运用韵句增强中低年级小学生英语兴趣与能力的研究

运用韵句增强中低年级小学生英语兴趣与能力的研究<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /><o:p></o:p> [摘  要] 在二期课改背景下的小学英语教学，教师应该全面发掘韵句的优点进行全面总结，结合教材和学生学习实际合理总结和创造韵句，用全新的教学理念来进行教学，对其进行理性分析，让它更好地辅助中低年级的英语教学。<o:p></o:p> [关键词] 韵句教学  英语兴趣与能力           <o:p></o:p> <o:p> </o:p> 一、问题的提出及现状分析<o:p></o:p> 在目前使用的二期课改新教材“Oxford English of Shanghai Edition”上海版牛津英语和大多数使用的英语教材中如《综合英语》、《3L》等等，大多收入了韵句，如韵律小诗，童谣等作为教学材料。<o:p></o:p> 与一般的教学材料不同的是，韵句节奏感强，琅琅上口，容易背诵，语调优美。<A title="" style="mso-footnote-id: ftn1" href="http://192.168.5.11:10002/MANAGER/C/C2/INFO_ADD_TYPE_FOUR.asp#_ftn1" name=_ftnref1><SPAN lang=EN-US style="FONT-SIZE: 10.5pt; COLOR: black; FONT-FAMILY: 宋体; mso-bidi-font-family: 'Times New Roman'; mso-font-kerning: 1.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-language: ZH-CN; mso-ansi-language: EN-US; mso-bidi-language: AR-SA">[1]</A>在平时的教学和对区公开课的认真观摩和总结后，发现让学生学诗歌，说说歌谣，可以把原本枯燥难记忆的知识轻松化解，调节学生的学习情绪，使学生在一种积极乐学的情绪下学习，是一种有趣的教学方法，有利于学生学习新知，改善学习方式和方法，提高英语能力。二期课改下的新教材刚刚铺开两年的时间，对这方面的研究资料整理研究后，发现这方面的研究只停留在韵句对课堂教学有利的感性分析上，没有对牛津英语中的韵句进行系统的总结，以及韵句教学对中低年级学生英语学习成绩等各方面的影响作理性地分析和思考。<o:p></o:p> 因此，我们更应该全面发掘韵句的优点进行全面总结，结合教材和学生学习实际合理创造韵句，用全新的教学理念来进行教学，对其进行理性分析，让它更好地辅助中低年级的英语教学。<o:p></o:p> 二、理论依据<o:p></o:p> “输入假设”（Input  Hypothesis）与“情感过滤假设”（Affective Filter  Hypothesis）。<A title="" style="mso-footnote-id: ftn2" href="http://192.168.5.11:10002/MANAGER/C/C2/INFO_ADD_TYPE_FOUR.asp#_ftn2" name=_ftnref2><SPAN lang=EN-US style="FONT-SIZE: 10.5pt; COLOR: black; FONT-FAMILY: 宋体; mso-bidi-font-family: 'Times New Roman'; mso-font-kerning: 1.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-language: ZH-CN; mso-ansi-language: EN-US; mso-bidi-language: AR-SA">[2]</A><o:p></o:p> 十九世纪70年代末，美国著名英语教育学家克拉申（S. Krashe n）在研究二语习得的过程中提出了“输入假设”，人们习得语言的最基本的途径就是对语言输入的理解，“可理解的语言输入”（comprehensible input”）是语言习得的必要条件。克拉申将学习者当前的语言学习知识状态定义为i，把语言发展的下一阶段定义为i+1.这当中学习者学习新知的深度与学习者的情感密切相关，决定着语言习得是否成功。由此克拉申提出了“情感过滤假设”，认为在学习中，情感因素影响着学习的效果。<A title="" style="mso-footnote-id: ftn3" href="http://192.168.5.11:10002/MANAGER/C/C2/INFO_ADD_TYPE_FOUR.asp#_ftn3" name=_ftnref3><SPAN lang=EN-US style="FONT-SIZE: 10.5pt; FONT-FAMILY: 宋体; mso-bidi-font-family: 'Times New Roman'; mso-font-kerning: 1.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-language: ZH-CN; mso-ansi-language: EN-US; mso-bidi-language: AR-SA">[3]</A><o:p></o:p> 因此，在教学中采取韵句的教学方法可以化难理解的新知为可理解的语言输入，使学生具有兴趣和学习的自信心，“情感因素影响着学习效果”，所以，让学生在一种积极乐学的情绪下学习，学生会取得较好的学习效果。<o:p></o:p> 三、分析过程及研究方法<o:p></o:p> 根据克拉申的“输入假设”（Input  Hypothesis）与“情感过滤假设”（Affective Filter  Hypothesis），学习者的情感（即学习兴趣和自信心等）与语言习得是否成功有着密切的关系，情感因素影响着学习效果。<o:p></o:p> 小学中低年级学生的特点是注意力不够集中,也不够持久,容易被新奇的“刺激”所吸引。<A title="" style="mso-footnote-id: ftn4" href="http://192.168.5.11:10002/MANAGER/C/C2/INFO_ADD_TYPE_FOUR.asp#_ftn4" name=_ftnref4><SPAN lang=EN-US style="FONT-SIZE: 10.5pt; FONT-FAMILY: 'Times New Roman'; mso-font-kerning: 1.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: 宋体; mso-fareast-language: ZH-CN; mso-ansi-language: EN-US; mso-bidi-language: AR-SA">[4]</A>因此，如何使课堂气氛变得活跃，充分调动学生的学习兴趣和自信心，对于从事中低年级教学的教师来说，就显得尤为重要。为了更好地进行我们的英语教学，很多教师在平时教学和公开课中都采用了韵律教学。所谓韵律教学就是指有节奏地朗读一些有韵音的小诗Rhyme或儿歌Chant。<o:p></o:p> 在目前我们所用的牛津小学英语教材中，有很多有关韵句的内容，如韵律小诗，童谣等作为教学的材料。与一般的教学材料不同的是，韵句节奏感强，读起来琅琅上口，语调优美且容易背诵，对于中低年级的学生来说，可以激发孩子学习英语的兴趣，取得良好效果。 克拉申的“输入假设”和“情感过滤假设”理论，结合平时的教学及听区公开课所学习到的教学实例，笔者从以下三个方面进行剖析： 一、动感的节奏、生动的画面，具有强烈的感染力，符合小学生的认知规律和思维水平。<A title="" style="mso-footnote-id: ftn5" href="http://192.168.5.11:10002/MANAGER/C/C2/INFO_ADD_TYPE_FOUR.asp#_ftn5" name=_ftnref5><SPAN lang=EN-US style="FONT-SIZE: 12pt; COLOR: black; FONT-FAMILY: 宋体; mso-bidi-font-family: 'Times New Roman'; mso-font-kerning: 1.0pt; mso-fareast-language: ZH-CN; mso-ansi-language: EN-US; mso-bidi-language: AR-SA">[5]</A><o:p></o:p> 极富特色的韵句，节奏押韵、简单易学，既能吸引小学生的注意，又能配合小学生的喜好，用一种富有节奏的方式来呈现语言，更增加它的多样化和新鲜感，带给学生一种活泼欢快的语言接受环境。例如，在2005年9月的英语教研活动展示课中，中华路三小的一位老<?xml:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" /><st1:PersonName w:st="on" ProductID="师在">师在</st1:PersonName>教授《牛津小学英语》2B中Unit4 Going about时，选用了一首chant: Rain, rain , on the train. Pittle , pattle , on the train.一首短短的小诗再配上生动形象的动画片，把两个极易混淆的单词train 和rain轻松地区分了开来，学生们学习地十分投入、开心，直到下课离开教室学生还津津有味地念着这首诗。 二、小诗童谣大都可以配合手指及肢体动作，不但增加趣味性，同时也符合小学生好动及爱玩的心理。<A title="" style="mso-footnote-id: ftn6" href="http://192.168.5.11:10002/MANAGER/C/C2/INFO_ADD_TYPE_FOUR.asp#_ftn6" name=_ftnref6><SPAN lang=EN-US style="FONT-SIZE: 12pt; COLOR: black; FONT-FAMILY: 宋体; mso-bidi-font-family: 'Times New Roman'; mso-font-kerning: 1.0pt; mso-fareast-language: ZH-CN; mso-ansi-language: EN-US; mso-bidi-language: AR-SA">[6]</A><o:p></o:p> <P class=MsoBlockText style="MARGIN: 0cm 0cm 0pt 71.85pt; TEXT-INDENT: -47.9pt; mso-char-indent-count: -3.99; mso-para-margin-left: 2.28gd; mso-para-margin-right: 0cm; mso-para-margin-top: 0cm; mso-para-margin-bottom: .0001pt">笔者在教学实践中发现，通过肢体动作配合可以帮助小学生记忆和理解，且<o:p></o:p> 对语言学习有事半功倍的效果。例如，歌曲Eyes，ears,mouth and nose.学生们可以一边读小诗一边摸摸自己的眼睛、耳朵，嘴巴和鼻子。应该说有一定教学经验的教师都知道这四个词语是教学中的难点，对于一年级的学生来说较为难区分。但是在用这首配上动作，学生易学易记，很快就突破了教学的难点。<o:p></o:p> 三、歌曲歌谣易学易记，以培养学生的自信心。<o:p></o:p> 克拉申的“输入假设”（Input  Hypothesis）与“情感过滤假设”（Affective Filter  Hypothesis）认为学习者当前的语言学习知识状态i，向语言发展的下一阶段i+1的发展过程中认为在学习中，情感因素（即学习兴趣和自信心等）影响着学习的效果。<o:p></o:p> 韵句歌谣节奏明快，又琅琅上口，且重复率高，学生学起来比较容易，就会很有信心及成就感，使他们学习英语更自信，决定着学生的情感因素，更有利于语言的发展。例如，在去年上海实验小学的一节区公开展示课中，一位教<st1:PersonName w:st="on" ProductID="师在">师在</st1:PersonName>教授2Aunit3 的一个单词ferry时，采用了这样一首儿歌： Ferry, ferry, a big ferry. <o:p></o:p> Ferry, ferry, a brown ferry.<o:p></o:p> I see a big brown ferry,<o:p></o:p> I go to Pudong by ferry.<o:p></o:p> 在一首短小的儿歌中，新授单词ferry出现了8次，课堂教学中从教师范读（一遍）——学生跟读（一遍）——分小组朗读（两遍）——全班齐读（一遍），最少五遍，也就是说在学习这首小诗的过程中，已经在不知不觉中朗读了这个单词40遍。在这堂课教学的几个单词中这个单词的学习情况反馈是最好的。<o:p></o:p> 从以上的课堂教学实例中我们可以总结出，韵句教学能够较好地提高中低年级学生的学习兴趣和自信心，能够促进语言的习得，使语言的发展阶段从i阶段向i+1阶段更好地转化，提高学习效果。<o:p></o:p> 本次研究主要采用比较实验法,03届的二（2）班为参照班，04届的二（1）班为实验班。<o:p></o:p> 从2006年3月—6月，对实验班进行了实验教学，在教学中尽量采用韵句的形式，与参照班去年的单元测验采取同样的测验卷，并对实验班进行了成绩的跟踪记录、对比和分析。<o:p></o:p> 2005年9月—2005年12月，也就是对实验班进行实验教学之前，笔者对这个班也进行了原始成绩的跟踪分析，经计算，参照班和实验班在同样学习牛津英语<st1:chmetcnv w:st="on" TCSC="0" NumberType="1" Negative="False" HasSpace="False" SourceValue="2" UnitName="a">2A</st1:chmetcnv>的内容时的单元测验平均成绩如表一： <o:p></o:p> 表一<o:p></o:p> <TABLE class=MsoNormalTable style="BORDER-RIGHT: medium none; BORDER-TOP: medium none; BORDER-LEFT: medium none; BORDER-BOTTOM: medium none; BORDER-COLLAPSE: collapse; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext" cellSpacing=0 cellPadding=0 border=1> <TBODY> <TR style="HEIGHT: 12.75pt; mso-yfti-irow: 0; mso-yfti-firstrow: yes"> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: windowtext 1pt solid; WIDTH: 59.4pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 12.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt" vAlign=top width=79> <o:p> </o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 79.2pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 12.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt" vAlign=top width=106> 班     级<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 12.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt" vAlign=top width=92> 第一单元<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 12.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt" vAlign=top width=92> 第二单元<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 12.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt" vAlign=top width=92> 第三单元<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 12.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt" vAlign=top width=92> 第四单元<o:p></o:p></TD></TR> <TR style="mso-yfti-irow: 1"> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: windowtext 1pt solid; WIDTH: 59.4pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=79> 参照班<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 79.2pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=106> 03届二(2)班<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 91.1<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 87.9<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 86.4<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 90.1<o:p></o:p></TD></TR> <TR style="HEIGHT: 24.75pt; mso-yfti-irow: 2; page-break-inside: avoid"> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: windowtext 1pt solid; WIDTH: 59.4pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 24.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=79> 实验班<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 79.2pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 24.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=106> 04届二(1)班<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 24.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 92.3<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 24.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 89.8<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 24.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 87.6<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 24.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 92.7<o:p></o:p></TD></TR> <TR style="HEIGHT: 14.25pt; mso-yfti-irow: 3; mso-yfti-lastrow: yes; page-break-inside: avoid"> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: windowtext 1pt solid; WIDTH: 59.4pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 14.25pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=79> <o:p> </o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 79.2pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 14.25pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=106> 成绩差<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 14.25pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 1.2<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 14.25pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 1.9<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 14.25pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 1.2<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 14.25pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 1.6<o:p></o:p></TD></TR></TBODY></TABLE> 可以看出,对比两个班级,实验班比参照班的分数平均高1.55分。<o:p></o:p> 在2006年3月—6月的教学中实验班尽量采用韵句教学方法进行授课。在单元测验中对实验班同样进行了跟踪单元测验、成绩记录和分析。经过四个单元的跟踪，得到了以下一组数据，见表二：<o:p></o:p> 表二<o:p></o:p> <TABLE class=MsoNormalTable style="BORDER-RIGHT: medium none; BORDER-TOP: medium none; BORDER-LEFT: medium none; BORDER-BOTTOM: medium none; BORDER-COLLAPSE: collapse; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext" cellSpacing=0 cellPadding=0 border=1> <TBODY> <TR style="HEIGHT: 12.75pt; mso-yfti-irow: 0; mso-yfti-firstrow: yes"> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: windowtext 1pt solid; WIDTH: 59.4pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 12.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt" vAlign=top width=79> <o:p> </o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 79.2pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 12.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt" vAlign=top width=106> 班     级<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 12.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt" vAlign=top width=92> 第一单元<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 12.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt" vAlign=top width=92> 第二单元<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 12.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt" vAlign=top width=92> 第三单元<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: windowtext 1pt solid; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 12.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt" vAlign=top width=92> 第四单元<o:p></o:p></TD></TR> <TR style="mso-yfti-irow: 1"> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: windowtext 1pt solid; WIDTH: 59.4pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=79> 参照班<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 79.2pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=106> 03届二(2)班<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 90<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 88．8<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 86. 4<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 90. 1<o:p></o:p></TD></TR> <TR style="HEIGHT: 24.75pt; mso-yfti-irow: 2; page-break-inside: avoid"> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: windowtext 1pt solid; WIDTH: 59.4pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 24.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=79> 实验班<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 79.2pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 24.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=106> 04届二(1)班<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 24.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 93．1<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 24.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 92．3<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 24.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 91．6<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 24.75pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 93．3<o:p></o:p></TD></TR> <TR style="HEIGHT: 14.25pt; mso-yfti-irow: 3; mso-yfti-lastrow: yes; page-break-inside: avoid"> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: windowtext 1pt solid; WIDTH: 59.4pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 14.25pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=79> <o:p> </o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 79.2pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 14.25pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=106> 成绩差<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 14.25pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 3．1<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 14.25pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 3．5<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 14.25pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 4．2<o:p></o:p></TD> <TD style="BORDER-RIGHT: windowtext 1pt solid; PADDING-RIGHT: 5.4pt; BORDER-TOP: #d4d0c8; PADDING-LEFT: 5.4pt; PADDING-BOTTOM: 0cm; BORDER-LEFT: #d4d0c8; WIDTH: 69.3pt; PADDING-TOP: 0cm; BORDER-BOTTOM: windowtext 1pt solid; HEIGHT: 14.25pt; BACKGROUND-COLOR: transparent; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt" vAlign=top width=92> 3．3<o:p></o:p></TD></TR></TBODY></TABLE> 对比两个班级,实验班比参照班的分数平均高3.53分。<o:p></o:p> 由此可见，实验班在实验教学之后有实验教学之前的1.55上升到3.53，我们可以总结出：结合教材进行合理的韵句教学，不仅提高了学生的兴趣，学生的英语能力得到了很大的提升。<o:p></o:p> 五、综述<o:p></o:p> <P class=MsoBlockText style="MARGIN: 0cm 0cm 0pt 0.1pt; TEXT-INDENT: 24pt; mso-char-indent-count: 2.0; mso-para-margin-left: .01gd; mso-para-margin-right: 0cm; mso-para-margin-top: 0cm; mso-para-margin-bottom: .0001pt">实践证明，如果教师平时能收集大量的韵律诗，童谣之类的韵句，把他们运用到教学中，可以调动学生的多种感官，让他们在乐中学，学中乐，既避免了枯燥重复、呆板操练，又激发了学生的学习兴趣，同时对学生的学习能力提升有很大帮助，是一种值得学习、实践、反思、总结的英语教学方法。<o:p></o:p> <o:p> </o:p> 上海市裘锦秋实验学校  曹卉<o:p></o:p> 参考文献：<o:p></o:p> [1] 《英语课程标准解读》基础教育课程改革通识培训丛书  北京师范大学出版社，2002年版； <o:p></o:p> [2]  剑桥英语教师丛书：《情感与语言学习》 Jane Arnold 著、《语言教师心理学初探》 Marion Willianms & Robert L. Burden 著，外语教学研究研究出版社，2000年版；<o:p></o:p> [3] 胡春洞《英语学习理论》，贾冠杰《外语教育心理学》，广西教育出版社，1996年版；<o:p></o:p> [4]  当代语言学与应用语言学文库：《语言学习与语言教学原则》 H.D. Brown 著、《根据原理教学：交互式语言教学》 H.Douglas Brown、〈〈第二语言学习与教学〉〉 Vivian Cook,<<认知语言学入门》 F.Ungerer & H.J.Schmid 著, <<英语教学科研方法〉》 Jo McDonough & Steven McDonough著，外语教学与研究出版社，2002年版；<o:p></o:p> [5]   章兼中《外语教育学》  杭州：浙江教育出版社，1999.9；<o:p></o:p> [6] 《中小学英语教学与研究》杂志　　华东师范大学出版社；<o:p></o:p> [7]  张莺《小学英语教学法》长春：东北师范大学，2002.12；<o:p></o:p> <P class=MsoNormal style="MARGIN: 0cm 18.05pt 0pt 23.95pt; LINE-HEIGHT: 150%; tab-stops: 387.0pt; mso-para-margin-left: 2.28gd; mso-para-margin-right: 1.72gd; mso-para-margin-top: 0cm; mso-para-margin-bottom: .0001pt">[8]  舒运祥  《如何开展外语教学研究》　华东师范大学外语学院；<o:p></o:p> [9]  鲁宗干唐锡玲《小学英语课堂教学技能训练》长春：东               北师范大学，2002.12 <o:p></o:p> <o:p> </o:p> <DIV style="mso-element: footnote-list"> <HR align=left width="33%" SIZE=1> <DIV id=ftn1 style="mso-element: footnote"> <A title="" style="mso-footnote-id: ftn1" href="http://192.168.5.11:10002/MANAGER/C/C2/INFO_ADD_TYPE_FOUR.asp#_ftnref1" name=_ftn1></A>注释：<o:p></o:p> <SPAN lang=EN-US style="FONT-SIZE: 10.5pt; FONT-FAMILY: 宋体; mso-bidi-font-family: 'Times New Roman'; mso-font-kerning: 1.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-language: ZH-CN; mso-ansi-language: EN-US; mso-bidi-language: AR-SA">[1] 《不要小看学生的能力》  方丽霞<o:p></o:p> <o:p> </o:p></DIV> <DIV id=ftn2 style="mso-element: footnote"> <A title="" style="mso-footnote-id: ftn2" href="http://192.168.5.11:10002/MANAGER/C/C2/INFO_ADD_TYPE_FOUR.asp#_ftnref2" name=_ftn2></A>注释：<o:p></o:p> <SPAN lang=EN-US style="FONT-SIZE: 10.5pt; FONT-FAMILY: 宋体; mso-bidi-font-family: 'Times New Roman'; mso-font-kerning: 1.0pt; mso-bidi-font-size: 9.0pt; mso-fareast-font-family: 仿宋_GB2312; mso-fareast-language: ZH-CN; mso-ansi-language: EN-US; mso-bidi-language: AR-SA">[2]剑桥英语教师丛书：《情感与语言学习》 Jane Arnold 著<o:p></o:p></DIV> <DIV id=ftn3 style="mso-element: footnote"> <A title="" style="mso-footnote-id: ftn3" href="http://192.168.5.11:10002/MANAGER/C/C2/INFO_ADD_TYPE_FOUR.asp#_ftnref3" name=_ftn3><SPAN lang=EN-US style="FONT-SIZE: 9pt; FONT-FAMILY: 宋体; mso-bidi-font-family: 'Times New Roman'; mso-font-kerning: 1.0pt; mso-fareast-font-family: 仿宋_GB2312; mso-fareast-language: ZH-CN; mso-ansi-language: EN-US; mso-bidi-language: AR-SA">[3]</A>剑桥英语教师丛书：《情感与语言学习》 Jane Arnold 著<o:p></o:p></DIV> <DIV id=ftn4 style="mso-element: footnote"> <A title="" style="mso-footnote-id: ftn4" href="http://192.168.5.11:10002/MANAGER/C/C2/INFO_ADD_TYPE_FOUR.asp#_ftnref4" name=_ftn4><SPAN lang=EN-US style="FONT-SIZE: 10.5pt; FONT-FAMILY: 宋体; mso-bidi-font-family: 'Times New Roman'; mso-font-kerning: 1.0pt; mso-bidi-font-size: 9.0pt; mso-fareast-font-family: 仿宋_GB2312; mso-fareast-language: ZH-CN; mso-ansi-language: EN-US; mso-bidi-language: AR-SA">[4]</A>《Let’s Chant——小学英语课中应更多地加入歌曲和童谣的教学》 lulu    2006.6 <o:p></o:p></DIV> <DIV id=ftn5 style="mso-element: footnote"> <A title="" style="mso-footnote-id: ftn5" href="http://192.168.5.11:10002/MANAGER/C/C2/INFO_ADD_TYPE_FOUR.asp#_ftnref5" name=_ftn5></A>注释：<o:p></o:p> <SPAN lang=EN-US style="FONT-SIZE: 10.5pt; FONT-FAMILY: 宋体; mso-bidi-font-family: 'Times New Roman'; mso-font-kerning: 1.0pt; mso-bidi-font-size: 9.0pt; mso-fareast-language: ZH-CN; mso-ansi-language: EN-US; mso-bidi-language: AR-SA">[5] 《任务型教学模式下的小学英语歌曲、歌谣教学》      徐洪波<o:p></o:p></DIV> <DIV id=ftn6 style="mso-element: footnote"> <A title="" style="mso-footnote-id: ftn6" href="http://192.168.5.11:10002/MANAGER/C/C2/INFO_ADD_TYPE_FOUR.asp#_ftnref6" name=_ftn6><SPAN lang=EN-US style="FONT-SIZE: 10.5pt; FONT-FAMILY: 宋体; mso-bidi-font-family: 'Times New Roman'; mso-font-kerning: 1.0pt; mso-bidi-font-size: 9.0pt; mso-fareast-language: ZH-CN; mso-ansi-language: EN-US; mso-bidi-language: AR-SA">[6]</A> 《中小学英语教学与研究》杂志　　华东师范大学出版社；<o:p></o:p></DIV></DIV>