導(dǎo)語(yǔ)：如何才能寫好一篇英語(yǔ)問(wèn)候語(yǔ)，這就需要搜集整理更多的資料和文獻(xiàn)，歡迎閱讀由公文云整理的十篇范文，供你借鑒。

篇1

1. Hello. 你好！

2. Good morning. 早上好。

3. I am Kate Green. 我是凱特·格林。

4. Are you Tom Brown? 你是湯姆·布朗嗎？

5. Yes, I am. 是的，我是。

6. How do you do? 你好！How do you do? 你好！

7. How are you? 你好嗎？Fine, thanks. 很好，謝謝。

8. How is your mother? 你媽媽好嗎？

9. She is very well, thank you. 她很好，謝謝你。

10. Good afternoon. 午安。

11. Good evening. 晚上好。

12. Good night. 晚安。

13. Good-bye. 再見(jiàn)。

篇2

 

1.引言

 

1.1關(guān)于課題

 

隨著全球化的深入推進(jìn)，跨文化交際越來(lái)越廣泛。問(wèn)候語(yǔ)，作為交流活動(dòng)不可或缺的組成部分，也扮演著越來(lái)越重要的角色。然而，受社會(huì)環(huán)境、傳統(tǒng)風(fēng)俗等差異的影響，對(duì)問(wèn)候語(yǔ)的誤解在所難免，給人們帶來(lái)了諸多困擾。

 

自20世紀(jì)70年代以來(lái)，學(xué)者們陸續(xù)從語(yǔ)用失誤角度對(duì)中英問(wèn)候語(yǔ)的差異進(jìn)行了研究，取得了豐碩的成果。然而，社會(huì)在發(fā)展，人們的價(jià)值觀念、生活環(huán)境也在演變，問(wèn)候語(yǔ)的內(nèi)容和形式必然會(huì)隨之變化。因此，這一課題有待進(jìn)一步研究，期望本文能帶來(lái)一些有價(jià)值的信息。

 

1.2語(yǔ)用失誤

 

語(yǔ)用失誤這一概念最早是由英國(guó)語(yǔ)言學(xué)家詹尼·托馬斯于1982年提出來(lái)的，指在跨文化交際過(guò)程中因文化差異所引起的語(yǔ)言表達(dá)失誤。1983年，托馬斯在《跨文化語(yǔ)用失誤》一文中給語(yǔ)用失誤做出了明確的定義，將語(yǔ)用失誤劃分為語(yǔ)用語(yǔ)言失誤和社交語(yǔ)用失誤。

 

近年來(lái)，跨文化交際中的語(yǔ)用失誤現(xiàn)象屢見(jiàn)不鮮，往往詞不達(dá)意，甚至引起文化沖突。因此，進(jìn)行語(yǔ)用失誤研究意義深遠(yuǎn)。

 

1.3問(wèn)候語(yǔ)

 

問(wèn)候語(yǔ)，又稱招呼語(yǔ)、見(jiàn)面語(yǔ)，是指問(wèn)候他人時(shí)使用的一種簡(jiǎn)短而重要的語(yǔ)言交流形式，可以建立和保持良好的人際關(guān)系，也反映出人們價(jià)值取向、思想觀念的變化。恰當(dāng)?shù)厥褂脝?wèn)候語(yǔ)，不僅能反映說(shuō)話人的自我修養(yǎng)，還能體現(xiàn)說(shuō)話人對(duì)他人的尊重。通過(guò)問(wèn)候語(yǔ)，甚至能大概推斷出說(shuō)話人和聽(tīng)話人的角色身份及他們之間的關(guān)系。

 

2.從語(yǔ)用失誤看中英問(wèn)候語(yǔ)差異的表現(xiàn)

 

2.1中西方的問(wèn)候方式之比較

 

在中國(guó)，人們問(wèn)候他人時(shí)一般會(huì)說(shuō)“吃飯了嗎?”“去哪兒啊?”，這一類的問(wèn)候語(yǔ)句型簡(jiǎn)單、固定，幾乎適用于任何情境。有時(shí)說(shuō)話人甚至?xí)懊髦蕟?wèn)”，比如遇見(jiàn)要去上班的人，會(huì)說(shuō)“上班去呀?”，碰到正在照顧孩子的人，會(huì)說(shuō)“看孩子呢?”。此類問(wèn)候語(yǔ)則較具體，依聽(tīng)話人所處的實(shí)際情境而定，往往問(wèn)得越具體，越能體現(xiàn)對(duì)他人的關(guān)心。

 

然而，在西方國(guó)家，人們一般會(huì)說(shuō)“Hello!”“Good morning!”或“How is it going?”。在跟不太熟悉的人交談時(shí)，“How do you like the weather here?”“What do you think of the city?”也是一些比較常見(jiàn)的方式。此類問(wèn)候語(yǔ)往往是泛泛而談，與交通、新聞、天氣等不涉及個(gè)人隱私的話題相關(guān)，

 

無(wú)論是在中國(guó)還是西方國(guó)家，問(wèn)候語(yǔ)都是一種人們向他人表示尊重的客套話，但是其各自的使用方式、含義和功能卻大相徑庭。在一種語(yǔ)言情境下適用的問(wèn)候語(yǔ)在另一語(yǔ)言環(huán)境下未必恰當(dāng)，甚至?xí)鹈堋?/p>

 

2.2中西方的回應(yīng)方式之比較

 

稱贊是一種比較常見(jiàn)的問(wèn)候方式，我們不妨以此為例探討中西方兩種不同的回應(yīng)方式。當(dāng)?shù)玫椒Q贊時(shí)，中國(guó)人通常會(huì)立馬否定他人的贊賞，以此表現(xiàn)一種謙遜的態(tài)度。然而，在同樣的情況下，西方人一般會(huì)很高興地回應(yīng)“Thank you very much.”或“You look nice too.”，表示對(duì)贊美者的感謝。因此，西方人有時(shí)會(huì)不理解中國(guó)人為什么非要拒絕他人的贊美，甚至?xí)X(jué)得中國(guó)人很虛偽。

 

中國(guó)人的回應(yīng)通常簡(jiǎn)單、直接，比如“吃了?！被颉吧习嗳??！?。事實(shí)上，可能說(shuō)話人并不關(guān)心你究竟有沒(méi)有吃飯，也不在意你到底去哪兒，純粹是期望通過(guò)會(huì)話表示一種問(wèn)候和關(guān)心，有時(shí)問(wèn)候語(yǔ)的內(nèi)容在一定程度上失去了其本身所指代的含義，因此并不需要十分明確、具體的答案。

 

西方人一般會(huì)繼續(xù)談?wù)撜f(shuō)話人發(fā)起的話題“I am fine，thank you，and you?”“Yes，it is really a sunny day...”或“Absolutely，he is an excellent athlete...”。但是，如果他們感覺(jué)說(shuō)話人侵犯了自己的自由，則一般會(huì)說(shuō)“You have nosed into my affaires.”“It’s none of your business.”，表達(dá)自己的反感。如果有人對(duì)他們說(shuō)“Have you eaten?”，人們就會(huì)誤認(rèn)為這是一個(gè)邀請(qǐng)信息，甚至?xí)J(rèn)為說(shuō)話人懷疑他們解決吃飯問(wèn)題的能力。

 

3.從語(yǔ)用失誤看中英問(wèn)候語(yǔ)差異的原因

 

3.1缺乏文化常識(shí)

 

語(yǔ)言與文化息息相關(guān)。對(duì)中西方各自的文化缺乏了解，是造成語(yǔ)用失誤的一個(gè)重要原因。有些跨文化交際的參與者沒(méi)有接受過(guò)系統(tǒng)的文化常識(shí)教育，也很少有機(jī)會(huì)接觸這類知識(shí)，因此不具備嫻熟的跨文化交際能力。

 

由于歷史傳統(tǒng)、經(jīng)濟(jì)形態(tài)甚至地形地貌等的影響，不同的民族在長(zhǎng)期發(fā)展過(guò)程中形成了各異的文化傳統(tǒng)，這給跨文化交流帶來(lái)了諸多障礙。中國(guó)人的個(gè)人隱私意識(shí)沒(méi)有像西方人那么強(qiáng)烈，個(gè)人的收入、信仰及感情狀態(tài)似乎都是可以公之于眾的，他們習(xí)慣于通過(guò)詢問(wèn)個(gè)人狀況表達(dá)自己對(duì)他人的關(guān)心和友好。然而，西方人十分忌諱別人提及自己的私人信息，任何“越界”的言語(yǔ)和行為都將被他們視為對(duì)自己的冒犯和失禮。

 

3.2母語(yǔ)負(fù)遷移的影響

 

英漢兩種語(yǔ)言在表達(dá)方式上有很多相似之處，但更多的是差異，同一個(gè)思想或概念，英語(yǔ)有英語(yǔ)的表達(dá)方式，漢語(yǔ)有漢語(yǔ)的表達(dá)方式。

 

根據(jù)母語(yǔ)遷移理論，在二語(yǔ)習(xí)得過(guò)程中，有時(shí)學(xué)習(xí)者使用母語(yǔ)的習(xí)慣會(huì)對(duì)第二語(yǔ)言的學(xué)習(xí)產(chǎn)生消極影響。兒童時(shí)期是一個(gè)人發(fā)展語(yǔ)言能力的關(guān)鍵時(shí)期，在這一時(shí)期接觸的母語(yǔ)信息會(huì)對(duì)今后的語(yǔ)言學(xué)習(xí)產(chǎn)生根深蒂固的影響。因此，人們通常會(huì)不自覺(jué)地將在母語(yǔ)環(huán)境中建立起來(lái)的語(yǔ)言習(xí)慣轉(zhuǎn)移到外語(yǔ)交流中。3.3傳統(tǒng)的外語(yǔ)教學(xué)模式

 

傳統(tǒng)的英語(yǔ)教學(xué)模式很難擺脫應(yīng)試教育的束縛，有重課本知識(shí)、輕實(shí)踐運(yùn)用的傾向，一味地重復(fù)記憶知識(shí)點(diǎn)本身，而缺乏真實(shí)的語(yǔ)言操練環(huán)境，這就造成某些外語(yǔ)學(xué)習(xí)者的應(yīng)用能力較弱。有研究表明，因?yàn)榻佑|到的文化常識(shí)相對(duì)廣泛，實(shí)際運(yùn)用的機(jī)會(huì)也較多，與其他群體相比，外語(yǔ)專業(yè)的學(xué)生出現(xiàn)語(yǔ)用失誤的情況相對(duì)較少。

 

4.解決方案

 

4.1強(qiáng)化文化意識(shí)

 

為解決這一問(wèn)題，一方面，人們可以多吸收一些介紹西方風(fēng)土人情的信息，系統(tǒng)比較二者的差別，增強(qiáng)文化自覺(jué)和文化自信，避免將母語(yǔ)的語(yǔ)言因素機(jī)械地運(yùn)用到目標(biāo)語(yǔ)言環(huán)境中。另一方面，人們應(yīng)該培養(yǎng)一種更加開(kāi)放、更加包容的態(tài)度理解、接納外來(lái)語(yǔ)言文化，“入鄉(xiāng)隨俗”，“”，共同發(fā)展。

 

4.2注意語(yǔ)音和語(yǔ)調(diào)

 

語(yǔ)音、語(yǔ)調(diào)在語(yǔ)言交流中往往具有意想不到的作用，有時(shí)甚至比話語(yǔ)內(nèi)容本身更具說(shuō)服力。語(yǔ)調(diào)太高或聲音太大，往往會(huì)顯得出說(shuō)話人態(tài)度傲慢;而語(yǔ)調(diào)太低或聲音太低，則會(huì)使對(duì)方聽(tīng)不清楚。

 

清晰的發(fā)音和合適的語(yǔ)調(diào)，是可以通過(guò)語(yǔ)言練習(xí)培養(yǎng)的。網(wǎng)絡(luò)為此提供了便捷的途徑，VOA和BBC等音頻材料都是良好的聽(tīng)說(shuō)、模仿材料。

 

4.3選用恰當(dāng)?shù)恼Z(yǔ)言和方式

 

使用恰當(dāng)?shù)恼Z(yǔ)言和方式是一門高深的學(xué)問(wèn)，這要依據(jù)說(shuō)話雙方關(guān)系的親疏遠(yuǎn)近、所處的特定情境進(jìn)行選擇。

 

分角色小組活動(dòng)、英語(yǔ)沙龍，到國(guó)際展會(huì)、外貿(mào)企業(yè)，都是提高英語(yǔ)水平的好去處，有意識(shí)地嘗試摒棄中式英語(yǔ)和閉塞的思維方式，只有這樣才能營(yíng)造文明和諧的跨文化交際環(huán)境。

 

4.4完善外語(yǔ)教學(xué)機(jī)制

 

語(yǔ)言應(yīng)該是一門聽(tīng)說(shuō)讀寫等全面發(fā)展的學(xué)科，這就要求教師在教學(xué)過(guò)程中能夠用最精煉準(zhǔn)確的語(yǔ)言、最靈活有效的方法培養(yǎng)學(xué)生的綜合語(yǔ)言能力。除了傳授知識(shí)外，教師還要教會(huì)學(xué)生如何恰當(dāng)?shù)剡\(yùn)用知識(shí)，這就需要把語(yǔ)用內(nèi)容引入課堂。有條件的學(xué)校最好盡可能早、盡可能多地開(kāi)設(shè)外教課程，通過(guò)英語(yǔ)文化節(jié)、英語(yǔ)角等活動(dòng)創(chuàng)造、模擬真實(shí)的語(yǔ)境，鼓勵(lì)學(xué)生靈活地運(yùn)用學(xué)過(guò)的語(yǔ)言規(guī)則。

 

5.結(jié)語(yǔ)

 

如今，跨文化交際正在以前所未有的速度和規(guī)模蓬勃發(fā)展，與此同時(shí)，層出不窮的語(yǔ)用失誤現(xiàn)象深刻反映了中英問(wèn)候語(yǔ)的差異，雖然人們已經(jīng)逐漸認(rèn)識(shí)到并在逐步改善這一狀況，但是這條路仍然任重道遠(yuǎn)。減少語(yǔ)用失誤、更恰當(dāng)?shù)厥褂脝?wèn)候語(yǔ)，有待個(gè)人、學(xué)校、社會(huì)等各方共同努力，有著光明的前景。

篇3

——my thoughts after reading Joan of Arc

Sunshine shines over the statue in Orleans. The ordinary but famous girl named Joan is riding on her horse, smiling and looking down at the land that she has loved and fought on. She is the heroine of France, the saint from heaven. Her influences shine over every person’s heart, and I am deeply impressed by her story.

When Louis XIII was the king, the British and the Burundians invaded France and wanted to have the northern part of France. Joan helped French people coronate their new king, Louis XIV, getting almost all the invaded land back with the help of three saints. But after that, she was caught by the Burundians and was burnt on a cross by her enemy. This is the famous story about Joan, the saint. From a village girl to a national heroine, she only used a few years. How could Joan of Arc do that? I wonder.

Someone says the saints have chosen her and the God has given her power. But actually the real virgin doesn’t exist, From the birth of Jesus Christ in the first century, people have controlled the Christianity. I think the religion has become a tool between people. This kind of opinion about the success of Joan must be wrong.

Someone said, Joan had this wonderful success because of her confidence and will. I quite agree with this opinion. Because there aren’t any virgins in the world, so I think the appearance of the saints was only in Joan’s mind, actually nothing special happened to Joan. I think the things which really mattered were Joan’s thoughts. In my opinion, Joan must have some military ability to lead the whole army, because of her unusual image, Joan became more confident to the success. It let Joan had the will to be successful. So the success before did not happen by accident,. After some battles, Joan said that she had lost her support from the saints, but actually this didn’t mind. The more important thing was that she had lost her confidence and will, so she lost the battle at last.

So I think confidence and will are just like the foundation of success. All the success depends on them.

篇4

英語(yǔ)讀后感作文一

《朝花夕拾》

i read the book written by luxun .it is called zhaohuaxishi. it includes 10 short articles about the writers stories .they are based on his own experience , when i read this book ,i feel very happy to see luxuns childhood. it was diffrent from ours,so we may find it intersting and exciting. luxuns langange is very great but maybe difficult to understand . but through his words ,we can find his happinein his heart .

英語(yǔ)讀后感作文二

了不起的蓋茨

Based on Mark Twain's novel, 'The Millionaire Pound Note' takes an interesting satirical look at the hypocrisy stemming from class distinction in the 50s England. England is a country where class and wealth are given extreme significance, especially among the rich. The film shows the hypocrisy that existed among these people, how the rich are quick to change face when in an instant they find out that you're a man of wealth and how within the next moment they revert back to their condescending selves when all wealth is lost. Interestingly, 'The Millionaire' also briefly looks at how the English perceived Americans in that era. Rich  Americans were welcomed as outsiders and the poor were quickly shunned away. The fact that he's an outsider either makes him more appealing or the complete opposite. The story sticks to the main theme by emphasizing on the hypocrisy of the upper class society but at the same time it also creates a balance that prevents the movie from being a mockery of the British society. The movie drags at some point but the love story appears at the right time and there is plenty of comedy to keep one entertained. A charming Gregory Peck totally nails the part and the luminous Jane Griffiths is a treat. Reginald Beckwith, as Peck's sidekick Rock is amusing. The ending is a little predictable but the director does an overall good job by rounding it up and presenting his points.

英語(yǔ)讀后感作文三

篇5

Three years later, how are you? I am struggling for the middle school entrance examination, worrying about the tedious courses, worrying about many assignments Parents and teachers always say, what is an important turning point, to work hard. We all adjusted our direction three years later or earlier.

壓力來(lái)自各個(gè)方面，父母這方面還好一些，來(lái)自各個(gè)老師那里的壓力可以算是比較大的了，雖然；老師們都希望我們能不要太緊張，可他們卻對(duì)初三過(guò)于敏感甚至超過(guò)了我們的緊張程度，所以在平常的言行中，都不時(shí)地流露出來(lái)一些，雖然他們說(shuō)這中考是水平性的，高考才是選拔性的，中考則不同，一次考試的變數(shù)太大，誰(shuí)也說(shuō)不好在考場(chǎng)上自己會(huì)出現(xiàn)什么狀況，會(huì)不會(huì)正常發(fā)揮，我們能做的，就只有把考不好的可能降到最低。我們都只是小孩子，真得不知道該如何面對(duì)成長(zhǎng)中不可逃避的困難。

The pressure comes from all aspects, and the parents are better. The pressure from all teachers can be regarded as relatively large. Although the teachers hope that we can not be too nervous, they are too sensitive to the third day of the first year - even more than our nervous level, so in ordinary words and deeds, they often reveal some, although they say that the middle school entrance examination Its level, the college entrance examination is selective . The middle school entrance examination is different. The variables of an examination are too big. No one can say what will happen to them in the examination room and whether they will play normally. What we can do is to minimize the possibility of bad examination. We are just children. We really dont know how to face the inevitable difficulties in growing up.

篇6

Today , I read a very funny story of a foolish .

It say : One day , Peter’s mother had to go to attend a picnic . So Peter had to stay near the door and look after it all the time . Because many of the town thief . After an hour , one of his aunt came . She to Peter to tell his mother , they will be in the evening to visit their house . His aunt is gone , but a very difficult Peter . So he pulled the door down , put it on his back and went to his mother with it . Read here , I buret out laughing .

I think Peter is stupid . Mother said he didn’t know the meaning of the words .

篇7

絲絲縷縷的陽(yáng)光

透過(guò)輕紗似的浮云

雨水十秒前飄零過(guò)

冰冷的雨點(diǎn)懶散的滴落

像戀人的輕吻

陌路的，心痛的，離別的

你，我

相望對(duì)方

卻永遠(yuǎn)無(wú)法相抱

看見(jiàn)的是你那漸行漸遠(yuǎn)的背影

誰(shuí)為我彷徨

誰(shuí)為我哭泣

抬頭望向天空

輕輕牽動(dòng)精致的唇線

嘴角浮上一抹淺笑

眼底飛逝的閃過(guò)一絲淡淡的憂傷

純凈如水的眸子

充斥著深深的腥紅色

櫻色的花瓣

悠悠的、輕輕的、柔柔的

劃過(guò)水面

淡白色的花色

篇8

Dear friends,

Though you stay at our school for only a short time,everything you've seen,I think,has made a deep impression on you.

You've been told the introduction about our school,knowing the great changes and achievements.When you were shown around our school,you were interested in what you had seen.And also you attended our classes and chatted with our teachers and students.I'm sure you have known more.

Now you are leaving.I hope that the friendship between you and us will last forever.

Wish you a pleasant journey.

篇9

一、了解后進(jìn)生形成的原因

可以從兩個(gè)方面來(lái)分析后進(jìn)生的成因。

一是學(xué)習(xí)方法問(wèn)題。不切合學(xué)生實(shí)際和語(yǔ)言學(xué)習(xí)規(guī)律的教學(xué)，實(shí)質(zhì)上是學(xué)習(xí)困難學(xué)生形成的主要原因，他們的形成往往是一個(gè)長(zhǎng)期的學(xué)習(xí)不適應(yīng)過(guò)程。根據(jù)學(xué)生的學(xué)習(xí)和認(rèn)知的循序漸進(jìn)性規(guī)律，過(guò)去的學(xué)習(xí)是現(xiàn)在學(xué)習(xí)的基礎(chǔ)，現(xiàn)在的學(xué)習(xí)又是今后學(xué)習(xí)的基礎(chǔ)。了解學(xué)習(xí)困難學(xué)生的學(xué)習(xí)基礎(chǔ)，分析造成學(xué)習(xí)困難的原因是有效開(kāi)展針對(duì)性教學(xué)的前提。通過(guò)調(diào)查摸底，分析部分學(xué)生英語(yǔ)學(xué)習(xí)困難的原因主要如下：

A 類：覺(jué)得經(jīng)常記憶英語(yǔ)單詞、語(yǔ)法、句型、結(jié)構(gòu)等枯燥煩瑣，缺乏興趣去識(shí)記，不能堅(jiān)持養(yǎng)成朗讀、記憶的良好習(xí)慣。

B 類：因?yàn)榛A(chǔ)相對(duì)差，聽(tīng)課較為吃力，跟不上正常教學(xué)步驟，考試成績(jī)不理想，傷害自尊心，產(chǎn)生自卑心理，因而懼怕上英語(yǔ)課。

C類：由于不適應(yīng)老師的課堂教學(xué)方式及課堂教學(xué)中易被忽視，甚至?xí)r而受到批評(píng)，對(duì)英語(yǔ)學(xué)習(xí)產(chǎn)生了抵觸情緒，嚴(yán)重者變成與英語(yǔ)教師的對(duì)立。

D類：學(xué)習(xí)習(xí)慣較差，自控能力差，不愿花時(shí)間去預(yù)習(xí)、復(fù)習(xí)和讀記，導(dǎo)致學(xué)習(xí)效率低下，成績(jī)掉隊(duì)。

二是學(xué)習(xí)心理問(wèn)題。

這些學(xué)生平時(shí)對(duì)待英語(yǔ)學(xué)習(xí)表現(xiàn)出畏難、自卑、退縮等心理狀態(tài)。老師不僅要從教學(xué)上加以研究，做到因人施教，還要在情感上對(duì)困難學(xué)生多一份關(guān)愛(ài)，尊重他們，與他們真正建立起和諧的師生關(guān)系。了解困難學(xué)生是教育、轉(zhuǎn)化他們的起點(diǎn)，是關(guān)心他們的基礎(chǔ)，也是他們自我認(rèn)識(shí)的保證。

二、對(duì)策

過(guò)度焦慮可能是“困難”學(xué)生語(yǔ)言學(xué)習(xí)中最大的情感障礙。有時(shí)候，我們教師一個(gè)不經(jīng)意的表情、動(dòng)作或嚴(yán)厲的言辭往往會(huì)觸發(fā)學(xué)生的焦慮心理，而周圍小伙伴們對(duì)他的否定批評(píng)更會(huì)加劇這種焦慮程度。學(xué)生帶著緊張恐慌的心理上課，其思維活動(dòng)就會(huì)自然受到一定限制，注意力就易分散。

1.針對(duì)心理弱點(diǎn)，激發(fā)后進(jìn)生自信心和上進(jìn)心。

①給予理解和信任

作為教師，我們應(yīng)正確對(duì)待后進(jìn)生，對(duì)于他們與其他同學(xué)的差距表示理解。同時(shí)還要有極大的耐心、寬容心、同情心和愛(ài)心、不歧視、不討厭、不排斥他們。同時(shí)，還要教育其他同學(xué)給予他們理解、支持、關(guān)心，并幫助他們，以滿腔的熱情積極引導(dǎo)他們共同參與到英語(yǔ)學(xué)習(xí)中，相信他們與其他同學(xué)一樣能學(xué)好。給他們以極大的信任和理解，激發(fā)他們奮發(fā)向上的學(xué)習(xí)精神。

②讓后進(jìn)生擁有成功的體驗(yàn)

成功最能鼓勵(lì)學(xué)生進(jìn)一步努力追求。后進(jìn)生因?yàn)閷W(xué)習(xí)差容易產(chǎn)生自卑感，不敢也不愿回答問(wèn)題，怕出錯(cuò)誤，怕同學(xué)和老師笑話他們。所以作為一名英語(yǔ)教師，我在教學(xué)中常借助于手勢(shì)、實(shí)物、圖片、情景設(shè)計(jì)等直觀形式，啟發(fā)引導(dǎo)后進(jìn)生的思考。筆者以前有個(gè)學(xué)生既聰明又調(diào)皮，但他的英語(yǔ)模仿能力很差，許多單詞發(fā)音都不準(zhǔn)確，每次課堂上開(kāi)火車讀單詞，同學(xué)們都會(huì)為他與眾不同的發(fā)音而哄堂大笑，他后來(lái)就干脆不讀了。課后，我找他談話，他說(shuō)他語(yǔ)音不好，常被同學(xué)們?nèi)⌒?，所以不喜歡上英語(yǔ)課。

后來(lái)，我改變了評(píng)價(jià)方式，只要他站起來(lái)回答問(wèn)題，我都會(huì)給他一個(gè)Good!或Wonderful!，并獎(jiǎng)給他一顆小星星作為鼓勵(lì)，并和全班同學(xué)一起為他鼓掌，果然他課堂上的表現(xiàn)越來(lái)越好了，每次上課都聚精會(huì)神聽(tīng)講，踴躍地舉手發(fā)言。老師的表?yè)P(yáng)、鼓勵(lì)是興奮劑，一旦注入學(xué)生的血液，就會(huì)讓每一個(gè)細(xì)胞都活躍起來(lái)，百分之百地投入到學(xué)習(xí)中去，從而產(chǎn)生驚奇的力量。 轉(zhuǎn)貼于

③尊重和愛(ài)護(hù)后進(jìn)生

尊重和愛(ài)護(hù)后進(jìn)生，使他們?cè)谌烁裆鲜艿狡降鹊拇觯拍苁顾麄兣c教師關(guān)系融洽，在寬松、和諧的學(xué)習(xí)環(huán)境中輕松愉快地學(xué)習(xí)。因此，教師應(yīng)注重自己的言行，不能冷落他們，不能傷害他們的自尊心，更不能放棄他們。對(duì)于后進(jìn)生，老師應(yīng)付出更多的耐心和愛(ài)心，早讀和自習(xí)期間應(yīng)對(duì)他們多進(jìn)行輔導(dǎo)，鼓勵(lì)他們走向成功。作為英語(yǔ)教師，應(yīng)對(duì)后進(jìn)生動(dòng)之以情，曉之以理，導(dǎo)之以行，應(yīng)給予他們充分的理解、信任、關(guān)心、愛(ài)護(hù)和尊重，只有這樣才會(huì)增強(qiáng)他們的信心，激發(fā)們的學(xué)習(xí)興趣。

2. 因材施教，指導(dǎo)其正確的學(xué)習(xí)方法

①根據(jù)后進(jìn)生的個(gè)性實(shí)施教學(xué)，安排適當(dāng)?shù)慕虒W(xué)內(nèi)容

不同階段的后進(jìn)生個(gè)性特征具有一定的共性，但更有各自的個(gè)性。我們教師要根據(jù)不同年齡階段的后進(jìn)生個(gè)性實(shí)施不同的教學(xué)方法，依據(jù)不同類型的能力、性格特征進(jìn)行教學(xué)策略上的調(diào)整，對(duì)每一個(gè)后進(jìn)生都給予耐心細(xì)致的指導(dǎo)。如有的后進(jìn)生太自以為是，要挫一下他的銳氣；而有的則喜歡老師的經(jīng)常性表?yè)P(yáng)。

因材施教原則的實(shí)質(zhì)是合理安排教學(xué)內(nèi)容或任務(wù)的難度。教師既不能過(guò)高也不能過(guò)低估計(jì)后進(jìn)生的個(gè)性發(fā)展水平，而應(yīng)當(dāng)在“最近發(fā)展區(qū)”的理念指導(dǎo)下，為后進(jìn)生安排恰當(dāng)?shù)慕虒W(xué)內(nèi)容，創(chuàng)造學(xué)習(xí)的最佳條件。每一名后進(jìn)生的基礎(chǔ)、理解力、非智力因素等方面都存在著個(gè)體差異。因此，盡管都是后進(jìn)生，但對(duì)知識(shí)的掌握也不一樣。所以，我們必須針對(duì)不同的后進(jìn)生，因人而異，因材施教，對(duì)他們進(jìn)行有針對(duì)性地個(gè)別輔導(dǎo)。對(duì)于聽(tīng)力較差的，應(yīng)督促其跟錄音磁帶聽(tīng)、讀。對(duì)于記不住單詞、短語(yǔ)的，應(yīng)發(fā)動(dòng)“一幫一”小組，培養(yǎng)小老師，以“優(yōu)”帶“差”，督促他們每天堅(jiān)持記適量的單詞、短語(yǔ)。對(duì)于語(yǔ)法不懂的，老師應(yīng)有針對(duì)性地對(duì)他們講解習(xí)題、試卷。在教學(xué)中，對(duì)后進(jìn)生適當(dāng)降低難度，從最基礎(chǔ)的知識(shí)抓起，只有當(dāng)他們體會(huì)到學(xué)會(huì)知識(shí)的喜悅，他們才會(huì)愿意學(xué)英語(yǔ)，才會(huì)喜歡學(xué)習(xí)英語(yǔ)，從而提高學(xué)習(xí)英語(yǔ)的效率和成績(jī)。

②幫助后進(jìn)生做好預(yù)習(xí)工作，“笨鳥(niǎo)先飛”

大多數(shù)后進(jìn)生往往是“笨鳥(niǎo)低飛”，甚至于“笨鳥(niǎo)不飛”。我就只好帶著他們先飛，我利用早讀課和自習(xí)課幫助后進(jìn)生習(xí)新課。幫助他們多次溫習(xí)單詞的拼讀，試讀課文對(duì)話，翻譯等。和后進(jìn)生一起預(yù)習(xí)實(shí)際上是教給他們學(xué)英語(yǔ)的正確方法，“教是為了不教”，培養(yǎng)他們自學(xué)的能力。

③督促后進(jìn)生課后復(fù)習(xí)

對(duì)后進(jìn)生的作業(yè)我總是認(rèn)真批改，仔細(xì)糾正他們出現(xiàn)的問(wèn)題，這樣可以讓他們了解自己的錯(cuò)誤及時(shí)訂正，而且養(yǎng)成他們按時(shí)交作業(yè)的習(xí)慣。每天早讀，指定的優(yōu)生會(huì)代替我督促并檢查他們的單詞及詞組拼寫。每單元結(jié)束及時(shí)檢查及時(shí)反饋，叮囑后進(jìn)生千萬(wàn)不要把太多的缺漏帶到下一單元以免造成新的更大的差距。

④給后進(jìn)生指出切實(shí)可行的目標(biāo)

篇10

《愛(ài)的教育》英文讀后感一

Love, what a familiar words, in everyone's mind has a pure love, love is selfless love, it is a vast, only live in the ocean of love, just can enjoy love. And I read the education of "love the book, I truly understands love border.

This permeated with the love of the novel contains profound, send out the sort of full-bodied emotional strength is really very great. "Love education" introduces the Italian child amway in a school year ten months of ke is written diary, containing the classmate of love between, the sister and the love between children and parents, teachers and students of love between between love and love for his country, make the person is in love like reading the bosom of growth.

Love is like air, every day in our side, because its no shadow intangible is often ignored by us, but we can't live without it, actually the meaning of it have been integrated into life. But many people cannot feel. Love is great, because it not only to the individual character, but also to the whole nation is proud of dignity and emotions. Love is an endless travel, you walk while watching very relaxed, every day there will also be for something new comprehension, learning and full up. Then, just want to continue to go on, and even enthusiasm, don't care how long it will last. This time, such feelings already sublimate is a love, for a life of love. Read the love of education ", I walk into amway ko life, witnessed how they study, live, how to love. In touched, I find love contain the for the pursuit of living.

Through the ages, how much love true story ah, visible, love is everywhere. We are born, they immersed in the ocean of love, the love of parents and grandparents love. Gradually grew up and went to school, and teacher's love, students of love. Love is like air general, love is all around us, we never left it, leaving the love person, is not a soul is a man. Love can make the person rescue, love can make the prodigal son back, love and can inspire people infinite strength.

Is love, that we can be happy grow up healthily, is love, and gives our inner warmth. Interpersonal love is great, love is forgiveness, love is inclusive. Love is the source of love and education, education is closely linked. Many feel a love, it is a more warmth; Give much a love, it is a more happy. In the future days, let us together bathed in the ocean of love.

《愛(ài)的教育》英文讀后感二

I think that if a person has an unselfish love, then it is a person who has all the noble qualities. In "" Love of education "" This touching book, everywhere that has a high-quality people.

"" Love of education "" This book is the hero - a fourth-grade boy An Like a vision, in diary forms, ranging from four-year in October the first day of school, has been written in July next year. Record An Like moving around various stories, the parents wrote in his diary of the dissuasive enlightening article, as well as nine teachers in the classroom, read the exciting story of the month. Each article is touching.