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1、 關于針對理科生在德語學習中應采取的教學策略的探析 中英文對照 About for science students in learning German language teaching strategies should be taken to the analysis of Chinese and English language compared 　　隨著我國德語專業(yè)的持續(xù)發(fā)展,很多理工科學校也加入到這一行列。然而,由于我國傳統(tǒng)德語教學都是在針對文科生生源的基礎上發(fā)展而來的,在針對理科生的教學法上也應當有所改進。筆者所在學校的生源為理科生,而且有多年針對文科生源的

2、教學經驗,所以對文理生的學習特點的區(qū)別有一定體會。雖然文理學生的區(qū)別并非絕對化,但是他們在入門階段的階段課堂環(huán)節(jié)中還是存在較為明顯的特征差異。 Along with our country the sustainable development of German professional, many science and engineering school joined the act. However, due to traditional German teaching in China is on the school of arts living to students on

3、the basis of development, for teaching in the school of science living on should also be improved. The school students for the school of science living, and have many years experience in teaching for liberal arts students, so the difference of the characteristics of the liberal arts life learning ha

4、s certain experience. Although the difference between liberal arts students is not absolute, but they still exist in the introduction stage of the stage class link evident characteristics of differences. 　　相對于文科生而言,理科生的課堂氣氛較難調動。由于大學德語是從最基本的學習讀音開始,要求每個學生必須掌握所有 Relative to the arts, school of scien

5、ce living the classroom atmosphere is more difficult to mobilize. Because of the German university from the most basic began to learn pronunciation, it is required that every student must master all 發(fā)音方法,大量的隨堂朗讀以及教師的及時糾正都非常必要。相對于文科生,理科生存在心理障礙的學生比例偏高,很多學生羞于張口,往往會出現冷場的情況,導致教學環(huán)節(jié)很難順利地推進。而且這一情況在之后的對話練習

6、環(huán)節(jié)則更明顯:由于在語音階段就羞于啟齒,要完成較有難度的對話對于他們來說無疑更加困難。這種狀況極容易造成課堂教學效果的惡性循環(huán),教師的積極性也容易受到打擊,導致今后的課堂教學舉步維艱。 Pronunciation method, a lot of in-class reading and teachers in a timely manner to correct, is very necessary. Relative to liberal arts majors, science students have psychological barriers for high proporti

7、on of students, many students are ashamed to open mouth, often can appear ice situation, make it difficult to smoothly advance in the teaching link. And the situation in the following dialogue practice part are more obvious: it ashamed because in speech, to complete the conversation is more difficul

8、t for them, no doubt even more difficult. This situation is extremely easy to cause a vicious cycle of the effect of classroom teaching, teachers enthusiasm is also vulnerable to, lead to the struggling of classroom teaching in the future. 　　德語教學十分注重語法的訓練。理論上講德語的語法嚴密,條理清晰,變化規(guī)律性強,對于習慣理科思維的學生應該更容易接受

9、。但事實的情況卻正好相反:理科生反而對于繁復的語法規(guī)則適應很慢,特別是口語中的語法應用。此外,思維習慣的不同讓理科生容易在一些細枝末節(jié)的問題上糾纏不清。例如在最初接觸“格”這個概念的時候,對于文科生通常只需要簡單交代:“格”指的是德語中名詞、冠詞、代詞等根據情況詞形變化這一現象,學生一般能夠理解。但是理科生中較多人對此會產生疑惑,喜歡刨根問底。類似的情況造成課堂進度不能如期完成。 German language teaching pays attention to the training of the grammar. Theoretically the German grammar, c

10、lear, change regularity is strong, for the habit of thinking in science students should be more easy to accept. But the fact is just the opposite: the school of science living rather slowly to adapt to the grammatical rules of heavy and complicated, especially the spoken grammar in the application.

11、Thinking habit of different, moreover, to the school of science living easily entangled in some detail problems. Such as in the original contact ", "the concept of time, for the school of arts living often simply stated:" g "refers to the German nouns, articles, pronouns, such as the phenomenon of m

12、orphological change according to the circumstance, students can understand. But more people in the school of science living produces doubt, like asking why. A similar situation caused by class schedule can not meet the deadline. 　　口語是語言初學階段的重中之重。相對于文科學生,理科生在積極性和對錯誤的認知上都有顯著的區(qū)別。由于練習中錯誤是難以避免的,學生的心理素質

13、和對錯誤的態(tài)度對口語的提高中起著關鍵作用。理科生面對問題善于首先進行縝密的構思,然后將其在書面上得到驗證。這種理性的思維習慣對于口語訓練顯然缺少幫助。他們往往過于在意說出的性、數、格是否正確,在說出口之前猶豫再三,一旦發(fā)現有錯誤便馬上急于糾正。如此反復,導致很難完整地說完一整句。長此以往,口語練習不僅難以進步,反而給學生帶來較大的心理負擔從而使其產生逆反心理或者是消極的態(tài)度,導致最后落入只能寫而不能說的“啞巴外語”的尷尬境地。 The key of the spoken language is a beginner. Relative Yu Wenke student, school of

14、science living in initiative and the cognitive errors, there is significant difference. Due to errors are inevitable in the practice, the students psychological quality and the attitude towards errors plays a vital role in the improvement of oral English. Science students face the problem at first c

15、arries on the careful design, and verified it in written. The rational thinking habits for oral training is obviously the lack of help. They are often too care about name, number, case is correct, before say hesitate repeatedly, once found to have eager to correct errors. So, makes it hard to comple

16、tely finish a whole sentence. In the long term, oral practice is not only difficult to progress, give students bring larger psychological burden instead to make it produce rebellious attitude or negative attitude, resulting in falling into can only write not said "dumb English" awkward situation.

17、　　在針對以上問題的時候,教師應當找到原因,有所變化。在課堂氣氛的調節(jié)中教師處在主導地位。如果能一開始就調動起來學生的積極性,課堂氣氛就能良性循環(huán)下去。在這里要特別考慮到學生的心理。學生從小學開始養(yǎng)成的習慣性沉默難以在短時間內克服,所以就更要求教師應當有足夠的耐心和恒心,不斷鼓勵其發(fā)言。如果有學生主動發(fā)言,教師應該盡量給予鼓勵和表揚,鼓勵其他學生跟進。即便無人主動舉手,教師也應該適當強制其他學生發(fā)言,而不應該一直讓主動發(fā)言局限在個別學生上。否則不但對鼓動氣氛無益,反而會使主動發(fā)言的學生承擔巨大壓力,喪失舉手的勇氣。人的表現欲望其實是天生的,只要教師持之以恒,而且把關心和鼓勵放在每一個學生身上,

18、學生本來的惰性終究能夠得到克服,能夠讓課堂氣氛達到比較理想的狀況。 When to solve above problems, the teacher should find out why, change. In the adjustment of classroom climate teachers in a dominant position. If we can mobilize students enthusiasm from the start, classroom atmosphere can a virtuous cycle. Here to consider the stu

19、dents psychology. Students from primary school began to form the habit of silence is difficult to overcome in a short period of time, so it requires teachers should have more patience and perseverance, constantly encourage their statements. If you have students take the initiative to speak, the teac

20、her should try to give encouragement and praise, encourage other students to follow. Even if no one actively raise your hand, teacher should also force other students to speak appropriately, and should not have been active speech limitation on individual students. Otherwise not only benefit to encou

21、raging atmosphere, can make instead active speaking students bear huge pressure, lose the courage to put up your hands. People desire is born, persistent, as long as the teachers and put care and encourage each student, the student was inert, after all, can be overcome, can make classroom atmosphere

22、 to achieve ideal conditions. 　　語法講解上的困難關鍵還是在于其思維模式。德語語法比較復雜和嚴密,但是和數理化還是有著本質的區(qū)別:理科中的規(guī)律和公式是一種自然規(guī)則,而德語語法的規(guī)律和規(guī)則是一種人為規(guī)則,很多語法現象沒有精確的答案,且常伴隨著例外。這種看似“沒有道理”的規(guī)則讓學生困惑。從實踐經驗來看,類比法在這種情況下最有效率。如解釋“格”這個概念的時候,可以用英語的詞形變化為例子。例如用英語中的I和me同德語中的ich和mich做類比,說明英語中有類似的現象,只不過德語中這種現象更為復雜。通過他們熟悉并且已經接受的語言現象來說明新的問題,效率明顯提高。 Gr

23、ammar explanation on the difficult key lies in the thinking mode. German grammar is complicated and strict, but still math, science and the distinction that having essence, science of law and the formula is a natural rule, while German grammar rules and rules is a kind of artificial, no accurate ans

24、wer many grammar phenomenon, and is often associated with exceptions. The seemingly "unreasonable" rules of students puzzled. From the point of practical experience, analogy method in this case, the most efficient. Such as explanation ", "the concept of time, can use English inflections for example.

25、 For example in the I in English with me in German ich mich and draws an analogy, that there is a similar phenomenon in English, just this kind of phenomenon is more complex in German. Through they are familiar with and have accepted language phenomenon to explain new problem, obviously improve the

26、efficiency. 　　口語訓練在中國的外語教學中始終是個難點。教師首先要鼓勵學生多說,而且盡量少打斷學生的發(fā)言。在糾正學生發(fā)言的時候,也不過分強調問題,而要突出優(yōu)點,對于細枝末節(jié)的小問題應選擇性忽略。這樣做是為了保護學生較為脆弱的心理狀態(tài),幫助他們完成積極的心理建設。其次還應注意訓練的方式和方法。一個人單獨站發(fā)言的壓力是較大的,但是多人進行對話練習效果就會好很多,學生也容易表現。對于那些特別不愿意在課堂說的學生,教師也可以采取輪替發(fā)言的方式,最大限度地保障每個人有發(fā)言的機會。此外,課堂外的練習也很重要。教師可以讓學生自由分組,然后布置有針對性的口語練習,讓他們在課外有充分的準備時間。

27、 Oral training is always a difficult point in foreign language teaching in China. Teachers should encourage students to speak first, and interrupt students speak less as far as possible. When correcting students speak, too much emphasis on the problem, and to highlight the advantages, for small pro

28、blem of the details should be selectively ignored. This is done to protect students a more fragile state of mind, help them to complete construction of positive psychology. Second should also pay attention to the training ways and methods. Stand alone speak pressure is larger, but many people dialog

29、ue practice effect will be better, students also easy. For those special students dont want to say in class, the teacher can also adopt the method of rotation to speak, the maximum guarantee everyone has a chance to speak. In addition, the practice outside the classroom is also very important. Teach

30、ers can let students freedom group, then decorate targeted oral training, let them have sufficient preparation time outside the classroom. 　　總之,針對文理生在德語教學方法上并不存在質的不同,區(qū)別往往在于一些細微之處。但是正是細節(jié)方面的不同決定了結果的迥異。這也要求教師在日常教學活動中應該更多關注細節(jié)的完善,針對理科生在德語學習中的相對弱勢對教學方法有所革新。 In short, in view of liberal arts was born in

31、 German teaching method is different, the difference often lies in some details. But it is different of the details determine the results of different. It also requires teachers should pay more attention to the details in the daily teaching activities, for science students to study in German in the relatively weak some innovations of teaching methods.