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学生爱学语法,为什么老师却讨厌?
(单词翻译:双击或拖选)
Students Love Grammar! So Why Do Teachers Hate It?&学生爱学语法,为什么老师却讨厌?
Today we have a special guest. Betty Azar is the most successful writer of grammar textbooks in the world. Generations of English learners will recognize her best-selling book Understanding and Using English Grammar. The famous blue grammar book, now in its fourth edition, is in use at language schools across the world. Ms. Azar also supports research and professional development in the English language
field. &Today Ms. Azar will offer some advice on how to teach grammar.
Have you ever heard an English teacher say, &Teaching grammar is boring!& Betty Azar has, and she strongly disagrees.
&For me teaching grammar is the most fun class of all. I think that is a misconception -- that teaching grammar is a boring thing to do -- when teaching grammar, for me, always was the class I looked forward to the most because grammar was just the . It was where you started. Grammar is just the starting point.&
Betty Azar is a world famous expert on teaching English grammar. She talked with VOA about how teachers can move from grammar to communication experiences.
&From there you do conversations, you do games, you do communicative , you do all of the wonderful things you do in a second language classroom, but you do it in
with having a solid foundation of the structures that they are using.&
Why do students need to learn grammar?
Michael Swan is a co-author of the
English Grammar Course. He writes that when teachers are deciding which grammar points to teach, they should first ask two questions. First, will understanding the point help students be understood & will it help them understand better? Next, if that is true, will
the grammar point help learners be
as English speakers?
The common misunderstanding that Ms. Azar sees is that grammar can be taught as a subject, like history or math. Teachers try to get students to memorize rules. Grammar is not just learning rules. It is a way to help students along the way to communication.&
&If you have a class named 'grammar,' it doesn't mean you're teaching rules that the students have to learn. It just means, &grammar is where we're going to start, and then we're going to have a lot of fun with it, and practice, and do a lot of interesting things, and, most importantly, have successful communication experiences.& Those are the building blocks of learning a second language.&
Another piece of advice for teachers is that students do not all learn in the same way. Each may have a different learning style when it comes to learning grammar. Some may see a pattern and understand the rule. Others need explanations and more practice.
&But to teach grammar as a subject matter and test it as though you were testing the memorization of dates in history is sure to bore everybody and not reach the goals that you are trying to reach - successful communication experiences.&
Why do some teachers hate teaching grammar?
Because grammar was removed from the regular course of study in the U.S. and U.K. in the 1960s, most native speakers of English did not learn it in school. Ms. Azar imagines that many teachers are not comfortable teaching grammar because they do not know how to answer their students& questions.
&We now have an entire pool of possible teachers who don&t know the grammar of their own language. If you don&t know any grammar of your own language, and then you are asked to teach it, y very likely your students may know more grammar than you know, and you cannot answer their questions. You&re going to have
towards teaching grammar.&
What does the research show about teaching grammar?
Michael Swan says that teachers should apply modern research on language to teach the most frequent grammar points before they spend time on those that are not often used. He wants teachers to understand their students& language backgrounds, too. If the students have a native language with a similar grammar rule, they do not need to spend time practicing it in English.
The worst situation, Mr. Swan says, is when teachers try to make their students &perfect& English speakers by teaching too much grammar. This approach makes students afraid to speak, because they do not want to make any mistakes.
An organization called The International Research Foundation for English Language Education (TIRF) has been doing long-term studies of ESL students. TIRF&s research reports that teaching grammar along with communication is effective.
&There have been a number of research studies that show the combination of having a grammar
in a communicative program allows students to progress faster and better than if there were no grammar component.&
Can teaching grammar really be fun?
Betty Azar hopes that her textbooks help teachers learn to make the teaching of grammar fun. She says that her students enjoy learning grammar as much as she enjoys teaching it.
&Students in my experience, love it. & I think grammar is absolutely fascinating, endlessly fascinating. It is the glue that holds language together. It is a many-colored interwoven
that is really beautiful when you get to know it. Grammar is quite a
For the VOA Learning English Education Report, I&m Jill Robbins.
Words in This Story
misconception & n. a wrong or mistaken idea
building blocks & n. an important part that is grouped together with many other similar things to form something larger & usually
& usually + of
communicative language teaching & n. an approach to language teaching that
interaction as both the means and the
goal of study
learning style & n. an individual's unique approach to learning based on strengths, weaknesses, and preferences.
memorization & n. the act of learning something so well that you are able to remember it
hostility & n. an unfriendly or
state, attitude, or action
frequent & adj. happening often
component & n. an important piece of something
点击收听单词发音&&
n.教学，执教，任教，讲授；(复数)教诲
参考例句：
We all agree in adopting the new teaching method. 我们一致同意采取新的教学方法。
He created a new system of teaching foreign languages.他创造了一种新的外语教学体系。
n.[pl.]地基；基础；基金会；建立，创办
参考例句：
The foundation of the university took place 600 years ago.这所大学是600年前创办的。
The Foundation gives money to help artists.那家基金会捐款帮助艺术家。
n.交流；相互作用，相互影响，合作
参考例句：
The interaction of the two groups produced many good ideas.两个组的相互交流产生了许多好主意。
Price is determined through the interaction of demand and supply.价格在供需的相互作用中形成。
n.组合，合并，联合；
参考例句：
He carried on the business in combination with his friends.他与朋友们合伙做生意。
The materials can be used singly or in combination.这些材料可以单独使用也可以混合用。
n.牛津（英国城市）
参考例句：
At present he has become a Professor of Chemistry at Oxford.他现在已是牛津大学的化学教授了。
This is where the road to Oxford joins the road to London.这是去牛津的路与去伦敦的路的汇合处。
n.学问，学识，学习；动词learn的现在分词
参考例句：
When you are learning to ride a bicycle,you often fall off.初学骑自行车时，常会从车上掉下来。
Learning languages isn't just a matter of remembering words.学习语言不仅仅是记些单词的事。
adj.可接受的，合意的，受欢迎的
参考例句：
The terms of the contract are acceptable to us.我们认为这个合同的条件可以接受。
Air pollution in the city had reached four times the acceptable levels.这座城市的空气污染程度曾高达可接受标准的四倍。
n.敌对，敌意；抵制［pl.］交战，战争
参考例句：
There is open hostility between the two leaders.两位领导人表现出公开的敌意。
His hostility to your plan is well known.他对你的计划所持的敌意是众所周知的。
n.组成部分，成分，元件；adj.组成的，合成的
参考例句：
Each component is carefully checked before assembly.每个零件在装配前都经过仔细检查。
Blade and handle are the component parts of a knife.刀身和刀柄是一把刀的组成部分。
n.织物，织品，布；构造，结构，组织
参考例句：
The fabric will spot easily.这种织品很容易玷污。
I don't like the pattern on the fabric.我不喜欢那块布料上的图案。
adj.显著的，异常的，非凡的，值得注意的
参考例句：
She has made remarkable headway in her writing skills.她在写作技巧方面有了长足进步。
These cars are remarkable for the quietness of their engines.这些汽车因发动机没有噪音而不同凡响。
n.复数；复数形式；adj.复数的
参考例句：
Most plural nouns in English end in's '.英语的复数名词多以s结尾。
Here you should use plural pronoun.这里你应该用复数代词。
强调( emphasize的第三人称单数 )； 加强语气； 重读； 使突出
参考例句：
Marx concentrates on the alienation of labour and emphasizes the invidious aspects. 马克思集中论述了劳动的异化，强调它令人厌恶的方面。
What he emphasizes most is that we must walk the mass line. 他最强调的是我们必须走群众路线。
adj.最远的；最后的；终极的；根源的，基本的
参考例句：
What was his ultimate goal?他的最终目标是什么？
The sun is the ultimate store of power.太阳是能量之本。
adv.完美地，无可非议地，彻底地
参考例句：
The witnesses were each perfectly certain of what they said.证人们个个对自己所说的话十分肯定。
Everything that we're doing is all perfectly above board.我们做的每件事情都是光明正大的。
adj.不友好的，敌对的；敌方的，敌人的
参考例句：
The local people are hostile to outsiders.当地人敌视外地人。
Their hostile looks showed that he was unwelcome.他们怀敌意的表情说明他不受欢迎。
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------分隔线----------------------------为什么成绩越好的学生，越不尊重老师？ - 简书
为什么成绩越好的学生，越不尊重老师？
很多老师都说：教会徒弟，饿死师傅。越是那些成绩好的学生，越不搭理老师，越是那些班上的差生，对老师越热情。原因何在？
1.老师自身的素质问题我一个同学说过：“全校的老师,我敬佩的,也不会超过五个”。他们学校是北京的一所不错的学校。我确实也深有感触，原来我们系的老师，课讲得不错的，只有几个。有一个老师，基本上不下课去，听课的人寥寥无几。因为她根本讲不清楚，很多学生都找系主任反应不要她上课。我们高中有一个化学老师，完全管不住学生，一节课只讲一道题还讲不清楚。上课都是在吵架，很多学生联名上书给校长，要求换掉他。大意是：高中很重要，不能误了我们的前途。再看看山区的小学老师，有很多都是民办教师，水平最多也就是个初中生。在这种情况下，也还是不愿意学习，努力提高自身的素质，很多时候，连最简单的题都要讲错，被聪明的学生看出破绽。有时候学生提问，解答不出来。这样，就容易被学生看轻。初级阶段的学习，老师很重要，学生基本上都是跟着老师的方向走。所以一个年级的很多平行班，成绩最好的和成绩最差的平均分可能相差20分以上，可是到了高级阶段的学习，平均分就不会拉那么远。因为到了高级阶段，老师的作用逐渐削弱，很多学生都有了自学的能力。很多优秀的学生，大部分的知识都不是从老师那里学来的，而是自己摸索出来的。甚至，很多时候还会推翻老师的观点和理念，所以，优秀的学生更容易发现问题。发现了，对老师就不再仰望。2.老师角色的变化老师从来都是一个清贫的角色,古时候一些老师甚至都不能养活自己。有少部分老师，借用购买复习资料的机会，或者是额外开小灶，或者是逢年过节的机会从学生那里获得收益和礼物。对于送礼或是请吃饭的学生就格外关照，对于没有表示的学生就冷淡。在一些落后地区，还有一些老师，整天浑浑噩噩，得过且过，不负责任，上课让学生自习，自己却在打牌打麻将。不认真备课，上课，批改作业。学生的成绩一塌糊涂，一个班能考及格的都寥寥无几。这样的老师，怎么会得到学生的尊重？
3.心胸狭窄，嫉妒学生
有一个老师，应该也能算是B的老师。原来在一个学校工作，后来B被调到政府部门，貌似是比这个老师日子清闲一点。其实，那也只是表面现象。后来，B再见到那个老师，那个老师就不理她。B想，毕竟抬头不见低头见的，自己还是晚辈，于是就主动跟那个老师套近乎，那个老师终于理她了。可是，每次说话都泛着酸味，像祥林嫂一样说着同样的内容。看到B加班晚回家，就显得幸灾乐祸的样子。看见B迟一点去上班，就开始各种询问。这样的老师，不理也罢！4.家长的原因学生的家长是各种各样，参差不齐的。有部分家长，当着孩子的面数落老师术业不精水平不高，不断指出老师的错误，把老师贬的一文不值的。不配合老师的工作，专门护着自己的孩子，把孩子成绩不好的责任全部推到老师身上。对孩子拳打脚踢，却让老师跟他讲道理；听任孩子在家骂娘，却让老师教他知书达理；在家里搓麻打牌不管不教，却让老师叫他天天向上；跟孩子炫耀家财万贯，却让老师教他发奋图强。
5.社会变化的冲击
在以分数来衡量一个老师或一个学生的前提下，老师和学生为了分数都不可能过得轻松。所以，老师总是板着一张脸，开始上政治课。有一部电视剧里的班主任，为了学生的成绩，什么方法都用上，活脱脱成了压榨工人的周扒皮。学生们当然不喜欢，背后都给他起绰号。从80后开始，受到先进思想“民主、平等”的影响，很多年轻的学生，开始质疑和挑战权威。80后质疑权威，90后挑战权威，00后无视权威。这就是为什么人越来越难管的原因。老师，是权威的代表，在思想越来越解放的今天，权威随时可能被推翻。人们追求的是平等，固守权威，高高在上，没有真才实学，不会俯下身来倾听学生内心的声音，容易用分数来给学生贴上好学生和差学生的标签。老师苦大仇深的样子，满满的负能量，学生也会避之而不及。有很多老师还会使用暴力，被打过的学生，如果不作心理疏导，永远都会记得，也许也会怨恨。还有一些是语言的暴力，年少的学生总是很脆弱，也许一句无心的讽刺打击责骂的话，就会给学生带来伤害。因为，小时候，老师的话，就是金科玉律。网上经常有报导某某学生因为受了老师的打骂而自杀的，现在的学生确实脆弱。美国社会学家玛格丽特.米德在《文化与承诺》一书中，将人类社会划分为“前喻文化”、“并喻文化”和“后喻文化”三个时代。在“前喻文化”中，晚辈主要向长辈学习；“并喻文化”中晚辈和长辈的学习都发生在同辈人之间。而在第二次世界大战后，科技革命的蓬勃发展使整个社会发生了巨大的变革，社会由此进入了长辈反过来向晚辈学习的“后喻文化”时期。“如果说过去存在若干长者，凭着在特定的文化系统中日积月累的经验而比青年们知道得多些。那今天却不再如此”。米德在文章中如是总结道。在“后喻时代”，学生通过网络或其他手段会比家长、老师更早、更多地获得信息，当学生对事物的感知与教师所教知识发生冲突时，学生会大胆或无情地对教师的“教育”进行评价或批判。后喻时代教师观念的转变更是教学观的转变。课堂教学中，教师应当是学生学习的促进者。教学不再是输与吸的活动，而是通过激发学生学习的兴趣、动机，让学生挖掘自身潜力而实现掌握知识的目标的双边活动。教师也应当是学生成长的引导者。网络时代，教师的角色会被学生自己、学生父母、因特网等所取代。学生需要的不再是灌输知识的教师，而是引导者，即告诉学生应该学什么，往哪儿发展，剩下的就靠学生自己创造性地发挥了。任何枯燥的说教都是事倍功半的。后喻时代教师的知识观转变也不可或缺。知识就是真理的时代已经远去。在这个日新月异的时代，知识急剧更新，很多从前的观点都被推翻。作为老师，应该站在时代的前沿，做时代的弄潮儿。师者，传道授业解惑也。自古以来，老师都应该受到尊重，不能否认，老师为整个社会的发展做出了巨大的贡献，成就了很多优秀的人。可是，在社会日益发展的今天，老师的地位逐渐下降，甚至出现学生和家长打老师的情况。很多大学毕业的人，都不愿意当老师。即使当了老师的，也拼命想跳槽。自古文人多落魄，可是，古时候的文人能得到很多人的景仰。现在，一个教授还不如一个镇长吃香，造成这个局面的原因很多。百年大计，教育为本，除了老师要提高自身的素质以外，也需要全社会营造一个尊师重教的氛围，路漫漫其修远兮！
80后，富书部专栏作者，南边文艺扶持作家，高冷天蝎女。总是想用国际视野来看待国内状况，难免失望 ；懂得很多道理，却不愿意改变自己去迎合这个世界，所以仍然过不好生活。(文章皆为原创，若要转载请联系作者授权)Access denied |
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为什么现在的老师慢慢的开始不愿意管理学生
老师应不应该打学生呢？今天听到办公室里一个女孩说,自己的姐姐马上就成为老师了，她励志做个好老师，不打学生，不骂学生，不管学生。。。前阵子看到一段视频，里面老师在处罚学生，打了学生一巴掌，之后学生立即还手，给了老师一巴掌！！对于我来说，我上初中的时候，最害怕的就是自己的班主任，常常一个眼神就秒杀了我悸动的内心，心里就充满了害怕，当时还恨老师，说这个老师怎么变态啊，见着老师都是夹着尾巴跑。。。顺便透漏一下，俺的爸爸就是一名初中老师。但是现在最思念的就是那个时光了，至少那个时候，还是很多人管着自己的，也算是10年前了把，那时候老师打学生还是很正常的，而且当时父母都是站在老师那边的，常常是在学校里挨骂了，回家之后，妈妈打累了，换爸爸来！！！最近渐渐的看到很多新闻说老师打学生，骂学生，在网上引起了很大的讨论，小编也想谈论一下，老师打骂学生到底是对还是错，或者说老师应该怎么管理学生呢？体罚措施还应该存在么？俗话里有句话叫做“一日为师，终生为父”，当老师打了学生，你可以说这老师暴力，不给学生面子。但是如果学生打了老师，那是不是就是反了天了呢？其实手心手背都是肉，老师也不应该下很重的手。毕竟孩子健康最重要了。
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