关于针对理科生在德语学习中应采取的教学策略的探析中 英文对照
About for science students in learning German language teaching strategies should be taken to the analysis of Chinese and English language compared
随着我国德语专业的持续进展,很多理工科学校也加入到这一行列。但是,由于我国传统德语教学都是在针对文科生生源的基础上进展而来的,在针对理科生的教学法上也应当有所改良。笔者所在学校的生源为理科生,而且有连年针对文科生源的教学体会,因此对文理生的学习特点的区别有必然体会。尽管文理学生的区别并非绝对化,可是他们在入门时期的时期课堂环节中仍是存在较为明显的特点不同。
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 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 has 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.
相关于文科生而言,理科生的课堂气氛较难调动。由于大学德语是从最大体的学习读音开始,要求每一个学生必需把握所有
Relative to the arts, school of science 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
发音方式,大量的随堂朗诵和教师的及时纠正都超级必要。相关于文科生,理科生存在心理障碍的学生比例偏高,很多学生羞于张口,往往会显现冷场的情形,致使教学环节很难顺利地推动。而且这一情形在以后的对话练习环节那么更明显:由于在语音时期就羞于开口,要完成较有难度的对话关于他们来讲无疑加倍困难。这种状况极容易造成课堂教学成效的恶性循环,教师的踊跃性也容易受到冲击,致使尔后的课堂教学步履维艰。
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 proportion 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 difficult for them, no doubt even more difficult. This situation is extremely easy to cause a vicious cycle of the effect of classroom teaching, teacher's enthusiasm is also vulnerable to, lead to the struggling of classroom teaching in the future.
德语教学十分注重语法的训练。理论上讲德语的语法周密,层次清楚,转变规律性强,关于 适应理科思维的学生应该更易同意。但事实的情形却正好相反:理科生反而关于繁复的语法规那么适应很慢,专门是口语中的语法应用。另外,思维适应的不同让理科生容易在一些细枝末节的问题上纠缠不清。例如在最初接触“格”那个概念的时候,关于文科生通常只需要简单交代:“格”指的是德语中名词、冠词、代词等依照情形词形转变这一现象,学生一样能够明白得。可是理科生中较多人对此会产生疑惑,喜爱寻根究底。类似的情形造成课堂进度不能如期完成。
German language teaching pays attention to the training of the grammar.
Theoretically the German grammar, clear, 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. Thinking habit of different, moreover, to the school of science living easily entangled in some detail problems. Such as in the original contact \time, for the school of arts living often simply stated:\nouns, articles, pronouns, such as the phenomenon of morphological 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.
口语是语言初学时期的重中之重。相关于文科学生,理科生在踊跃性和对错误的认知上都有显著的区别。由于练习中错误是难以幸免的,学生的心理素养和对错误的态度对口语的提高中起着关键作用。理科生面对问题擅长第一进行缜密的构思,然后将其在书面上取得验证。这种理性的思维适应付于口语训练显然缺少帮忙。他们往往过于在意说出的性、数、格是不是正确,在说出口之前犹豫再三,一旦发觉有错误便马上急于纠正。如此反复,致使很难完整地说完一整句。久而久之,口语练习不仅难以进步,反而给学生带来较大的心理负担从而使其产生逆反心理或是消极的态度,致使最后落入只能写而不能说的“哑巴外语”的为难境界。The key of the spoken language is a beginner. Relative Y u Wenke student, school of science living in initiative and the
关于针对理科生在德语学习中应采取的教学策略的探析中英文对照
