小学英语课堂活动中角色扮演的问题与对策.docx

1、小学英语课堂活动中角色扮演的问题与对策The Problems and Solving Strategies of Role-playingActivities in English Class of Primary SchoolTake Dongcheng Center Primary School for ExampleLian ShengA thesissubmitted to the School of Foreign Languages and Literature Tianshui Normal University in partial fulfillment of the re

2、quirement for the degree ofBACHELOR OF ARTSinENGLISH LANGUAGETianshui, GansuMay, 2013原创性声明本人郑重声明：本人所呈交的论文是在指导教师的指导下独立进行研究所取得的成果。学位论文中凡是引用他人已经发表或未经发表的成果、数据、观点等均已明确注明出处。除文中已经注明引用的内容外，不包含任何其他个人或集体已经发表或撰写过的科研成果。本声明的法律责任由本人承担。论文作者签名： 年 月 日 论文指导教师签名：一、论文正文.1-16二、附录1毕业论文成绩评定表2答辩小组意见3答辩成绩评分表4论文指导记录5开题报告CONT

3、ENTSI. Introduction.1II. Literature review .12.1 The definition of role-playing activities.12.2 Domestic and foreign scholars studies of role-playing activities.2.The investigation on role playing activities in Dongcheng center primary school.33.1 Investigation objective.33.2 Investigation subjects.

4、33.3 Investigation methods.43.4 Results analysis .43.4.1 Selecting material not carefully makes students enthusiasm lost 43.4.2 Lacking flexibility in role assignment.53.4.3 Preparing inadequately before the show .53.4.4 Neglecting the accuracy of the language.63.4.5 Confusing students task and role

5、 consciousness .63.4.6 Lacking interaction between students and teachers .7IV. The solving strategies of the problems of role playing activities.74.1 Material should be conformed to students interest and ability.84.2 Teachers and students should accurately locate their role.94.3 Scene should be cond

6、ucive to stimulating students enthusiasm.104.4 Teachers should pay attention to guidance of pronunciation114.5 The form of role play should be abundant.114.6 Teachers should give students a positive feedback.12V. Conclusion.13References.14Acknowledgements15The Problems and Solving Strategies of Role

7、-playingActivities in English Class of Primary SchoolTake Dongcheng Center Primary School for ExampleLian ShengAbstract: English role play is a simulation of the real story teaching activity, in which students play characters in accordance with the requirements of role and students own understanding

8、. It can make the teaching content more dramatic. Based on the investigation of Dongcheng center primary school of Mulei Kazak autonomous county in Xinjiang province, the author finds that students dont pay much attention to their language expression, mix up their role concept, lacking interaction b

9、etween teachers and students and they are not well-prepared for role-play. So this paper mainly focuses on finding out the solving strategies of problems in the aspect of language itself, situation creation, the cultivation of role consciousness, the selection of material and evaluation. It hopes th

10、at in the process of role-play, students can not only exercise their English oral expression ability in authentic or simulated conditions and help to develop their interpersonal relationship, but also cultivate students innovation and English application ability through their own understanding of ro

11、le-play. Hence, students can have a better understanding and experience of social life through different role-play, thus to form correct outlook and values of life.Key words: Role-playing; problems and solving strategies; primary school English class小学英语课堂活动中角色扮演的问题与对策以新疆木垒县东城小学为例 连升【摘 要】英语角色扮演是一种模拟

12、真实故事情节的教学活动，学生在活动中扮演人物角色，根据角色要求和学生自己的理解把它表演出来，它能够使教学内容剧情化。本文通过对新疆昌吉州木垒县东城中心小学英语课堂中角色扮演活动的调查，发现角色扮演活动在具体的实际应用中存在诸如不注重语言表达，准备不充分，学生的角色概念模糊，缺乏互动等问题。因此本文从语言、情景、学生的角色定位、表演兴趣、表演素材的选择、课堂评价等角度，试图探讨提出相关解决对策，希望学生在角色扮演过程中，一方面可以在真实或模拟真实的环境中锻炼英语口语表达能力，另一方面通过对角色的理解和展示，不断培养学生的创新能力和英语应用能力，从而帮助学生通过扮演不同的角色，更好地理解和体验社会

13、，从而形成正确的人生观、价值观。【关键词】角色扮演；问题与策略；小学英语课堂I. IntroductionThe main purpose of English teaching is to cultivate students communicative competence, and in various teaching activities, role playing activities has been liked by teacher. However, when the author worked as a student teacher in Dongcheng center

14、 primary school of Mulei Kazak autonomous county in Xinjiang province, the author finds that in the process of role-playing activities, they dont pay attention to the language expression, and the performance of activity is informal, the students role concept is not clear and there is no interaction

15、between teachers and students or among students themselves. They just pursue the active of role-playing activities blindly. It is difficult to attain objectives of teaching. Therefore, this paper will combine the problems existed in the teaching with the authors actual teaching experience, in the as

16、pect of language itself, situation creation, the cultivation of the students role consciousness, the selection of material and the course evaluation, to discuss the strategy of the problems. The study hops to arouse students interest of learning, improve their learning enthusiasm of English and cult

17、ivate students sense of roles and ability of communication, and make the role play activities have its real effect in English teaching. II. Literature review2.1The definition of Role-playing activitiesAs to the definition of role playing, both the Chinese and foreign scholars have discussed it, but

18、different scholars have different point of view. For individuals, Fannie Shaftel said in 1967 that “role-play provides a way to learn who they are, what they believe, what they value”. Fannie Shaftel & George Shaftel put forward the “Role playing Teaching mode” in teaching in 1967. They identify nin

19、e steps for role-play activities. They are a warm-up, selection of role players, preparation of the audience, setting the stage, the role-play itself, discussion of role-play observations, re-enactment with new players, further discussion, and a concluding review of observations. Luo Wei (2001) sugg

20、ests that role playing is the extension of “communicative teaching methods. It focuses on cultivating students communicative ability, emphasizing that teaching content must be real and natural, and it should be arranged in reasonable social communication scenarios, rather than reflect some special g

21、rammar phenomena. Its specific pattern is to divide the whole class into two or more groups to use English to express their views, and give students a chance to show their expression of the language initiatively. Yang Yiyuan (2012) believes that role playing refers to the students acting in differen

22、t roles in a dialogue. 2.2 Domestic and Foreign scholars studies of role-playing activitiesRole playing teaching aims at cultivating students “communicative competence”. It is a very efficient form of communicative teaching. Being a widely adopted teaching model, it has been used in many disciplines

23、 of teaching. Education workers have made some beneficial exploration in their theory and in practice. According to Luo Yongqin (2006) role-play activities can change students passive learning attitude, reduce their tension and anxiety in learning, and improve individual creative enthusiasm and the

24、effect of team cooperation. He also puts forward that role play is an effective form to train students communicative competence. A lot of researches show that role play is a widely used teaching mode, and is especially suitable for classroom teaching of primary and secondary school. Wang Jinjin (201

25、1) claims that role playing activities create an atmosphere which is good to improve classroom interaction and students initiative, and to cultivate students listening skills and communicative competence of English language through playing various roles under different social background. He Yutao &

26、JinZhe (2008) point out that if role play scenarios are close to the student life ,it will cause their resonance, which is helpful for students to understand the value of themselves, helping modern one-child students to overcome self-centered thinking tendency. The process of mutual cooperation can

27、cultivate the students ability to adapt to the social relations. Because the cooperation between pairs can encourage students who lack confidence to speak and help them overcome psychological obstacles, whats more, it can train students ability of using language. At present, there are many scholars

28、apply role playing to teaching process, through the practical application of teaching, Wang Cunrong (2009) summarized that: role play can activate classroom atmosphere, and stimulate students interests in learning; role playing can make students play their main body role; role playing can promote in

29、terpersonal communications.Li Xiaoyan (2012) holds that the process of role plays activities in English classroom should include seven steps: first step is to create the situation of role play; the second one is the design of the role play activity; the third step is to prepare the knowledge of ling

30、uistics; the fourth one is to design the stage for performance; the fifth one is role assignment and practice; the sixth Step is to act out the performance; the last one is to give evaluation and feedback to the performer.To sum up, from the domestic and foreign related literature research, education workers have done a series of beneficial exploration with this teaching model in theory and practice, providing a large amount of theoretical and practical experience for us in English teaching.