（前言：以前翻译的一位初中教师的教学论文，对您没有指导意义，除非您正在准备这样一篇论文，呵呵。）

把创新教育带进英语课堂
Bring Innovative Education to English Classes

摘要：以培养创新精神和实践能力为重点的素质教育是当今教育改革的主旋律，课堂教学则是培养学生创新精神及实践能力的主阵地。英语教学要培养创新型人才，要求教师们在课堂教学中要设疑启智，营造创新氛围；培养兴趣，激发创新热情；构造创新的课堂教育模式；培养发散思维，提高创新思维能力。
Abstract: Education for all-around development that emphasizes on the cultivation of a creative mind and practice ability has become the main theme of current education reform, and classroom teaching is the main place for the training of a creative mind and practice ability of students. To bring up creative talents by English teaching, teachers are required to motivate students to think and build an innovative atmosphere; to cultivate students’ interest and awake their enthusiasm; to construct an innovative education mode in classroom; and to train students’ divergent thinking and increase their ability of creative thinking.

关键词： 创新  英语课堂   英语教学
Key words: Innovation, English class, English teaching
在英语教学中，教师将如何实施创新教育，让创新教育走进英语课堂？
In English teaching, how will teachers carry out innovative education and let innovative education dominate English classes?

一、设疑启智、营造创新氛围；
I. Motivate students to think and build an innovative atmosphere;
(一) 巧设问题，积极求异
1. Be skillful at raise questions and seek varied answers
“学起于思，思源于疑”。学生有了疑问才会去进一步思考问题，才会有所发展，有所创造。苏霍姆林斯基说过：“人的心灵深处，总有一种把自己当作发现者、研究者、探索者的固有需要，……”而传统教学中，学生少主动参与，多被动接受，少自我意识，多依附性。学生被束缚的教师、教材、课堂的圈子中，不敢越雷池半步，其创新能力必然受到压抑和扼制。因此英语课堂教学中每一教学步骤都应多设信息沟，层层递进，可根据一定的教学内容或语言材料，设计适量灵活性较大的思考题，或让学生从同一来源的材料或信息中探求不同答案，培养学生积极求异的思维能力。设计此类思考题，让学生进行讨论、争论、辩论，既调动了学生积极运用语言材料组织新的语言内容，又训练了他们从同一信息中探求不同答案的求异思维能力。例如：在教学外研版初一英语下册Module 8 Unit 2的One day I’ll go back.这个句子中，本人给学生提出了这样一个问题：one day在句中是什么意思呢？为什么后面用一般将来时呢？接着让学生互相讨论，当本人提问他们时，有的说one day是表示一天，有的说是表示有一天，有的说是表示在将来的某一天等等，所以后面要用一般将来时。虽然答案各异，但学生创设了一个讨论、交流的平台，培养了学生的求异思维能力。
“Learning comes from thinking while thinking arises from doubt”. Only when anything is doubtful, students will start to think and then attain grow and become creative. As В. А. Cyxomjnhcknn said: “in the deep heart of people, there is an inherent demand that takes themselves as the discovers, researchers or explorers……”. While in traditional teaching, students are more passive recipients than active participants, of less self-awareness but more reliance on teachers. They are bound in the circle of teacher, text book and the class and not dare to be of any exceeding, then their innovation ability will inevitably be oppressed. So in English classes, each teaching step shall be accompanied by information exchange, which shall be increased with more teaching contents. Appropriate flexible questions can be designed according to a certain teaching content or language material or students are asked to seek different answers for the material or information of same origin so as to cultivate their ability of thinking in a different way. Designing such kind of questions and having student to discuss or argue will not only mobilize students to actively use language material to organize new language, but train them to think in a different way for the same information. For example, when coming to the sentence of “One day I’ll go back” in Unit 2, Module 8, second volume of English for Grade 1 of Junior High School published by Foreign Language Teaching & Research Press, I raise to students the question: what’s meaning of “one day” in the sentence？Why is it in the future tense? Then I let students to discuss with each other. When I ask them to reply, some say that “one day” indicates a day, some say that “one day” indicates a certain day, and some say that “one day” indicates a day in the future, so it’s in the future tense etc. Though they give varied answers, a platform for discussion and exchange is set up, and students’ ability of thinking in a different way is cultivated.  


(二) 营造创新学习氛围
2. Build an atmosphere for creative learning
在课堂教学中，老师要善于为学生创造学习英语的创新思维，让学生在良好的教学氛围中体验学习的乐趣。 例如：在教学外研版初一英语上册Module 5 Unit 3中some和any的用法时，本人在黑板上出示以下几个句子：1. We’ve got some oranges and some apples. 2. There are some bananas on the table. 3. Have you got any eggs? 4. We haven’t got any melons.让学生观察并讨论some和any分别用于什么句型当中。经过小组讨论，学生不难地总结出some用于肯定句，而any用于疑问句和否定句。老师启发式地让学生自主掌握了知识，让学生体验到了成功的喜悦，教师应不失时机地给学生创造学习英语的氛围，加强语言信息的刺激，营造创新教学氛围。
In classroom teaching, teachers shall be good at creating an atmosphere for creative learning of English and let students feel the fun of learning in a sound teaching atmosphere. For example, when involving in the use of “some” and “any” in Unit 3, Module 5, first volume of English for Grade 1 of Junior High School published by Foreign Language Teaching & Research Press, I display on the blackboard following sentences: 1) We’ve got some oranges and some apples. 2) There are some bananas on the table. 3) Have you got any eggs? 4) We haven’t got any melons. And then ask students to observe and discuss that what kinds of sentential forms will “some” and “any” be used. Through discussion in groups, students sum up without any effort that “some” is used in affirmative sentences while “any” is used in interrogative sentence or negative sentences. With teacher’s heuristic mode of teaching, students get mastery of the knowledge autonomously and feel the joy of success. Teachers shall create in due time the atmosphere for creative learning, strengthen stimulation with language information, and build the atmosphere for innovative teaching.

二、培养兴趣、激发创新热情
II. Cultivate interest and arouse passion for innovation
(一) 培养学习英语的兴趣
1. Cultivate interest in learning English
学生的学习兴趣是学习的强大动力，是成功的关键。现代心理学之父皮亚杰说过：“所有智力方面的工作都要依赖于兴趣”。的确，兴趣是一种学习动力，是一切精神活动的先导，是学习知识、发展智力的首要条件，又是激发创造力、开发学生智力的催化剂。兴趣是一种积极的认识倾向，是一种复杂的个性品质，学习英语的兴趣越浓，学习的积极性就越高，学习的效果就越好。课堂教学是教师激发学生学习兴趣，提高学生参与行为的重要场所之一，教师应该努力使课堂变得生动而富有乐趣，英语学习的兴趣产生之后，学生的学习态度和方法会逐步改善，继而产生强烈的参与愿望。
Interest is a powerful drive for students’ learning and is the key to their success. As Piaget, the father of modern psychology said: “all works involving intelligence shall be of reliance on interest.’ Indeed, interest is the drive for learning, the leading element of all spiritual activities and the chief condition for learning and developing intelligence. It’s also the catalyzer for wakening students’ creative ability and developing their intelligence. Interest is a positive tendency to seek knowledge and a kind of complicated individual character. Having greater interest in learning English, students will be more pleasant to learn, and better result will be generated. Classroom is one of the important occasions to motivate students’ interest in learning and enable them to participate, and teachers shall strive to make English classes vivid and interesting. When students are glad to learn English, they will gradually improve their attitude and method for learning and then intensively desire to participate in the classes.  

(二) 以兴趣激发创新热情
2. Motivate passion for innovation with interest
激发学生学习兴趣的途径很多，可以是同学们已熟知的著名人物的时代背景，可以是一个短片导出的对语或课文，可以是一个美丽的话面或一个给人悬念的问题，也可以是引人入胜的课前三分钟的对话，还可以是录像或VCD的片段等等。例如：在教学What’s you favourite food?这句型时，本人在电脑屏幕上投影出一盘美味的鸡的照片，然后说My favourite food is chicken.What’s your favourite food?引导学生说出My favourite food is……然后在屏幕上再投影出多张有关食物的照片，让学生做参考。学生们纷纷地表达出自己的意见，连平时不太发言的同学也积极地表达了自己的想法，使课堂进入了以学生为主体的高潮。
There are many ways to arouse students’ interest in learning, for example the background of a famous person who is well known by students, a dialogue or text in a short film, a beautiful scene or a pending issue, three minutes of interesting dialogue preceding the class, or a piece of video information etc. For example in teaching the sentential form of “What’s you favorite food?”, I display on computer screen the photo of a dish of delicious children, and say: “My favorite food is chicken. What’s your favorite food?” so as to guide students to such expression of “My favorite food is……”. And then I show on the screen photos of many foods to be used for their reference. Students even those who are reluctant to speak express their opinions in succession, driving the class to the climax that students are in domination.

三、构造创新的课堂教育模式
III. Construct an innovative mode of classroom teaching
(一) 注重发挥学生的主体性
1. Be attentive to make students the main role
以课堂教学为主渠道的创新教育模式，是培养创新能力的关键，在老师的指导下，让学生读书，自己质疑，自己求索。良好的学习方法，能使学生更好地发挥能力。学习应该是课堂学习活动的主体，教师应该注意培养学生独立学习的能力，让学生更多的自主学习独立思考的时间和空间，让学生在学习中学会如何去获得知识及方法式，以达到培养创新的意识，提高创新能力的目的。
The mode of innovative education mainly characterized by teaching in classroom is the key to cultivate students’ innovation ability. Under the guidance of teacher, students learn to read, to question and to seek answers. The good method for learning will be able to bring students’ capacity into full play. Students shall be the main role in class learning, and teachers shall be attentive to train their ability of autonomous learning and offer them more time and space to learn and think independently. They shall be able to teach students to obtain knowledge and the way of learning so as to cultivate their awareness of innovation and increase their innovation ability.

主体性的课堂教学是师生共同参与，相互交流的多边活动。师生间平等民主合作的交往关系，能使课堂更自由开放、更富有情境性，更利于学生的主动参与。教师在教学的设计和安排上必须更加注意新颖有创意，以便更好地调动和发挥学生的主体性，使他们真正成为学习的主人。在英语课堂教学中，我们教师可以采用多种方法，通过多种途径，引导和激励全体学生的主动参与，锐意创新。教师在教学过程的设计和安排要注意发挥学生的主体性，尊重学生的独立人格，激发学生探究欲望，想方设法培养其独立获得知识，创造性运用知识的能力。例如：在教学外研版初一英语上册Module 4 Unit 2 时，本人首先提问一个学生：How many people are there in you family? Who are they? 再提问另一个学生：Has he got a small family or a big family? 这样给学生做了一个示范之后，让他们进行pair work来练习——Have you got a small family or a big family?— I’ve got a big/small family. There are……people in my family.这个对话。学生经过两个练习，在全班同学面前就可以大胆地、更自信地展示自己的对话。这个对话的语言点很简单，全班学生都可参与，充分地发挥了全体学生的主体性，让他们真正成为学习的主人。
The teaching emphasizing on students’ main role is a multi-lateral activity that requires both teacher and students’ participation and exchange. The equal, democratic and cooperative exchange between teacher and students makes the classroom free, open and situational, is favorable for students to participate actively. In teaching design and arrangement, teachers must pay more attention on novelty and originality so as to better mobilize and arouse students’ main role awareness, enabling them to be the active learners. In English teaching in classroom, multiple methods and diversified channels can be excavated by teachers to guide and inspire the whole students to participate actively and innovate vigorously. In design and arrangement of teaching process, teachers shall be attentive on making students the main role in the class, esteeming their independent personality, inspiring their desire of exploration and training their ability of obtaining knowledge independently and using knowledge creatively. For instance in teaching Unit 2, Module 4, first volume of English for Grade 1 of Junior High School published by Foreign Language Teaching & Research Press, I firstly ask one student: “How many people are there in you family? Who are they?”, then I ask another student: “Has he got a small family or a big family?”. After making such a demonstration to students, I require them to practice in pairs the dialogue: “Have you got a small family or a big family? — I’ve got a big / small family. There are……people in my family.” Through two rounds of exercise, students are able to boldly and confidently show before the whole class their dialogue. The dialogue is of simple language, and the whole class can be able to participate in practice that fully shows students’ main role in the class and makes them the real active learners.

(二) 构建宽松和谐的课堂环境
2. Construct a relaxed and harmonious classroom atmosphere
轻松愉快、民主和谐的学习气氛和环境，对学生的精神面貌、学习动机、自我形象会产生积极的影响。课堂上师生间的信息交流往往是在情感气氛中进行的，知识的接受以及学生技能的培训是以师生心理的相互影响为背景的。教师对学的理解信任、热情鼓励，以及耐心期待都可能转化为学生的自信，以知识的渴求及对课堂活动的主动参与。因此，在教学中，教师要努力培养自身良好的心理素质，把真挚的受传递给学生，学生在这种宽松的心理环境下不断处于主动，亢奋的状态，养成乐思、善思、敢思的思维品质，形成了不怕错误，敢于求异的良好学习心理。对学生的回答要给予充分的肯定和赞赏，可以说 “Very good. / Do a good job./You are so clever./You are a good boy……” 当学生在学习过程中出现错误时，教师可用 “Good, but……/Don’t be nervous, try again/Thank you” 等评价语，在肯定成绩的前提下提出错误，并鼓励学生大胆发言。同时，对不同层次的学生应有不同的要求和评价标准。增强他们的自信心，教师以信任、鼓励的态度肯定学生的发现，尊重、理解、宽容地对待学生，并给予积极的评价，学生才能处于轻松、愉悦的教学环境中，创造性思维才能得以发展，使学生成为勇于思考，勇于创新的人，这样平等民主的课堂气氛有利于点燃学生创新思维的火花。
A relaxed, democratic and harmonic learning atmosphere in classroom will have positive influence on students’ spiritual status, learning motivation and self-image. The information exchange in the classroom between teacher and students is often based on an easy atmosphere, and the acceptance of knowledge and training of students’ competence rest with mutual influence of teacher and students psychologically. Teacher’s understanding, trust, encouragement and expectation to students may be transferred into students’ self-confidence, their thirst for knowledge and active participation in the class. So in teaching, teachers shall strive to train their own psychological quality and transfer their true affection to students. In such as relaxed psychological environment, students are often in an active and excited status, form the character of being pleasant to, good at and willing to thinking, and are mentally not afraid of mistakes but dare to seek answers in a different way. When students give their answers, teachers shall fully affirm and praise them by saying: “Very good. / Do a good job. / You are so clever. / You are a good boy……”. When students make mistakes during the learning, teachers may comment by saying: “Good, but……/ Don’t be nervous, try again / Thank you” and indicate their error on the premise of recognizing their achievements, and encourage them to speak audaciously. Meanwhile, different requirements and criterions for evaluation shall be applied to students in different phases so as to increase students’ self-confidence. When teachers recognize students’ findings in a gesture of trust and encouragement, esteem, understand and treat students in good faith, and highly comment their achievements, students will be in an easy and pleasant teaching environment, and their innovating thinking will be developed, which is helpful to change students to be those who are bold to think and innovate, and such a fair and democratic classroom environment is advantageous for the ignition of sparkles of innovation thinking of students.

四、培养发散思维，提高创新思维能力
IV. Train divergent thinking and enhance ability of creative thinking
(一) 培养学生的发散思维
1. Train students’ divergent thinking
发散思维强调求异思维，让学生进行暴风骤雨的联想，标新立异，形成新的观点，找到新的解决问题的途径。有位哲人曾说过：“好的先生不是教书，不是教学生，而是教学生如何学”。也就是我们常说的“授人以鱼，不如授人以渔。” 讨论式、质疑式的教学有利于发散思维，创新思维的发展，要让学生丰富想象，积极探索求异，坚持独立见解，这就是要求教师要善于挖掘教材中蕴涵的创造性因素，通过设疑，创新情景，给予每位学生参与的机会，让学生积极运用所学的知识，大胆进行发散创造。例如：在教学外研版初一英语上册 Module 5 Unit 2 时，本人在电脑屏幕上出示多张有关食物和饮料的照片，提问学生：What’s your favourite food and drink? Are they healthy food and drink? 让学生大胆地表达自己的看法，然后问其他学生有没有不同的意见，并说出理由。这样一来，学生们就会积极发言，从而给他们提供了发散思维的机会。又如：在教学外研版初一英语下册Module 6 Unit1时，主要是学习一些奥林匹克运动和形容词，并把这些运动作比较。如：I like table tennis. I think it’s more popular than gymnastics. /I like cycling. I think it’s more relaxing than running. / I don’t like skiing. I think it’s more dangerous than cycling and gymnastics.让学生根据自己的喜好说出对这些运动的看法，没有标准答案，也不去限制学生的思维，让每一个学生都感觉自己的答案是最完美的，这样，学生的创新思维也得到进一步的发展。
The emphasis of divergent thinking is laid on thinking in a different way that get student to think briskly and in an extensive range so as to form their unconventional new viewpoints and find a new way to solve problems. As a philosopher once said: “a good teacher does not teach or educate students, but teach students how to learn”, that’s so called: “It is better to teach a man fishing than to give him fish”. The discussion-style or questioning-style teaching is helpful to develop divergent thinking and creative thinking. To have students enrich imagination, actively explore and seek different answers and insist on their independent viewpoints, teachers are required to excavate the creative factors contained in the teaching material, design questions and new situations, and then offer each student the chance to participate in practice, allowing them to create divergently using the knowledge they have learnt. For example, when teaching Unit 2, Module 5, first volume of English for Grade 1 of Junior High School published by Foreign Language Teaching & Research Press, I display on the computer screen some photos of foods and drinks and ask students: “What’s your favorite food and drink? Are they healthy food and drink?” I tell students to bravely express their own opinions and ask others whether they have different opinions and give the reasons. By doing so students become glad to speak in class and get the chance to develop their divergent thinking. Another example, when coming to Unit 1, Module 6, second volume of English for Grade 1 of Junior High School published by Foreign Language Teaching & Research Press, some Olympic games items and associated adjectives are to be taught, and the items are compared. For instance: “I like table tennis. I think it’s more popular than gymnastics. / I like cycling. I think it’s more relaxing than running. / I don’t like skiing. I think it’s more dangerous than cycling and gymnastics.” Then I ask students to tell their opinions on the sports items according to their own favorites, of course no standard answer in it, and students are allowed to think and tell freely, and feel that their own answer is the best. In this way the creative thinking of students gains further development.

(二) 开发学生的创造性思维
2. Develop students’ creative thinking
课文教学中，教师是善于设计新颖别致、并能唤起学生共鸣的问题。 让学生在独立思想的基础上，再进行集体讨论，集思广益。也可以用所教的知识，让学生自由地求异发散、编写新的内容。例如：在教学外研版初一英语上册Revision module A时，本人在电脑屏幕上展示了一张生日晚会的照片，里面有各种各样的食物和饮料，让学生用所学句型和学过的方位介词来介绍这一张照片，并把它写成一段短文，可以互相讨论。这样可以开发学生的创造性思维，也会使学生相互启发、相互交流，从而以创新意识来灵活运用语言知识，让学生凭自己的能力与摸索解决新问题，掌握新知识，在此过程中学生的创新实践能力也得到真正提高。
In teaching texts, teachers shall be good at designing novel and interesting questions that may arouse response of students. Students are required to think independently at first, and then to discuss collectively so as to draw on the wisdom of the masses. Teachers may also guide students to broadly think and create new contents utilizing the knowledge just taught. For example, when teaching Revision module A, first volume of English for Grade 1 of Junior High School published by Foreign Language Teaching & Research Press, I display on computer screen a photo on birthday party, presenting various foods and drinks. I ask students to introduce the photo using the sentential forms and words on direction they have learnt and write a short passage, and they may discuss each other. In this way students’ creative thinking gains development, and mutual illumination and exchange enables them to use the language in a creative way. Students will be able to solve new problems and learn new knowledge using their own effort during which students’ capacity of creation and practice can be truly developed.

总之，学生的学习过程既是一种认识过程，也是一种探究过程，教育的过程本身是一种探索与创造，英语的课堂教学只有学生的主体作用与教师的主导作用很好地进行统一，不断探索课堂教学的新思路、新方法、引导学生发现、探究、解决问题的能力，营造学生主动参与的教育情景，才能培养学生的开拓精神和创新意识，逐步培养其求异创造能力，达到创新教育的目的。
In a word, the course of learning of students is not only a course of knowing, but a course of exploration, and the course of education itself is a kind of research and creation. In teaching English in classroom, only when the main role function of students and the guide role function of teachers are well unified, new teaching concepts and methods are explored in a continuous way, students are directed to find, research and solve problems, and students’ active participation in classes is attained, students’ pioneering spirit and innovation awareness of can be cultivated and their ability of creation can be increased gradually, and then the goal of Innovative Education will be achieved.