of maturity. They are able to control their memory activities according to certain learning Xi purposes. High school students reach a new level of mental development. It has the characteristics of higher abstract generalization, reflection and monitoring. They are able to use theories as a guide to analyze and synthesize various materials in order to constantly deepen their understanding of the laws governing the development of things, and their abstract logical thinking tends to be theoretical. Overall, the cognitive development of high school students is close to the highest level. They are energetic, sharp-minded, eloquent, quick to respond, and able to see problems with the eyes of development. But after all, they are not yet fully mature, and they cannot be completely treated with the requirements of **. When conducting psychological education for high school students, it is necessary to combine the characteristics of their cognitive development and understand them comprehensively and dialectically. The arguments should be strong, the arguments should be sufficient, and the various understandings that they may have should be fully estimated, and the reasoning should be clarified, and the problems should be discussed amicably with them. Respect their independence, be critical, and guide them to see themselves in perspective. At the same time, in view of their deficiencies in cognitive development, we teach them how to think, cultivate good thinking quality, enable them to overcome subjectivity and one-sidedness in thinking development, broaden their horizons, and promote the further maturity of thinking. However, the first year of senior high school students are still in a transitional stage of maturity, and they still retain some characteristics of junior high school students in terms of cognition, and they need to be strengthened in training.
2. Characteristics of teaching materials.
English textbooks in junior high schools focus on students' listening and speaking skills, and adopt a downplayed attitude towards grammar knowledge. The knowledge capacity is small, focusing on group activities and Xi for students. The content of the topic is close to life, and it is easier for students to grasp, and it is easy to arouse students' interest and attract students' attention.
The amount of knowledge in high school textbooks has increased, and the theoretical, systematic and comprehensive nature has also been enhanced, so higher requirements have been put forward for students' abilities. In addition, higher requirements are placed on students in grammar Xi. In terms of topic selection, the topics in high school textbooks are more abstract and far away from life, which requires students to have a good imagination. Attention should be paid to cultivating ideological feelings and improving cultural qualityTopical, structural, and communicative functions combined;Mainly textbooks, series of supporting;Sum trains the four skills of listening, speaking, reading and writing, with an emphasis on reading.
3. Teaching characteristics.
The junior high school classroom mostly focuses on allowing students to memorize some sentence patterns and word usage rules mechanically, and the classroom also focuses on students practicing Xi, so that students can master knowledge in continuous Xi practice. In addition, there is less content that needs to be explained by the teacher in the classroom, and the student's leading role needs to be fully reflected.
In addition, the class activities are less difficult and the assignments are simpler, with some imitative dialogues and sentences.
In the high school classroom, the knowledge points are gradually systematized and the more systematic grammar knowledge is introduced, and in the high school stage, teachers begin to guide students in learning the law, focusing on cultivating students' self-learning ability, and teachers play the role of guides in high school. There has also been an increase in the difficulty of classroom teaching activities.
The above are some of my own superficial understanding of the characteristics of middle and high school teaching.