Practice and reflection on the concept of English in primary schools: the concept of homesickness in the eleventh generation.

Concept map was put forward by Professor Novak of Cornell University in the 1960s according to Ausubel's meaningful learning theory. It is a kind of spatial network structure diagram that expresses the meaning connection between concepts in the form of scientific propositions and explains it with concrete examples, thus organically connecting all basic concepts. In practical teaching, chart features will appear in the form of spider diagram, histogram, flow chart and tree diagram, and can also be marked with different colors. For students, the visualization of concept map helps students to concentrate. As an auxiliary means of English learning, concept map has been widely concerned in recent years, and more and more teachers have used it in English teaching. In this paper, the author will talk about how to improve teaching by using concept maps in combination with teaching practice and examples in the textbook of People's Education Press.

First, the use of concept maps to enhance the authenticity of language learning

The textbooks published by People's Education Publishing House embody the concept of communicative teaching and pay attention to the cultivation of students' language application ability. The selected content is closely related to students' real life, but the textbook gives us one text after another. We need to study the teaching materials deeply, closely connect with students' real life and integrate into the real society, so as to truly reflect the authenticity of language learning.

For example, people's education edition, sixth grade book recycling 1 take a trip! There is a passage about asking for directions in reading and answering, which is close to the actual life of students. If we follow the requirements of the text: draw the route out of the holiday inn. Name the post office, cinema and hotel. Then students' learning only stays in simple drawing and drawing. It is divorced from the original intention of language learning and the requirements of English curriculum standards, that is, one of the main tasks of English curriculum in the basic education stage is to enable students to master certain basic English knowledge and listening, speaking, reading and writing skills, and form a certain comprehensive language application ability. So, on the basis of reading the text, I redesigned such a concept map:

Compared with the situation in the textbook, it is more concise and clear, which reduces the difficulty of language learning and enhances the authenticity of language learning. And re-integrate the dialogue, such as: Excuse me, how can we get to Holiday Inn? You can take bus no.26. Get off at the post office. Go south and then go straight. You will find the cinema. The hotel is just behind the cinema. Ask the students to retell according to the road map in the concept map, and really apply what they have learned.

Second, the use of concept maps to reduce the anxiety of students' oral expression

In English teaching, we find that with the growth of grade, the oral expression ability of primary school students is declining. When the teacher asks questions, few students raise their hands, especially senior students, which is in great contrast with junior students. On the one hand, due to the increase of teaching difficulty, some students lose interest in learning English and lack self-confidence; On the other hand, in the face of new English learning tasks, I feel afraid, nervous or anxious, thinking that I can't express my thoughts effectively in English, and I am at a loss. Therefore, we need to find ways to reduce the difficulty of learning, so as to reduce the occurrence of anxiety. Concept maps are more intuitive, concise, clear and vivid than written materials. From a psychological point of view, when students see the intuitive and concise concept map, they can immediately have a stress reaction, think that the learning difficulty is reduced, and at the same time actively face possible learning tasks, such as the concept map of Unit2, the fifth volume of People's Education Edition:

Thirdly, using concept maps to enrich and improve language skills.

As we all know, language skills include listening, speaking, reading and writing, which complement each other. Therefore, in primary school English teaching, we should not only emphasize language input training, but also pay attention to the cultivation of language output ability. Therefore, in the process of English teaching, teachers should increase the quantity and improve the quality of English input through various channels, thus helping students improve their English output ability. Because of its simplicity and intuition, concept map provides convenience for teachers' teaching, and has achieved good results in increasing language input and improving teaching quality, enriching and improving language skills.

For example, Unit4 It's warm today, the second volume of the fourth grade of People's Education Edition, talks about weather forecast. The difficulty of A Let's learn is to simulate weather forecast with newly learned words and sentence patterns. If teachers just limit their teaching to good morning. This is the weather forecast. Lhasa is very cool. Input training is inevitably a little weak, and students' information is relatively scarce, which restricts their thinking. In order to break through the difficulties, on the basis of teaching cold, cool, warm, hot, weather and other words, I also designed the following words: Good morning. This is the weather forecast. Beijing is very cold. Lhasa is very warm. Shenzhen is very hot. Kunming is very warm. It's cool inside. Shanghai. Harbin is very cold. Because students have just come into contact with a long text, it is difficult to summarize and report, so I adopted the form of "filling in the blanks according to the text content and summarizing the city weather" to train students' information extraction ability.

Specific steps: familiar with the text; Fill in the blanks according to the text and summarize the weather in the city; Report the weather forecast according to the chart.

Through the above training, students can put words into reading and writing, and quickly master the key words and phrases in this lesson. At the same time, I also assigned the homework of "I am a weatherman": Learn about tomorrow's weather forecast, imitate this form, report the weather forecast to your family tomorrow morning, and let students contact real life to strengthen language output.

Fourthly, the concept map is used to establish the connection, reproduction and scrolling of related units.

The relevant units in primary school English textbooks seem to be scattered. As long as teachers are good at observation and analysis, they will certainly be able to establish links between them. Especially in the review stage, they need to comprehensively classify what they have learned, put those related contents together, review them as a big theme, establish vertical links and form a system, so as to achieve the ability to use the language. Concept map is closely related to the theme, which can chart and simplify the complicated information and effectively highlight the relationship between concepts and old and new knowledge. It is a good sorting strategy and is conducive to understanding the content. For example, Unit 1 our school and Unit3, is this your skirt? The second volume of the fourth grade of the People's Education Edition can be reviewed in the same class, which is conducive to the coherence of knowledge and the memory of knowledge by students. The following frames can be formed:

According to this framework, we have carried out the following five-step teaching:

Step 1: Review Colors How many colors have we learned?

Step 2: review clothes and pants, show the word card sweater, shirt, T-shirt, jacket …

Step 3: Check the venue. This is our school. You can see ...

Step 4: review where sentence t: where is the white t-shirt Student: In the art classroom.

Step 5: Form a text and repeat it by the students. Teacher demonstration: This is Amy's yellow sweater. His yellow sweater is in the library. Oh, what a careless Amy! Students creatively repeat: This is my red T-shirt and white sweater. They are in the gym. I like a red T-shirt with a white sweater. Through the above study, students can clarify the relationship between what they have learned, and then effectively organize and combine knowledge to promote the integration of English knowledge.

In primary school English teaching, the choice of any teaching method is to improve students' comprehensive language use ability. In teaching practice, we find that the concept map is used in teaching, which cultivates students' overall consciousness and structural consciousness and promotes the development of students' cognitive ability.

refer to

[1] Shao Lingling. The application of concept map in English discourse teaching in primary schools. English teaching and research in primary and secondary schools in 2009 (10).