中文摘要：英语教学中的简笔画指以简单、凝练的线条描绘出物体形象和特点的图画。简笔画形象、有趣、简练，简单几笔就能表达出所要表达的信息，学生可据此展开丰富的想象、便于教师调控、它的使用范围也很广。简笔画不会被时间、空间等限制，不仅能应用于词汇、句型等语言知识的教学，而且能吸引学生学习兴趣、创造语言环境、培养学生的思维能力和想象力、增加了教学的艺术魅力。简笔画能在较短的时间内用简练的图画吸引学生的兴趣，把学生带入到教学情境中，比较适合小学英语的教学工作，并且能起到画龙点睛的作用。将本来乏味枯燥的单词、句子和短文讲得充满生趣,增加了学习的方式方法。合理并且恰当地运用简笔画可以避免把母语作为媒介的弊端。在英语教学中，运用直观教学法，配合符合教学目的及其各环节所需要的直观教具和教学技术手段，学生能更好地理解新知识，更具体地想象交际的各种情景，更牢固地掌握所学的知识。本文主要从简笔画在小学英语教学中教育学、心理学等方面的理论依据、教学简笔画的含义和特征、简笔画对于小学英语教师教学方面的作用、简笔画对于小学生学习方面的作用、如何在课堂中恰当运用简笔画等方面来研究简笔画在小学英语教学中的作用。

关键词:简笔画     小学英语教学     作用     使用

Contents

Abstract

中文摘要

Chapter One Introduction-1

1. 1 The background-1

1. 2 The Significance and Purpose-1

Chapter Two Literature Review-3

   2. 1 The psychological basis of the teaching of stick drawig-3

   2. 2 The pedagogical basis of the teaching of stick drawing-3

   2. 3 The characteristics of the stick drawing-3

   2. 3. 1 Simplicity-3

   2. 3. 2 Figurativeness-3

   2. 3. 3 Heuristic-4

   2. 3. 4 Regulatory-4

   2. 4 The earlier studies of stick drawing on primary school's English teaching-4

Chapter Three The function of stick drawing to primary English teaching-6

3. 1 Promote phonetic teaching-6

3. 2 Interpretate the word-6

3. 2. 1 Teach new words-7

3. 2. 2 Distinguish synonyms-7

3. 2. 3 Compare antonyms-7

3. 3 Help explain the sentence pattern-8

3. 4 Apply stick drawing when teachers tech text or dialogue-9

3. 5 Improve the learning effect in practice lessons and reviewing lessons-9

3. 6 Set up the teacher's prestige-10

3. 7 Assist in evaluating homework-10

Chapter Four The role of stick drawing for learning-12

4. 1 Avoid the interference of mother tongue-12

4. 2 Enrich the teaching means-12

4. 3 Understand the abstract concepts and strengthen the memory-13

4. 4 Concentrate attention and active atmosphere-13

Chapter Five How to apply stick drawing reasonably in class -15

5. 1 Teach knowledge while painting-15

5. 2 Consise the stick drawing as long as students can understand-15

5. 3 Carefully layout according to the contents-15

Chapter Six Conclusion-16

6. 1 Conclusion of study-16

References-17