初中英語(yǔ)開展角色扮演教學(xué)的現(xiàn)實(shí)基礎(chǔ)

1、初中英語(yǔ)開展角色扮演教學(xué)的現(xiàn)實(shí)基礎(chǔ)理論支撐角色扮演教學(xué)符合新課標(biāo)對(duì)初中英語(yǔ)教學(xué)的要求：年國(guó)家教育部頒布了新的義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)，明確了義務(wù)教育階段英語(yǔ)課程的總目標(biāo)就是通過(guò)英語(yǔ)學(xué)習(xí)使學(xué)生形成初步的綜合語(yǔ)言運(yùn)用能力。要實(shí)現(xiàn)這一目標(biāo)，在很大程度上取決于英語(yǔ)課堂教學(xué)的組織形式。教師可以利用角色扮演的教學(xué)方式促進(jìn)學(xué)生的英語(yǔ)交際能力發(fā)展。Role-play accords with acquire of the New Curriculum requirements: students should form a preliminary overall language proficiency thro

2、ugh English learning. To achieve this goal, we need to organize the English Classroom teaching, which means teachers may use role-play to change the form of class.活用資源. 新教材中有大量適合角色扮演教學(xué)的話題和素材：新教材在語(yǔ)言上、內(nèi)容上都做了全面調(diào)整和跟新，從家庭到社會(huì)，從學(xué)習(xí)到生活等與學(xué)生的日常生活緊密相關(guān)的話題都以對(duì)話形式出現(xiàn)，重在信息溝通和語(yǔ)言的交流，把課堂教學(xué)落實(shí)到語(yǔ)言的交際上，這有利于拓展學(xué)生的文化視野，發(fā)展綜合語(yǔ)言運(yùn)

3、用能力。也為實(shí)施角色扮演教學(xué)提供了的素材。Using of the resources. There is a large number of topics and new materials for role-play teaching. The new textbooks has adjusted and updated on language and content, from family to society, from learning to life. And the topics which related students everyday lives are in the

4、form of dialogue. The textbook focuses on the exchange of information and language which is conducive to expand students cultural horizons, develop overall language proficiency, and also provide teaching material for role-play.立足學(xué)情. 角色扮演教學(xué)符合中學(xué)生學(xué)習(xí)英語(yǔ)的特點(diǎn)初中學(xué)生充滿好奇心和求知欲，樂(lè)于接受新鮮事物，喜歡引起同齡人的注意，重視老師的表?yè)P(yáng)，具有極強(qiáng)的可塑

5、性、模仿力和記憶力。扮演可以根據(jù)不同年齡階段學(xué)生的特點(diǎn)和教學(xué)內(nèi)容進(jìn)行情境創(chuàng)設(shè)，發(fā)揮學(xué)生的創(chuàng)造力和想象力，促進(jìn)學(xué)生個(gè)性發(fā)展，符合初中階段學(xué)生的生理、心理需求。Role-play teaching is in line with characteristics of students learning English . Junior high school students full of curiosity and thirst for knowledge, willing to accept new things, as well as like causing peoples attent

6、ion, and want to get teachers praise. At the same time, they have a strong plasticity, imitation power and memory. Based on the characteristics of the different ages of students and teaching content，role-play can build a kind of context to bring into play students creativity and imagination, and pro

7、mote developing students personality, which is in line with junior students physiological and psychological needs.一部分學(xué)生基礎(chǔ)比較差，對(duì)英語(yǔ)的學(xué)習(xí)極感吃力。由于整體英語(yǔ)學(xué)習(xí)環(huán)境一般，并且我國(guó)在應(yīng)試教育的引導(dǎo)下，教學(xué)模式仍是以“填鴨式”教學(xué)模式為主，授課方法單一，缺乏靈活、有的老師甚至數(shù)年都使用同一本教案和教學(xué)風(fēng)格，教學(xué)手段單調(diào)、枯燥，這就更易導(dǎo)致學(xué)生喪失學(xué)習(xí)英語(yǔ)的信心和興趣。而角色扮演的教學(xué)法注重學(xué)生情感教育、教學(xué)形式豐富多樣，能有效激發(fā)學(xué)生學(xué)習(xí)語(yǔ)言的積極性。總的來(lái)說(shuō)英語(yǔ)角色扮演

8、教學(xué)符合學(xué)生身心特點(diǎn)和學(xué)英語(yǔ)的特點(diǎn)。 Some students are relatively poor foundation and feel extremely difficult for learning English. Under the guidance of examination-oriented education, the major teaching mode is still spoon-feeding. Teachers teaching methods are simple and lack of flexibility. Some teachers even us

9、e the same the lesson plan and teaching style for a number of years. The monotonous and boring of methods has resulted in students lose confidence and interest in learning English. However, role-play focus on students emotional education, and has rich and varied forms on teaching, which can effectiv

10、ely stimulate the enthusiasm of students to learn the language. 教師知識(shí)結(jié)構(gòu)的更新，對(duì)新興教育觀念的接受，對(duì)更高水平教學(xué)效果的追求等等使角色扮演的開展得到了執(zhí)行途徑。專任教師數(shù)量增長(zhǎng)，學(xué)歷結(jié)構(gòu)大幅改善。正因?yàn)槿绱?，現(xiàn)在教師擁有更新的知識(shí)結(jié)構(gòu)和教育理念，他們思維活躍、敢于創(chuàng)新、易于接受新事物。由于他們所學(xué)專業(yè)知識(shí)使得思想受西方教育理念影響，不喜歡拘泥于傳統(tǒng)的教學(xué)模式，同時(shí)也因?yàn)閭鹘y(tǒng)教學(xué)方法在實(shí)際的教學(xué)活動(dòng)中多處碰壁，所以他們更青睞于適合英語(yǔ)教學(xué)的、靈活的教學(xué)方式角色扮演。這種教學(xué)方法所創(chuàng)造的活躍課堂氣氛反過(guò)來(lái)激發(fā)教師對(duì)教學(xué)活動(dòng)的熱愛

11、。Role-play has been carried out the execution path due to the update teachers knowledge structure, acceptance of the emerging concept of education and pursue a higher level of teaching effectiveness, so that teachers have updated knowledge structure and philosophy of education. Now, they have active

12、 thinking, dare to innovative and easy to accept new things. Under the influence of Western education philosophy, they do not like to adhere to the traditional mode of teaching, at the same time traditional teaching methods make many difficulties in practical teaching activities , so they prefer to

13、a flexible teaching method: role-play. This teaching method create an active classroom atmosphere, in turn, inspire teachers love of teaching 角色扮演的理論基礎(chǔ)成功有效的外語(yǔ)教學(xué)要遵循以下兩個(gè)互補(bǔ)概念:Communicative learning;Cooperative learning交際法學(xué)習(xí)是合作法學(xué)習(xí)的延伸。合作法式學(xué)習(xí)適用于多種學(xué)科領(lǐng)域的學(xué)習(xí),而交際法學(xué)習(xí)特別適用于語(yǔ)言學(xué)習(xí),培養(yǎng)學(xué)生的交際能力是交際法學(xué)習(xí)的目標(biāo)。Successful and e

14、ffective foreign language teaching should follow two complementary concepts: Communicative learning and Cooperative learning. Communicative learning is an extension of cooperative learning. Cooperative learning is applied to a variety of disciplines, and communicative learning is particularly suitab

15、le for language learning. The goal of communicative learning is to develop students communicative competence. 角色扮演教學(xué)完全符合這兩個(gè)概念:角色扮演是一種合作式學(xué)習(xí),它要求小組合作,為同一學(xué)習(xí)目標(biāo)共同努力,要求學(xué)生在相互商討、相互理解的合作基礎(chǔ)上用英語(yǔ)進(jìn)行交談。同時(shí),角色扮演又與交際法學(xué)習(xí)有共同之處:以學(xué)生為中心;以培養(yǎng)交際能力為目標(biāo);有意義、有故事性的學(xué)習(xí)方式;積極主動(dòng)的學(xué)習(xí)方法。這就是角色扮演教學(xué)法有著強(qiáng)大的理論基礎(chǔ)。Role-play is compliance with th

16、ese two concepts: Role playing is a collaborative learning: it requires group work and learn to work together for the same goal. students are required to use English to talk , on the basis of mutual mutual discussion and mutual understanding. At the same time, role-play has in common with the Commun

17、icative Approach: student-centered, to foster communicative competence as the goal, meaningful and narrative learning, as well as active learning methods. This is the role-playing pedagogy has a strong theoretical basis.“角色”概念來(lái)源于社會(huì)心理學(xué)的角色理論。社會(huì)心理學(xué)認(rèn)為,每個(gè)人在社會(huì)中都要扮演一定的角色,都要與周圍的人交際,而個(gè)人對(duì)自己以及他人的角色的認(rèn)識(shí)和行為方式又會(huì)影響

18、社會(huì)交際的效果。Role concept comes from the role of social psychology theory. Social psychology thinks that everyone must play a certain role in society and communicative with people around. But the role of individuals own and the awareness of others and behavior will affect social communication effect.但是從國(guó)

19、內(nèi)外角色扮演的理論和實(shí)踐研究來(lái)看,交際教學(xué)法是角色扮演教學(xué)的直接理論來(lái)源,角色扮演是交際法中社會(huì)交際性活動(dòng)的典型活動(dòng)形式。要深入研究角色扮演,就必須深刻把握交際法理論。But from the theoretical and practical researches on role-play, communicative learning is the direct sources of theory on role-play. Role-play is a typical form of activity communicative approach in social communicat

20、ive activities. To further study the role-playing, we must profoundly grasp the Communicative Approach.英語(yǔ)教學(xué)的目的是培養(yǎng)學(xué)生用英語(yǔ)進(jìn)行交際的能力,而角色扮演則是培養(yǎng)學(xué)生交際能力的一種有效途徑。它可以使學(xué)生在模仿真實(shí)社交情景中扮演不同的角色,通過(guò)語(yǔ)言運(yùn)用獲得交際能力,為以后在真實(shí)環(huán)境中運(yùn)用英語(yǔ)打下基礎(chǔ)。The purpose of English teaching is to train students ability to communicate in English. And role

21、-play is an effective way to cultivate students communicative competence. It allows students to play different roles in imitation of the real social scenario, obtained communicative competence by the use of language to lay the foundation for the future use of English in a real environment.角色扮演教學(xué)法使用多

22、種交際方法來(lái)培養(yǎng)學(xué)生語(yǔ)言流利程度,提高課堂的互動(dòng)性和學(xué)生的主動(dòng)性,具有較強(qiáng)的靈活性和豐富的想象余地。它能培養(yǎng)學(xué)生在各種語(yǔ)言環(huán)境中的聽說(shuō)技巧和能力。Role-play uses various communication methods to train students level languages fluently, improve classroom interaction and students initiative and which also has strong flexibility and rich imagination room. It can develop stud

23、ents skills and abilities in a variety of locales.角色扮演是交際英語(yǔ)教學(xué)中經(jīng)常采用的教學(xué)活動(dòng)。它模擬現(xiàn)實(shí)生活中出現(xiàn)的情景，目的是讓學(xué)生在這些真實(shí)情境中正確使用英語(yǔ)。里特爾伍德曾說(shuō)過(guò)：“這些角色扮演活動(dòng)是要學(xué)生想象發(fā)生在課堂外的某個(gè)情景，它可以是在街上遇到朋友，也可以是舉行商業(yè)談判；在這個(gè)情景中扮演一個(gè)具體角色；扮演時(shí)要符合真實(shí)情景中的角色要求。Role playing is often used in communicative English teaching . It simulates real-life scenarios arise

24、to allow students the to use English in these real situations in a right way. Ritter Wood once said: The role-play requires students: imagine a scene outside the classroom, which may be encountered in the street with friends, it can be held in commercial negotiations; play a specific role in this sc

25、enario; when playing the role required to comply with the real situation.合作學(xué)習(xí) 合作學(xué)習(xí)是目前國(guó)際上比較流行的、具有創(chuàng)新性和高效性的教學(xué)策略。Cooperative learning is currently the more popular, innovative and efficient teaching strategies.美國(guó)斯萊文認(rèn)為：“合作學(xué)習(xí)是一種課堂教學(xué)手段，學(xué)生在小組中合作從事學(xué)習(xí)活動(dòng)，并依靠整個(gè)小組的成績(jī)來(lái)取得認(rèn)可?！盨lavin said: Cooperative learning is a

26、classroom teaching methods, students engage learning in cooperative group activities, and rely on the performance of the whole team to get recognition.美國(guó)研究合作學(xué)習(xí)課題的戴維約翰遜和羅杰約翰遜認(rèn)為：“合作是共同學(xué)習(xí)來(lái)完成同樣的學(xué)習(xí)目標(biāo)。在合作的環(huán)境下，個(gè)人追求對(duì)自身和小組其他成員都有益的成果?！盌avid Johnson and Roger Johnson who study cooperative learning said:“The co

27、operation is learning together to accomplish the same learning objectives. In a collaborative environment, the pursuit of individual has beneficial results for themselves and other team members.”我國(guó)黃政杰博士認(rèn)為：合作學(xué)習(xí)是一種有結(jié)構(gòu)、有系統(tǒng)的的教學(xué)策略，根據(jù)學(xué)生性別能力等因素，將學(xué)生分配到不同的小組中，鼓勵(lì)同學(xué)間相互協(xié)助，互相支持，從而提高個(gè)人的學(xué)習(xí)效果，并達(dá)成團(tuán)體目標(biāo)。Dr. Huang Zhen

28、gjie said: cooperative learning is a structured, systematic teaching strategies. According to student gender, ability and other factors, teachers can assign students to different groups, and then encourage mutual assistance among students and support each other, thereby enhancing the individuals lea

29、rning effect so that reach the target group.大陸著名學(xué)者王坦對(duì)合作學(xué)習(xí)給出了這樣的描述：“以學(xué)習(xí)小組為基本組織形式，有效利用教學(xué)動(dòng)態(tài)因素之間的互動(dòng)來(lái)促進(jìn)學(xué)習(xí)，把團(tuán)體成績(jī)?yōu)樵u(píng)價(jià)標(biāo)準(zhǔn)，共同達(dá)成教學(xué)目標(biāo)的活動(dòng)。”Mainland famous scholar Wang Tan on cooperative learning gives this description: In the study group as a basic organizational form, the effective use of interaction between th

30、e dynamics of teaching to promote learning, the group results for the evaluation criteria, to achieve the common goal of teaching activities . 盡管他們界定定義的角度不同，但在本質(zhì)上是一樣的：Despite having different definition, but in essence is the same:小組需要成員共同協(xié)作、共同努力而實(shí)現(xiàn)的共同目標(biāo);The members of the team need to work together

31、 to achieve common goals.合作學(xué)習(xí)強(qiáng)調(diào)小組成員要積極創(chuàng)建共同目標(biāo)，并且共享的資源，合理分配任務(wù)，使個(gè)人和同組成員的學(xué)習(xí)效果都得到提高。Cooperative learning emphasizes that group members need to actively create common goals, shared resources and rational allocation of tasks, so that individual and group members can be improved.同時(shí)小組成員都要認(rèn)識(shí)到每個(gè)人都必須盡職盡責(zé)，小組的成功不

32、能僅僅依靠一個(gè)人的努力就可以實(shí)現(xiàn)，所有人都要付出努力。While team members must recognize that everyone must fulfill their duties, and the successful of team not rely solely on a persons efforts but everyone has to effort.小組成員應(yīng)該相互幫助、互相支援、相互促進(jìn)、分享信息、共同提高，互相信任、積極主動(dòng)。Team members should help each other, support each other, promote e

33、ach other, share information and improve together.個(gè)體必須積極主動(dòng)地加入到組織活動(dòng)中。Individuals must actively join the activities of the Organization.教師根據(jù)學(xué)生的表現(xiàn)進(jìn)行公平有效地評(píng)價(jià)和獎(jiǎng)懲。Teacher evaluates and incentive fair and effective based on student performance.最后小組成員需要探討怎樣才能更好地完成目標(biāo)和保持成員之間的有效合作關(guān)系。Finally, team members need t

34、o explore how to better accomplish the goals and maintain effective partnerships between members.由此我們可以看出合作學(xué)習(xí)的理念一直貫穿角色扮演教學(xué)法的始終。From this we can see that the concept of cooperative learning always runs through role-play. 角色扮演教學(xué)法要求教師通過(guò)分組組織教學(xué)活動(dòng)，學(xué)生之間相互合作來(lái)完成任務(wù)。ole-playing pedagogy requires teachers to or

35、ganize teaching activities by grouping, mutual cooperation between the student to complete the task. 另一方面，當(dāng)一組學(xué)生在表演的時(shí)候，其余的學(xué)生觀察他們的表演，從而在學(xué)習(xí)經(jīng)驗(yàn)教訓(xùn)的同時(shí)也提出意見。On the other hand, when a group of students during the performance, the rest of the students to observe their performance, resulting in learning lesson

36、s and also comments.我們認(rèn)為，角色扮演英語(yǔ)課堂教學(xué)符合社會(huì)學(xué)習(xí)理論和合作學(xué)習(xí)理論的基本主張。We believe that the role-play is in line with the basic ideas of social learning theory and the theory of cooperative learning. Studies on Role-play AbroadThere are many researchers abroad who have been showing great interest in studying role-p

37、lay concerning the concept, patterns and characteristics. Quite a few researchers express their advocates to role-play and they describe the effect of role-play in different ways. Rivers (2000) indicates, Students receive practice in using a language when their attention is focused on conveying and

38、receiving authentic messages. These messages contain information of interest to speaker and listener in a situation of importance to both(Rivers, p. 102). Emst-Slavit & Wenger (1998) consider role-play allowed students to improve their language skills and loosen inhibitions about speaking in front o

39、f others. Students also developed nonverbal communication skills, such as the use of appropriate gestures and body language, to help them express themselves more vividly across a language barrier (Emst-Slavit & Wenger, pp.30-33). Larsen-Freeman, in her Techniques and Principles in Language Teaching,

40、 discusses the significance of role-play, Role-plays are very important in the communicative approach because they give students an opportunity to practice communicating in different social contexts and in different social roles (Larsen-Freeman, 2000, p. 137). Fumess describes that a child can benef

41、it and get pleasure from a role-play experience in terms of improved communication skills, creativity, increased social awareness, independent thinking verbalization of opinions (Furness, 1976, p. 19). Sadow points out role-play activities have the advantage that they are relatively easy to formulat

42、e and can more or less replicate true-to-life experiences that the students might encounter in the target culture (Sadow, 2000, p.3 3). Davies and Pearse comment role-play in this way, Languages are seen mainly as a means of communication in specific situations. They are acquired by hearing them use

43、d in communication and using them yourself (Davies & Pearse, 2002, p. 192).These researchers all agree that role-play can grant the students more chances for communicating in classroom. The drawbacks of role-play as well as its advantages are presented by the following researchers in their studies.

44、Livingstone have elaborated three major advantages of role-play in language classroom: 1)(Role-play can) maximize student activity; 2)(Role-play can) prevent discipline problems by ensuring that classroom material is relevant and interesting; 3)(Role-play can) be accessible to students of different

45、ability levels (Livingstone,1983, pp.25-27). At the same time, he indicates some shortcomings of role-play, for instance, organization and time，which makes role-play seem impossible to some teachers who teach classes which lead up to examinations. In Livingstones opinion, the major objective of this

46、 activity is oral proficiency. Van Ments have conducted a further and more detailed research on the use of role-play, and listed thirteen advantages and eight disadvantages in his The母介dive Use of Role play. The major advantages are positive and safe in dealing with attitudes and feelings, relates c

47、losely to the outside world, and highly motivating(Ments, 1989, p.21). The major disadvantages, based on his research, include the effect that using role-play may have on the atmosphere and conventions of the classroom; accuracy and relevance of what is learnt and the degree to which the teacher or

48、trainer must be in control of what is being learnt and the recourses. Furthermore, Van Ments acknowledges it becomes increasingly unsatisfactory as a technique once numbers rise above twenty to twenty-five students although there are always exceptions (Menu, 1989, p.26). Browns studies also concerns

49、 about the conduction of role-play. He argues that role-play minimally involves giving a role to one or more members of a group and assigning an objective or purpose that participants must accomplish (Brown, 1994, p.183). He also makes a suggestion that role-play could be carried out in various form

50、s: by one single person, in pairs or in groups and each student would be assigned a role to accomplish an objective. Studies on Role-play in China After Chinas opening policy, many theories about language teaching have come to the vision of Chinese researchers, and CLT, as one of the most important

51、theories, has years research and practice. Thus, the main feature of this period is combining CLT withteaching practice closely. Jia Yuhong, a professor from Cangzhou Normal College, in her Role play the動(dòng)active Method in Oral English Teaching(1997), proposes a standard procedure forrole-play activit

52、y in English class. According to her opinion, seven steps are prerequisitein carrying out a successful role-play: language input-setting of situation-allocation ofroles-practice-demonstration-practice-feedback-follow up activity, meanwhile sheindicates that the role of teacher ought to be changed pr

53、operly, teacher as informant,teacher as conductor, teacher as observer and teacher as advisor. Moreover, she also putforward some internal problems about using role-play. Many scholars and frontline teachers elaborate on the application of CLT in specificcourses such as grammar teaching, oral traini

54、ng, comprehensive skills and tests, and theyalso discusses the problems existing in the real practice from different aspects, whichenrich Chinas studies on CLT. Meanwhile, some colleges have continued to conductCLT and accumulated more first-hand data, which boost the development of CLT inChina. Fro

55、m 21 st century, the studies on CLT have gone deeper and deeper. A great deal ofresearch achievements have appeared and some studies on role-play have been carried outin this period. Fan (2000), a lecturer from Sichuan Post and Telecommunication College, in her OnRole play in Foreign Language Teachi

56、ng, analyzes how role-play interests and motivatesthe college students in a communicative way. She indicates that role-play hasmufti-functions and puts forward several opinions on how to apply role-play in foreign language teaching. Cai (2004) introduces her experience of using role-play in Englishteaching. She als