论文总字数：29020字

摘 要

众所周知，兴趣是最好的老师，英语教师在课堂中有意识地培养学生的学习兴趣尤为重要。本文分析了目前小学英语教学中部分学生兴趣缺失的现状，指出小学英语教师适当运用故事教学法进行课堂教学是提高学生学习兴趣的有效途径之一。本文还讨论了故事教学法的种类、特征和功能，并探究了运用故事教学法在小学英语课堂中进行英语教学的具体形式从而达到提高小学生英语学习兴趣的目的。

关键词：故事教学；有效教学；小学英语教学

Contents

1.Introduction......................................................................................................1 2.Literature Review........................................................................................... 1

3. Different Kinds of Story Teaching Method................................................. 3

3.1 Sandwich story teaching method................................................................... 3

3.2 Music story teaching method......................................................................... 3

3.3 Story theme teaching method......................................................................... 4

4. The Characteristics and Functions of Story Teaching................................ 4

4.1 The characteristics of story teaching.............................................................. 4

4.2 The functions of story teaching.......................................................................5

5. Applications of Story Teaching Method to the English Classes in Primary Schools..................................................................................................................7

5.1 Accumulating English vocabulary by stories..................................................7

5.2 Accumulating the sentence patterns by stories.............................................. 8

5.3 Training English listening by stories.............................................................. 8

5.4 Training the spoken English by stories.......................................................... 9

5.5 Training the reading ability by stories......................................................... 10

5.6 Training the writing ability by stories.......................................................... 10

6. Conclusion.................................................................................................... 10

Works Cited...................................................................................................... 12

1. Introduction

In the new era, English teaching puts forward higher requirements for English teachers’ teaching skills. Especially in the“student-based education” and“English curriculum standards”, the teachers are not the God of the class, but the participants, guiders and collaborators in students’ learning. Therefore, they must adopt a variety of teaching methods, so that their class teaching are so lively, interesting and flexible that can fully mobilize the students’ main potentialities. Recently, researchers begin to pay more attention to the importance of story teaching in English learning and teaching. The story teaching method has been widely used in primary school English teaching. This will bolster the students’ confidence and encourages their mental and physical development. It would develop children’s cooperation ability, stimulate students’ interest in learning English and enhance the quality of teaching. It’s meaningful to apply stories to English teaching and learning, especially for kids.

In today’s world, the story teaching is arousing more and more teachers’ interest and is regarded as one of the most effective ways to be applied to English teaching in primary schools in order to improve the students’ comprehensive ability. In this thesis, the different kinds of story teaching, characteristics of story teaching, the functions of story teaching and the applications of story teaching method to the English classes in primary schools will be introduced.

2. Literature Review

Since the reform in elementary education curriculum in 2001, a large number of teaching materials of the reform of the course have emerged. The relation, creation, interaction of the teachers’ new values and teaching behaviors should run through the reform of the requirements. Throughout history, the story of the appearance of the “story telling” has emerged since the beginning of human history. In the ancient Greek period, Socrates, Platon and others were always promoting their own point of views by telling stories. According to the study of the literature, the people who used the “story teaching method” firstly is Piaget, a famous children’s psychologist and educator.

The definition of story teaching method is given by many experts and scholars both at home and abroad. Professor William Smith, a famous educational expert, believed that story teaching method is regard as a “barrier” to cultivate the Chinese students’ English listening ability. The figure, plot, integrity of the story should be in accordance with the characteristics of the development in students’ thinking and can provide extremely vast imagination space for them. The teachers can use rich and colorful stories or vivid and interesting performances to satisfy the curiosity of children. In order to let students accept the new knowledge and enjoy the process of learning, teachers can create an atmosphere by changing the plots to keep children interested in learning English or let them immersed in the story. If the teachers are able to use the stories in a skillful way to attract students’ attention, it must have a great effect on the effectiveness of English study.

Pederson discussed the relationship between the story and the teaching art and he thinks the story can transmit knowledge and culture in a direct way.

Bergman in his book “the study of storytelling as a teaching tool” suggested that the story can be used to impart knowledge effectively.

Michele R. Devidson specified the functions to explain the concept and he thought the “story telling” equaled to “story teaching”. He applied this method to specific teaching procedures.

Ji Yuhua, Professor of Xiamen University, put forward sandwich teaching method based on the years of researches and practice. It is a method that uses the combination of mother language and foreign language to teach the second language by story teaching.

The use of teaching method in the class can create a lively and interesting teaching atmosphere and organize students to carry out language training and English practice. Through various forms of teacher-student interaction in the teaching process, students are able to participate in all kinds of activities fully through which they can not only understand what teachers and peers say, but also respond to it, that is, to speak in English. So the students are the listeners as well as the speakers.

3. Different Kinds of Story Teaching Methods

There are different kinds of story teaching methods. According to different grade students in primary schools, the teachers can choose different kinds of story teaching method to help the students improve their English levels.

3.1 Sandwich story teaching method

Sandwich story teaching method is a method that uses the combination of mother language and foreign language to teach the second language by story teaching. The use of sandwich story teaching method is suitable for the lower grade students in primary schools, making full use of their mother tongue and English together to help students understand the content of the story. The idea is to take advantage of the children’s love to listen to stories by nature, containing English words, phrases, sentences with the development of the story, from less to more, from short to long, from easy to difficult in the process of storytelling, for example, Daddy dog 发现自己的chair被人坐过了，就大声地喊道:“谁在my chair上坐过?”Mummy dog也大声地叫道: “谁在my chair上也坐过?”Baby dog一看自己的chair 也被人坐过了，就大声哭喊道:“Daddy, mammy你们看，谁把my chair 坐坏了?” With the help of the mother tongue, the sandwich story methodology is able to reduce the difficulty of learning English, thus, it is easier to apply in English teaching.

3.2 Music story teaching method

Music story teaching method is a method that uses the music story teaching method in the class, adding the sing to the story teaching. It ought to be noted that the music teaching is different from the songs and rhymes. Due to the single content, songs and chants are easy to lead to the isolated memory, however, the music teaching is combined with the two characteristics, an interesting and complete story connecting the songs and the simple sentences in series. The music story teaching method not only does have lively characters, but has vivid plot and rich content. What’s more, it is beneficial for the children to maintain the features of memory and accumulation of language. The use of this music story teaching method can fully stimulate students’ learning motivation, cultivate students’ interest in learning English, and respect consciousness of students and establish their subjectivity.

3.3 Story theme teaching method

Story theme teaching method is the development and complement of teaching method of English stories. It is a teaching method that lets the students develop the plot of the story freely. Meanwhile, the students will continue to repeat the story to develop their language skills. The story theme teaching method can complete the task of teaching and achieve the teaching goal through the students’ understanding of the story.

Some points deserves our attention are as follows. First of all, the use of this method must be in a real scene. For example, in the text “Tadpole Looking for Mom”, we ought to offer a real scene in which the students are demanded to find their own mothers. Secondly, thematic English teaching emphasizes the integrity of the language environment to make the students feel the practicality and the tool of the language in the true story. Thirdly, teachers and students play different roles in the thematic English teaching, but there are no fixed dialogues. Therefore, the requirements of the teachers are demanding. Last but not least, this method requires a high repetition of the story, but the repetition makes a great sense, that is to say, to ensure the repetition consistent with the logic of the story. It can practice the language skills of the students at the base of its entertainment.

4.The Characteristics and Functions of Story Teaching

The story teaching has been widely used in English teaching in primary schools. This method can stimulate students’ interest in learning English and enhance the quality of teaching, and the story teaching in primary school has the following important characteristics and functions of story teaching.

4.1 The characteristics of story teaching

As we know, when we learned language, it is a kind of unconscious learning. Mother tongue environment is vital to the language acquisition. Therefore, our second language learning largely imitates the first language acquisition. It is an imitation of the first language acquisition that introduces the story into the teaching. The classroom environment which does good to the students’ learning also depends on the following features of story teaching.

4.1.1 Situational

Hendrickson has pointed out that “the language, pragmatics, and cultural features in English story provide the learners the maximum limit comprehensible input”. At the same time, it also can help learners produce the comprehensible output. In short, through the plot, characters and language of the story, language can help students better understand and use the language.

4.1.2 Interesting

The story which is selected to use in the class is required to be entertaining, simple and lively. The development of the interesting story will arouse students’ desire to the further study, making them wonder the next step of the story.

4.1.3 Extensive

Story teaching also has the characteristics of the extension. As language learning is so flexible that the story not only can be used as a lead-in of class but a final expanding link. After English teacher finished wonderful story, she/he may also ask the students to perform or adapt the story on the basis of the original story with the learning of vocabulary, sentence patterns and story.

4.2 The functions of story teaching

As we know, when we learned language, it is a kind of unconscious learning. Mother tongue environment is vital to the language acquisition. Therefore, our second language learning largely imitates the first language acquisition. It is an imitation of the first language acquisition that introduces the story into the teaching. The classroom environment which does good to the students’ learning also depends on the following features of story teaching.

4.2.1 Stimulating learning interest and activating classroom atmosphere

Interest is a kind of psychological tendency of students to participate in learning activities actively. As we all known, according to the characteristics of the students in primary school, they are more likely to lack interest in learning English as long as they are required to aim to have a good knowledge of the sentences patterns of reading text and reciting the text. The performance of English is a very new thing for them which can inspire their curiosity. Thus, the story teaching method can stimulate learning interest and activate classroom atmosphere.

4.2.2 Helping forming a healthy personality and cultivating the spirit of cooperation

It’s very meaningful for students to utilize their brain, ears, eyes, hands and feet. A variety of activities are needed when acting the stories such as jump, sing, speak etc, which are very consistent with the children’s physiological and psychological characteristics. And it is proved that the relaxed and happy atmosphere can ease their tension, the children can choose the corresponding role according to their own English level. In the story, they are able to “shout” at random or in a “whisper”. Such an activity is very helpful for students to overcome the psychological barriers. Thus, the story teaching method can form a healthy personality and cultivate the spirit of cooperation.

4.2.3 Accumulating English vocabulary and cultivating the sense of language

Vocabulary is the basic component of the language, and it is one of the important factors consisting of language. The learning and consolidation of the vocabulary is the first thing for the students to learn any language. The learning of English vocabulary doesn’t equal to memorizing them in a mechanical way, which can not make students really master the words that they have already learned. Therefore, in the process of vocabulary teaching, the teachers must pay more attention to the meaningful input of the words. Understanding words is the first step to memory them. Applying stories to English teaching can help students learn new words in the stories. Students can speculate the meanings of the new words based on the content of the stories and plot development, when the word forms and pronunciations are trained repeatedly. It is an effective way for students to learn the vocabulary by remembering the words they can truly understand meanings.

4.2.4 Developing students’ imagination and innovative spirits

The students are rich in imagination in primary school. As a saying goes, “A thousand readers make a thousand Hamlets”. There is a growing tendency to believe that it is the reader that decides the meaning of the literary. And the charm of the stories lies in the ability to break through the limitations of time and space and to give people a broader space to imagine. Story teaching can stimulate the students’ activeness to form different pictures in their minds in the process of listening to the stories with its simple and interesting characteristics. The process can achieve a real student-centered teaching mode, give students more freedom and space to imagine and think and fully exercise the students’ imagination and creativity.

5. Applications of Story Teaching Method to the English Classes in the Primary Schools

Story teaching method, just as its name implies, is intended to use a series of stories to help the teacher to teach the students. Here are the applications of the story teaching method to the English classes in primary schools.

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