In the course of designing such a class, teacher explore the teaching material to find and select the teaching material which is bound to the appreciation, organize them due to the teaching aims, not only dominant one but recessive one. It is important to stress the recessive aims. They should be immersed into teaching activities. The realization of recessive aims strengthens sense of subject as well as sense of participation. In the meantime, their mind is activated. The center of gravity of class is transferred from knowledge-center to student-center. Students actively study by means of their experience. The teaching effects cannot be acquired by the way of only concentrating on knowledge. For instance, when we teach students who are new in junior school phonetic symbols, they may confuse them with alphabets. This phenomenon demonstrate that they acquire new things by their own experience. They accounts for new things in their own way. However, they get wrong. But if we train them mechanically, they may lose the interest of learning English and will still get wrong. The teaching aims are not completed. If we concentrate on students, not phonetic symbols, and care for the differences between students, stimulate them to join in the recognition of phonetic symbols, they may get them easily. The possible behavior is to ask them “how do you remember the symbols?” . Get students to say what they thought.. To do so , students participates in class actively and spontaneously. Their feelings are aroused . So the teaching effect is better than previous one. Therefore, the recessive aim is a thread run through the class. In English textbook, there are many things can be conducted with this method. What teacher do is to select and design, let English be English, that is to make the differences between the two cultures clear, get students to acquire English in spontaneous way. And teacher should try one’s best to relate the teaching material with students’ lives in order to make sense of what they learned.
The relationship between teacher and students is also very important. Good relationship makes better circumstance and provides adequate conditions for communication. Moreover, it itself is a part of beauty in English class. On a basis of it, teaching practice can be completed creatively. Harmonious relationship of teachers and students guarantees the successful teaching. Meanwhile, students taste the beauty of interpersonal relationship. Their communicative competence is cultivated in the course of associating in English. It develops students’ abilities such as making decision, giving opinions, tasting feelings.
There are many factors of aesthetic of education in English teaching material. The cultural factors are dominant. They provide myriad intuitional materials for students. Every part of life demonstrates the differences between different cultures. So in English acquisition, these factors should be embodied. Teachers should create proper situations to show the differences for students and get students to acquire English in a spontaneous way. When students were in such a situation, in contact with their own conventions and courtesies, they taste these cultural factors that are different from theirs, their mind is activated. Studying behaviors are naturally produced. And the effects of these behavior is better than the effects that lecturing to students.
In class, besides the activities that teacher designed for students, they play an important role in English teaching. Teacher is one of objects of students’ appreciation of beauty. A good teacher’s qualities and character are the best education to them. It is the key factor that whether or not aesthetic education is immersed into English class. A teacher’s qualities and character are mainly components of knowledge, moral and grace., A teacher ‘s virtue , spacious knowledge and graceful mold can educate students directly and powerfully. The teaching contents could be easily accepted by students. The teaching aims could be easily completed. Teacher’s role is to make students appreciate and create beauty. The teacher not only manipulate the activities but also dominate students’ feelings. The teaching activities are held in a delightful and active circumstance. Teacher’s tactics are required to be skillful and abundant. The experienced teacher should configurate one’s own teaching style and stimulate one’s teaching experience to teaching model. The teacher also should use modern technical teaching device to affect teaching. In this way, teaching materials are demonstrated directly and visually in order to turn on students. Class of appreciation of beauty requires a high-qualified teacher.
The evaluation of class of appreciation of beauty guarantees the development of teaching reform.. The criteria of evaluation plays the role of encouragement and direction. In terms of students, acquisition of communicative performance, learning strategies and creativity are considered as criteria. In terms of teachers, the awareness of self-developing should be deserved. The teaching plan and design should demonstrate creativity and elements of appreciation of beauty. Class should contain feelings. The forms of evaluation vary. Formative evaluation and diagnostic evaluation should be emphasized in class.
Principles in English teaching of appreciation of beauty.
As a union of English teaching and aesthetic education, feelings and tasting is one of its properties. It aims at shaping up students’ good characters, life attitude, and perfect personalities. Teaching of appreciation of beauty is a sophisticated cognition styles. It is different from rational cognition and logical reason. So feelings and tasting are treated as a principle.
Communicative competence and performance are English learner’s qualities. Communication should be immersed into the class. In this way, English is not lectured by teacher but acquired by students. Students acquire English in a spontaneous circumstance but not an artificial one. They learn to use English delicately but not to receive lecture. Their activities are highly appreciated. They actively participate the class. The circumstance inspires them to create. Therefore, the class obeys the principle of creativity.
As a teaching way, it is effective or not to be determined by the teaching effects, that is what the students acquired and how much they acquired. The teaching aims are fulfilled or not. Therefore the class should obey the principle of development.
Generally speaking, whatever teaching aims, teaching contents, teaching organization and method as well as textbooks, should be in pursuit of beauty. Students are edified by the beauty of materials and enlightened their intelligence. They are attracted by the approach of beauty and stimulated the desire of seeking knowledge.
Reference:
[1] HuZhuanglin, LiuRunqing, LiYanfu. Linguistics, a course book, Peking University Press, 9,1989
[2] HuChundong, English Teaching Method, High Education Press , 9,1990
实践“新课标”推进素质教育-----浅谈初中英语趣味教学
打造活力英语课堂