小学英语课堂活动中角色扮演的问题与对策.docx

小学英语课堂活动中角色扮演的问题与对策.docx

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小学英语课堂活动中角色扮演的问题与对策

TheProblemsandSolvingStrategiesofRole-playing

ActivitiesinEnglishClassofPrimarySchool

TakeDongchengCenterPrimarySchoolforExample

LianSheng

Athesis

submittedtotheSchoolofForeignLanguagesandLiteratureTianshuiNormalUniversityinpartialfulfillmentoftherequirementforthedegree

of

BACHELOROFARTS

in

ENGLISHLANGUAGE

Tianshui,Gansu

May,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

CONTENTS

I.Introduction………………………………………………………………………….......1

II.Literaturereview……………………………………………………….……………..1

2.1Thedefinitionofrole-playingactivities..........................................................................1

2.2Domesticandforeignscholars’studiesofrole-playingactivities..................................2

.TheinvestigationonroleplayingactivitiesinDongchengcenterprimaryschool…………………………………………………………………………………….3

3.1Investigationobjective………………………………………………………………….3

3.2Investigationsubjects…………………………………………………………………..3

3.3Investigationmethods………………………………………………………………….4

3.4Resultsanalysis………………………………………………………………………..4

3.4.1Selectingmaterialnotcarefullymakesstudents’enthusiasmlost………………4

3.4.2Lackingflexibilityinroleassignment……….…………………………………..5

3.4.3Preparinginadequatelybeforetheshow………………….……………………..5

3.4.4Neglectingtheaccuracyofthelanguage...…………………………………........6

3.4.5Confusingstudents’taskandroleconsciousness………………………………..6

3.4.6Lackinginteractionbetweenstudentsandteachers……………………………..7

IV.Thesolvingstrategiesoftheproblemsofroleplayingactivities………....7

4.1Materialshouldbeconformedtostudents’interestandability……………………....8

4.2Teachersandstudentsshouldaccuratelylocatetheirrole…………………………..….9

4.3Sceneshouldbeconducivetostimulatingstudents’enthusiasm……………………..10

4.4Teachersshouldpayattentiontoguidanceofpronunciation…………………………11

4.5Theformofroleplayshouldbeabundant…………………………………………....11

4.6Teachersshouldgivestudentsapositivefeedback…………………………….......…12

V.Conclusion…………………………………………………………………………………..…….13

References……………………………………………………………………………………………..14

Acknowledgements………………………………………………………………………15

TheProblemsandSolvingStrategiesofRole-playing

ActivitiesinEnglishClassofPrimarySchool

TakeDongchengCenterPrimarySchoolforExample

LianSheng

Abstract:

Englishroleplayisasimulationoftherealstoryteachingactivity,inwhichstudentsplaycharactersinaccordancewiththerequirementsofroleandstudents’ownunderstanding.Itcanmaketheteachingcontentmoredramatic.BasedontheinvestigationofDongchengcenterprimaryschoolofMuleiKazakautonomouscountyinXinjiangprovince,theauthorfindsthatstudentsdon’tpaymuchattentiontotheirlanguageexpression,mixuptheirroleconcept,lackinginteractionbetweenteachersandstudentsandtheyarenotwell-preparedforrole-play.Sothispapermainlyfocusesonfindingoutthesolvingstrategiesofproblemsintheaspectoflanguageitself,situationcreation,thecultivationofroleconsciousness,theselectionofmaterialandevaluation.Ithopesthatintheprocessofrole-play,studentscannotonlyexercisetheirEnglishoralexpressionabilityinauthenticorsimulatedconditionsandhelptodeveloptheirinterpersonalrelationship,butalsocultivatestudents’innovationandEnglishapplicationabilitythroughtheirownunderstandingofrole-play.Hence,studentscanhaveabetterunderstandingandexperienceofsociallifethroughdifferentrole-play,thustoformcorrectoutlookandvaluesoflife.

Keywords:

Role-playing;problemsandsolvingstrategies;primaryschoolEnglishclass

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，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.Introduction

ThemainpurposeofEnglishteachingistocultivatestudents’communicativecompetence,andinvariousteachingactivities,roleplayingactivitieshasbeenlikedbyteacher.However,whentheauthorworkedasastudentteacherinDongchengcenterprimaryschoolofMuleiKazakautonomouscountyinXinjiangprovince,theauthorfindsthatintheprocessofrole-playingactivities,theydon’tpayattentiontothelanguageexpression,andtheperformanceofactivityisinformal,thestudentsroleconceptisnotclearandthereisnointeractionbetweenteachersandstudentsoramongstudentsthemselves.Theyjustpursuetheactiveofrole-playingactivitiesblindly.Itisdifficulttoattainobjectivesofteaching.Therefore,thispaperwillcombinetheproblemsexistedintheteachingwiththeauthor’sactualteachingexperience,intheaspectoflanguageitself,situationcreation,thecultivationofthestudents’roleconsciousness,theselectionofmaterialandthecourseevaluation,todiscussthestrategyoftheproblems.Thestudyhopstoarousestudents’interestoflearning,improvetheirlearningenthusiasmofEnglishandcultivatestudents’senseofrolesandabilityofcommunication,andmaketheroleplayactivitieshaveitsrealeffectinEnglishteaching.

II.Literaturereview

2.1ThedefinitionofRole-playingactivities

Astothedefinitionofroleplaying,boththeChineseandforeignscholarshavediscussedit,butdifferentscholarshavedifferentpointofview.Forindividuals,FannieShaftelsaidin1967that“role-playprovidesawaytolearnwhotheyare,whattheybelieve,whattheyvalue”.FannieShaftel&GeorgeShaftelputforwardthe“RoleplayingTeachingmode”inteachingin1967.Theyidentifyninestepsforrole-playactivities.Theyareawarm-up,selectionofroleplayers,preparationoftheaudience,settingthestage,therole-playitself,discussionofrole-playobservations,re-enactmentwithnewplayers,furtherdiscussion,andaconcludingreviewofobservations.LuoWei（2001）suggeststhatroleplayingistheextensionof“communicative’’teachingmethods.Itfocusesoncultivatingstudents’communicativeability,emphasizingthatteachingcontentmustberealandnatural,anditshouldbearrangedinreasonablesocialcommunicationscenarios,ratherthanreflectsomespecialgrammarphenomena.ItsspecificpatternistodividethewholeclassintotwoormoregroupstouseEnglishtoexpresstheirviews,andgivestudentsachancetoshowtheirexpressionofthelanguageinitiatively.YangYiyuan（2012）believesthatroleplayingreferstothestudentsactingindifferentrolesinadialogue.

2.2DomesticandForeignscholars’studiesofrole-playingactivities

Roleplayingteachingaimsatcultivatingstudents“communicativecompetence”.Itisaveryefficientformofcommunicativeteaching.Beingawidelyadoptedteachingmodel,ithasbeenusedinmanydisciplinesofteaching.Educationworkershavemadesomebeneficialexplorationintheirtheoryandinpractice.AccordingtoLuoYongqin（2006）role-playactivitiescanchangestudents’passivelearningattitude,reducetheirtensionandanxietyinlearning,andimproveindividualcreativeenthusiasmandtheeffectofteamcooperation.Healsoputsforwardthatroleplayisaneffectiveformtotrainstudents’communicativecompetence.Alotofresearchesshowthatroleplayisawidelyusedteachingmode,andisespeciallysuitableforclassroomteachingofprimaryandsecondaryschool.WangJinjin（2011）claimsthatroleplayingactivitiescreateanatmospherewhichisgoodtoimproveclassroominteractionandstudents’initiative,andtocultivatestudents’listeningskillsandcommunicativecompetenceofEnglishlanguagethroughplayingvariousrolesunderdifferentsocialbackground.HeYutao&JinZhe（2008）pointoutthatifroleplayscenariosareclosetothestudentlife,itwillcausetheirresonance,whichishelpfulforstudentstounderstandthevalueofthemselves,helpingmodernone-childstudentstoovercomeself-centeredthinkingtendency.Theprocessofmutualcooperationcancultivatethestudents’abilitytoadapttothesocialrelations.Becausethecooperationbetweenpairscanencouragestudentswholackconfidencetospeakandhelpthemovercomepsychologicalobstacles,what’smore,itcantrainstudents’abilityofusinglanguage.Atpresent,therearemanyscholarsapplyroleplayingtoteachingprocess,throughthepracticalapplicationofteaching,WangCunrong（2009）summarizedthat:

roleplaycanactivateclassroomatmosphere,andstimulatestudents’interestsinlearning;roleplayingcanmakestudentsplaytheirmainbodyrole;roleplayingcanpromoteinterpersonalcommunications.

LiXiaoyan（2012）holdsthattheprocessofroleplaysactivitiesinEnglishclassroomshouldincludesevensteps:

firststepistocreatethesituationofroleplay;thesecondoneisthedesignoftheroleplayactivity;thethirdstepistopreparetheknowledgeoflinguistics;thefourthoneistodesignthestageforperformance;thefifthoneisroleassignmentandpractice;thesixthStepistoactouttheperformance;thelastoneistogiveevaluationandfeedbacktotheperformer.

Tosumup,fromthedomesticandforeignrelatedliteratureresearch,educationworkershavedoneaseriesofbeneficialexplorationwiththisteachingmodelintheoryandpractice,providingalargeamountoftheoreticalandpracticalexperienceforusinEnglishteaching.