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  本文关键词：中学英语阅读整体教学法的探讨，由笔耕文化传播整理发布。

     OUTLINE

Abstract

Key Words

I. Introduction                                                               

II. The Integrated Teaching Method

2.1. The Definition of Integrated Teaching Method

2.2. The Basic Steps--‘Five Step Teaching Method’

III. The Comparison Between Traditional Methods and Integrative Approach

3.1. Key Points

3.2. The Teachers’ and Learners’ Roles

IV. The Application of the Integrated Teaching Method in High School English Teaching

4.1. The Application of the First Step

4.2. The Application of the Second Step

4.3. The Application of the Third Step

4.4. The Application of the Fourth Step

4.5. The Application of the Fifth Step

V. Suggestions

5.1. Suggestions on Students

5.2. Suggestions on Teachers

VI. Conclusion

Bibliography

中文标题、摘要、关键词

Author: Zhang Lu         Number: 07680735         Tutor: Li Mei

　　Abstract: Reading teaching has developed rapidly and played an important role in Chinese education. Integrative teaching method means the whole is much greater than the sum of their parts, Integrative approach prefers to combine the advantages of current popular teaching methods, and moreover it is not merely a simple combination of different methods. Integrative approach emphasizes on training learners’ integrated learning skills. Its principles mainly are:Teacher-Learner Integration,Integrated factors of language(phonetics, vocabulary and grammar),Integrated effects in material-generating,Integrated learning and using inland out of class,Integrated language skills in class instruction. However, there will be some possible limitation and obstacles which need more teachers and specialists in this field to make further researches.

Key Words: Integrative teaching method; English reading; Application

　　I. Introduction

　　Since the 1990s, High school Education has developed at a rapid rate. It has become a significant part in higher educational system, playing an important role in the promotion of the social and economic development in China. The purpose of high school is to prepare a workforce with academic and practical skills needed to compete successfully in all the exams. Responding affirmatively to the purpose, high school English teaching aims at the overall proficiency and especially stresses the significance of communicative competence. According to the research carried out by National Supervisor Committee of high school English Course(2000),the purpose of high school English course is” to develop in students the basic English knowledge and skills in listening, speaking, reading, writing and translation in 180-220 class-hour teaching”. Among the comprehensive coverage of the five skills, listening and speaking is put forward as the learning goal. Currently, high school English teaching and learning methods mainly take the characteristics of teacher-centered, exam-oriented and vocabulary-and sentence structure-based English class. Thus, there is a bitter contradiction between the aim of the Basic Requirements for high school English Course (2000) and the present English teaching/learning in most high school. The basic knowledge and language skills of most high school students are not at a satisfying level, which limits the improvement of the learners’ English learning. Meeting the learners’ relatively lower level, traditional English teaching mainly centers on vocabulary and sentence structures. Fortunately, more and more English teachers have realized the significance of the learners’ participation in English teaching/learning and the importance of improving the current teaching situation. They have adopted many advanced teaching methods. However, most English teachers have no idea of how to use these advanced teaching methods correctly. Some of them adopt one of the methods too strictly and neglect the good points of other teaching methods. As a result, they find it difficult to carry on because of the learners’ different situations. Therefore, they—consciously or not—return to traditional teaching methods. Fortunately again, there is the Integrated Teaching Method coming into being to exert great impact on English teaching and learning.

　　Integrative approach highlights the strong points of traditional and advanced teaching methods, overcoming their weak points, to emphasize developing learners’ integrated language skills especially their listening and speaking competence in communicative situation. With its rationale based on Gestalt Theory and Holism, Integrative approach prefers to combine the advantages of current popular teaching methods, but it is far more than a simple combination of different methods. It takes teaching materials as a whole, not as isolated fragments. In China, high school English teaching currently cannot meet the requirement of society. The new perspective of the research is expected to shed some light on the high school English teaching. This gives the author an impetus for this paper about the application of Integrative approach in high school English teaching. This paper is written for three main purposes:1)to point out the contradiction between the aim and the present approaches by reflecting the requirements and the aim of high school English teaching；2)to introduce integrated teaching method；and 3)to see whether Integrative approach takes effects. This paper contains five chapters: Chapter one gives the relevant researches and theories of high school English teaching. By introducing these, this part points out that the new teaching method should be advocated in high school English teaching. Chapter two gives detailed Integrative approach use in language teaching and learning theoretically. Chapter three investigates brief comparison between traditional methods and Integrative approach. Thus, the importance and necessity of carrying out Integrative approach are put forward. Chapter four, based on the requirements and aim of Integrative approach English teaching in Chapter one, the theoretical discussion about Integrative approach in Chapter two, and the comparison between traditional methods and Integrative approach in Chapter three, introduces an experiment conducted in ZheJiang’s high school. Integrative approach teaching model is implemented in an experimental class to check the effect on students’ integrated language proficiency. Chapter five, based on the above four chapters, gives a brief suggestion. As there will be some possible obstacles in class applying, it is hoped that more teachers and scholars make further research. Then conclude.

　　II. The Integrated Teaching Method

　　2.1. The Definition of Integrated Teaching Method

　　As we have known, the current main approaches and methods of English teaching in high school are not satisfying. Integrated teaching method melts all the advantages of traditional teaching methods and communicative methods, avoiding their disadvantages on purpose to train students to develop their language proficiency. Integrated teaching method means not only a whole of all kinds of teaching methods, but an integration of skills and materials. Integrated teaching method was originally put forward in China in the middle 1980s according to Wu Fuyong(1995).Integrated teaching method was brought forward to meet the Chinese students’ requirements in learning English as a foreign language. Traditional teaching methods such as the grammar translation method, the audio-lingual method and the PPT model have their shortages. These methods focus on how to teach, which results in teacher-centered teaching activities. In recent years, communicative approach is becoming more and more accepted in high school English teaching. Communicative teaching methods focus on learning, namely learner-oriented. However, many teachers have difficulty in carrying it out correctly. Some teachers pay too much attention to listening and speaking and neglect the importance of the other skills. How to teach effectively and how to improve students’ language competence becomes a significant task. The current commonly used teaching methods are borrowed from abroad and cannot satisfy totally our Chinese situation. Therefore, integrated teaching method was put forward. However, in China, Integrated teaching method has not been accepted by most Chinese English teachers and the model is not perfect.

　　There are four basic principles 1) Students should be active and willing to study and are responsible for their own study; 2)Students make their learning plan according to their situations with consultants to teachers;3)Making full use of the self-access center;4)students evaluate their study constantly.

　　2.3. The Basic Steps---‘Five Step Teaching Method’

　　The Integrated teaching method is of the view of combining language points, language skills, teaching and learning and using, and teaching materials. It regards language as a whole, not simply added language fragments. This kind of view meets our Chinese students’ traditional and typical way of thinking. What’s more, the development of the society calls for students ‘integrated competence which The Integrated teaching method aims to realize.

　　In stereotypical teaching, language is separated into fragments and an English course is divided into various types of classes, such as intensive reading, extensive reading, skimming, listening, conversation, writing, etc. Of course, classes overlap and different drills are interrelated. But frequently there is lack of coordination. And the four basic language skills of the students can hardly be developed simultaneously and fully. In traditional teaching method classes, this kind of practice is unavoidable. However, integrated teaching method emphasizes the combination of the training of the five language skills. In The Integrated teaching method class, the teacher and students form a small community and all members become participants in various class activities. In this way, we make sure that language is for use of communication and that learning is achieved by doing. The teacher adjusts himself to new roles; organizer, counselor, and facilitator of the communication process, a guide within classroom procedure and activities, and an assistance provider whenever such a need emerged. In class, the following points should be considered carefully: 1) Let the students do whatever they can for themselves. The teacher is mainly supposed to provide assistance and guidance.2)Try to combine reading, writing, listening and speaking together by all means. 3) Learning language is learning to communicate. Meaning is paramount.4) Comprehensible pronunciation is sought. Basically correct language use is acceptable.

　　Nowadays, there is plenty of access to English. Publications at home and abroad abound. Radio broadcast and TV programs are available almost round the clock, so in addition to class work, students are encouraged and directed to make good use of all these media. Language is a whole. Language teaching and learning should also be made into a whole. With the joint effort of teachers and learners, integrated English teaching can be achieved. By integrated teaching which means integration of the two-party participants, the integration of the bilateral activities, the integration of the small classroom and the outside world, and also the integration of curricular and extra curricular learning. English is a living language. Therefore, teaching and learning of it should be conducted in a lively way. In integrated teaching method projects, it is expected that students report higher efficiency and greater achievement in a light atmosphere.

　　1)Teacher-Learner Integration; Overall text introduction.

　　2)Integrated factors of language (phonetics, vocabulary and grammar); According to different types of text and modes, select found reading or skimming.

　　3)Integrated effects in material-generating;Based on the second step, fineness, intensive text and discourse analysis, synthesis reasoning.

　　4)Integrated learning and using in and out of class; Context separated from the fourth step, the knowledge does not leave, memorizing words, rich language.

　　5)Integrated language skills in class instruction.Step flexibility, Strengthen the consolidation, Forming ability

　　III. The Comparison Between Traditional Methods and Integrative Approach

　　For a long time, various methods and approaches of English language teaching have been practiced in China. The debate of how to teach foreign language has been lasting for centuries. It is necessary to have a comparison between integrated teaching method and other teaching methods. The traditional teaching methods, such as Grammar-Translation Method and Audio-Lingual Method, have dominated English language teaching in China for decades. In the course of teaching English to non-English majors, many Chinese scholars and teachers have innovated some methods based on these approaches mentioned above, such as Language-point Approach and Sentence-text Analysis Approach. After the birth of communicative teaching approach, traditional methods began to show its deficiency and weakness.

　　3.1. Key Points

　　Some key points can be concluded from the comparison: 1) Traditional method focuses on” what” is to be learned. It emphasizes the language points to be learned. It deduces language into different parts or a particular structure and directs the learners’ attention towards it. Learners practice the new language point under teacher control until they are familiar with it. Finally, learners can use the new language points in other situations. It is also obvious that teachers are in complete authority in class learning.2) Integrated Teaching Method focuses on learners acquiring and teachers instructing procedures.

　　3.2. The Teachers’ and Learners’ Roles

　　The teachers’ and learners’ roles have changed. Three major roles have been identified for teachers working in learner-centered class: 1) the teacher as facilitators, 2) the teacher as counselors, and 3) the teacher as resource. Although most English teachers in China hold positive attitudes towards learner independence, they seem to have only inadequate knowledge about how to help in foreign language learning. There is a need for teachers to upgrade themselves theoretically and pedagogically, so that they can acquire new skills to function in new ways.

　　IV. The Application of the Integrated Teaching Method in High School English Teaching

　　4.1. The Application of the First Step

　　The text of the new import is presented the theme to students; arouse the students’ reading desire. According to the different teaching content ，teachers should use a variety of forms. For example, ask questions, tell the story, set suspense, introduces the background, united new lead old, watch movies, etc. Such as Unit 11 Reading The Sounds of The World in Grade Seven, teachers can imported several music appreciation of several related problem let students discuss in groups：1)what kind of music do you know and which one do you like best?2)when you listen to a song, do you listen to the words or music? 3)do you like to listen to music form other countries? Conduct the topic The Sounds of The World ，then brainstorming，i.e. Play some different musical selections to students and let them guess the styles. And ask them to use some subjects to describe the music they’ve just heard. Let student’s preliminary understanding different styles of music feel interest, have the desire of learning to read the text. Another example, Unit 10，ReadingAre we endangered? in Grade Seven Import the article by two steps: 1) let students watch the movie "the kekexili" several sheep and poachers kill plot and content of madness, garnered the resonance of the wildlife protection. 2) Introduces a urban produced from their endangered animals - elk and introduce some other endangered animals and plants. This lesson is presented on this theme - protect wild animals, and puts forward some problems：a，why are they endangered？它们为何濒临灭绝？b. What can we do to help?我们能做些什么？The two problems are the text, which is the main content of the breakthrough point, arouses the student’s curiosity.

　　4.2. The Application of the Second Step  

　　The teacher shows one or two problems, with the problems, requests the students listen to the tape or quickly read through the whole article. Require students to catch the main ideas of this chapter, search for information in the general location: require students to access the information voluntarily as soon as possible, reflecting chapter’s main ideas, roughly constructing the article’s semantic map. For example，in reading teaching, Unit 11 Reading  zhongguancun in grade eight，teacher let students fast reading the text, students are required to find out the topic sentence, the core content, preliminary understanding the author’s intention of writing and the attitudes of the people in the article. Design problems like：a)Does this article have a topic sentence? b)What is it? c)According to the topic sentence, what’s the author’s attitude towards zhongguancun? These fluent, context aware, allowing students through skimming to understand the main idea and the structure of the article, design the following contents on the line:

 Subject（title）: zhongguancun

   Main idea (paragraph1): zhongguancun is a new centre for Chinese science and technology.

   Supporting ideas (paragraph2-7): home to Chinese who went to develop their ideas in China.

                   (paragraph8-) positive effect on business as well as science.

Conclusion (paragraph9): The researchers and scientists are excited about all the new technology and great ideas that are coming to life in zhongguancun

Require students to read within the specified time, basically can say about the content, or answer questions about the general idea of wh-questions, students can check the effect of independent access to the effect of information, training, information on short-term memory capacity, multi-angle training Flexibility of thinking.

　　4.3. The Application of the Third Step 

　　Fineness refers to some important sections to read words, read through targeted to increase the amount of information input and deep understanding of the article. In this session, teachers should set goals, guide them to observe and topics closely related to the extraction and the specific facts and information, to know different information in different style. For example, the narrative in the story of the time, place, person, after, ending, and other characteristics of people; geographic themes of climate, topography, property, etc.; science themes in the things of shape, size, nature, characteristics, functions. Then after mapping, filling out forms, multiple choice, answer questions and list the details of the incident detection, etc. the content of student mastery of reading.For example，in the article Unit11 Reading zhongguancun in Grade Eight, there are three aspects that we should read carefully：1)years and numbers; 2)returnee students; 3)Proverbs.Preliminary reading by the previous step, teachers can guide students to read text, and do the following exercises：1)Work in pairs, find ‘in the late 1990’, ’in the late 1980s’, ‘5000’ ‘25000’ ‘140000’ ‘180000’ ‘8000’，form the text and explain them to your partner.2)Why did yufang study abroad？3)Why did he work abroad for a few years?4)why did he return to China? 5)how did he feel about it? 6)Copy the mottos for the park and explain them to the class. After mastered a rough idea and specific facts, teachers should teach the students to intensive reading, use the existing knowledge and the life experience of the text analysis the information to help students understand the character accurately, the fact that reason, the development of the regular things, the author’s point of view and the deep meaning of the article between the lines. Therefore, the detection problem should be designed to focus on the content of the article.Another example,Unit17 Reading Alone In Antarctica in Grade Eight，Teachers can design several questions logically：1)What kind of woman is Helen Thayer? Describe her in a few sentences.2)do you admire Helen Thayer? Why?

　　4.4. The Application of the Fourth Step

　　Correctly understand the meaning of words, master the basics of the language is to obtain information necessary conditions when reading. Therefore, the teachers guide students to conduct an overall understanding of discourse, it is also necessary to help students understand aspects of language knowledge. Teachers can guide students to guess their meaning depending on context, let the students to guess the words of some commonly used methods, allow students to link the context to understand the meaning of new words, common meaning push method: 1)find the definition of the verb ‘to be’. 2)find the meaning of the attributive clause. 3)find out the words unknown.4)find the punctuation marks: comma (,), dash (--), colon (:). In the usual reading of new words ,sometimes do not know the exact meaning, just get the general meaning can be read smoothly, but does not affect the entire sentence or paragraph understand. Methods are as follows: 1)the use of grammar knowledge (the word order and ending) to determine the part of speech (noun, verb, adjective, etc.). 2)find the parallel term, usually the same part of speech, they may be synonyms or synonym. 3)find the words later appeared on the same terms of reference, including synonyms and other clues. 4)observe the word itself, word formation (synthesis, transformation, derived) can sometimes help determine the meaning. 5)through logical reasoning, and sometimes their own life experience and common sense to determine the meaning. This will improve the student’s ability to analyze and solve problems, develop their thinking, reading, improve their reading speed.

　　4.5. The Application of the Fifth Step      

　　Through the front steps of the reading activities, students have a holistic understanding of the article, formed a certain degree of structure and semantics of the schema. Teachers should build on the progress at this time, creative activities, and requiring students to repeat or rewrite the events of the text, enhanced consolidation of previously absorbed information, while making their knowledge into skills through the schema. Teachers may choose different forms of activities for training. For example, cloze, the text, the abbreviated essay: repeat more creative, teachers of subjects according to the article length, the difficulty of repeating the form of a variety of different designs; teachers can also text themes for student discussion or interviews or hold a press conferences and other forms. While Unit 10 Reading are we endangered? in Grade Eight,When the form of telephone talk shows, first to lead a student to visit the exhibition of a protected antelope, and then for everyone to form groups to talk about ‘we should do something to protect the antelope? ‘Select a group of them in the form of a talk show to let everyone express their opinions. Finally, teachers can suggest ideas to the students write a written proposal, calling all mankind to protect wildlife. After reading this part as the expansion and sublimation, reflecting the quality of education, innovative thinking in students the idea. This has meant strong student participation and help for everyday school life.

　　V. Suggestions

　　5.1. Suggestions on Sudents

　　According to survey of most of high school's in Hunan province, above half (60.67%) of the students regard vocabulary as the bottleneck in their English study. And 55.62%of them think in sufficient practice are a big reason. This indicates that vocabulary teaching should not be separated from context. They are afraid of making mistakes. On the other hand, they are clear that more practicing in real communicative situation will certainly help them improve. Besides listening and speaking, most of the students choose vocabulary as their biggest problem in improving the five language skills. Grammar is regarded as a problem in writing and translation as well. Students should master the basic knowledge of English well first.  

　　In class, language factors such as phonetics, vocabulary and grammar are taken as an integrated whole, different from traditional teaching methods which take these factors separately and drill them one after another. The Integrated teaching method focuses on training students’ competence at the same time. In a class, audio-lingual facilities are used first to let students hear and through videos to help them connect sounds and pictures to form meanings. All these happened within students’ minds and they acquire knowledge unconsciously. Then encourage students’ to speak or write their thoughts out. Thus, teaching and learning are integrated together: students practice phonetics in speaking and memorize words in sentences and master sentences in context and understanding contexts in practicing.

　　5.2. Suggestions on Teachers

　　In class teaching, teachers’ and learners’ roles have greatly changed, which have been discussed in detail. In this section, the writer focuses on how teachers and learners integrate. Teaching is a two-party undertaking. A close teacher-learner relationship is always aimed at, especially in language teaching. During the experiment in practicing The Integrated teaching method ,found that a constructive and fruitful relationship between teachers and students could be accessed through the following activities:1)self-introductions, including family background, educational background, working experience, personalities, likes and dislikes, interests and hobbies,etc.2) Class observations of the students’performance;3) Individual talks in and out of class;4)Extracurricular contact with the students, such as individual talks, watching TV or video tapes, having parties, so on and so forth. Close teacher-learner integration helps to create a lively and harmonious teaching environment, in which learning ends to be more enjoyable and more rewarding.

　　IV. Conclusion

　　Integrated teaching method started on the basis of Chinese English learning and it has not been researched and practiced frequently in foreign language teaching and learning field. Especially for some high school English teachers, this method is completely new and unexpected. However, because of the specific characteristics of high school English teaching, the new method might exert great impact on foreign language teaching and learning. The new perspective of the research is expected to shed some lights on high school English teaching whose aim is to develop students’ overall proficiency and does stress the importance of communicative competence. However, the real application of The Integrated teaching method in Chinese high school English teaching does not reach the result of anticipation. Some problems from The Integrated teaching method classes are preventing many English teachers from applying this teaching method. This study explores an effective and feasible model of The Integrated teaching method in practice and offers some strategies of how to use it correctly so as to improve the quality of high school English teaching and learning. In doing so, the thesis introduces the requirements and the aim of high school’s English teaching, offers a systematic theoretical discussion of The Integrated teaching method, investigates the current situation of high school students’ English learning, and finally offers an experiment and some statistic analysis to validate the effectiveness of The Integrated teaching method. The aim and the present approaches of high school’s English teaching reveal that there is bitter contradiction between the traditional methods and the realization of the aim. The investigation of the current situation of English learning in high schools provides that the students’ English levels vary greatly, which adds much difficulty to high school’s English teaching. Hence, it is very important to develop a new way of teaching. The theoretical discussion of The Integrated teaching method indicates The Integrated teaching method overcomes the shortcomings in traditional teaching models, reinforces students’ language skills, facilitates interactions between students or between students and the teacher, and provides students more opportunities to use the language, reduces their anxiety, and increase their motivation toward language learning. Some principles of how to use The Integrated teaching method appropriately are offered based on the preceding work in this study. It aims to create an ideal foreign language learning environment where natural English is used, interaction is achieved, motivation is enhanced, anxiety is decreased and learning autonomy is promoted. In fact, according to the experiment given by the author of this paper, The Integrated teaching method indeed took effect and students in the experimental class performed better than those in the control class. An important conclusion drawn from the research is that high school’s English teaching and learning can be carried out in new ways. The application of The Integrated teaching method demands their practitioners to actively involve in the process of meaning and knowledge construction in the view of language and materials as a whole rather than passively receiving information. This also implies that teachers’ and students’ roles have changed from teacher-centeredness to student-centeredness. With the guidance of this new teaching method, we believe that The Integrated teaching method will change the present situation of high school’s English teaching. However, this new teaching model has not been practiced widely and it still needs improving. English teachers are expected to take further study and to cooperate to solve difficulties encountered in teaching and learning. In this way Integrated Teaching Method can step progressively along the continuum development and widely prevalent in foreign language teaching in China.

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作者：张璐          学号：07680735           指导老师：李梅

摘  要：近年来，英语教育发展迅速，在中学教育领域发挥着越来越重要的作用。整体教学法认为总体大于部分之和，整体教学法不仅仅是各种教学法简单的叠加，，它着重于学习者的综合学习技能的培养。该教学法强调师生的统一；各语言要素的统一；学习资料的统一；课内课外的统一；语言技能的统一。但是这一新的教学方法在具体的课堂实践中还存在一些局限与不足，需要更多的教师与专家投入其中，共同探讨，使之不断完善。

关键词：整体教学法；英语阅读；运用

  本文关键词：中学英语阅读整体教学法的探讨，由笔耕文化传播整理发布。