學生學特點英語怎麼說
小學高年級學生的特點
英文翻譯_
The characteristics of the senior students in primary schools
❷ 學生用英語怎麼說
學生統來稱:
（在學校學自習的人） student; pupil:
（向老師或前輩學習的人） disciple; follower
其他：
小學生
1. pupils
2. elementary school students
3. schoolchildren
中學生
middle school student
大學生
1. college students
2. undergraate student
研究生
1. graate students
2. postgraates
畢業班學生
senior
❸ 你覺得小學生學習英語的特點是什麼
這個問題需要看情復況而定。
情況一制，這些孩子一二年級沒有上過英語的，那麼孩子的英語就是屬於啟蒙階段，假如說是這樣的，孩子們需要從ABCD這些基本開始學。
情況二，這些孩子一二年級或者之前解除了比較多的英語，那麼已經有了一定的基礎，則一些基本的單詞啊句型啊已經知道一些了，則會簡單一點對於他們來說，就可以通過單詞和句子的叫法來慢慢滲透。
❹ 小學生學習英語的特點
味道小學生學習英語特點小學生學英英語要語又又悟出了學習的習慣經常被洗找就他愛學的入門的東西的話就會了
❺ 學生英文怎麼寫
student 英[ˈstju:dnt] 美[ˈstu:dnt]
n. 中學生; 學生，大學生; 研究者，學者; <美俚>初學者;
[例句]Warren's eldest son is an art student, at St Martin's.
沃倫的大兒子是聖馬丁學院藝術系版的學權生。
[其他] 復數：students
❻ 學生用英語怎麼說
一般的中小學生 student，pupil，undergraate 大學生
❼ 初一學生的英語學習特點
你的孩子英語學的怎麼樣?初一英語家教補習幫助你
你家的孩子們英語學得怎麼樣呢?你對於他們學習英語的方法了解嗎?他們的學習成績你了解嗎?有的孩子學習就是不好,可能是學習的方式用錯了,現在由初一英語家教補習老師來為你介紹.
在小學畢業之後有一段長長的假期,這期間家長是需要讓孩子了解並且認識初中所需要學的東西的,所以學習英語的誤區不單單是孩子們要改正,家長們也是需要改正的.
認真聽課
課堂不只滿足了視覺請求,激起興味,而且能培育其察看才能,拓寬學習渠道,培育協作肉體.老師的參與,給學習中的孩子們提供了充沛的活動和交流的時機.孩子間的互助和競爭也會鼓勵進取心.不只進步積極性,也能感遭到與其他孩子之間的團隊肉體.
初一英語家教補習老師想要介紹的就完畢了,請大家一定要認真的看,有這些誤區的家長和孩子請一定要改正,在尋求新的學習方式.
❽ 英語翻譯
Second, the active use of flexible teaching methods to stimulate students interest in learning English.
Interest is the best teacher, in view of the characteristics of the students, teachers should try to use a variety of forms, means, the visual aspects of a variety of teaching methods, to carry out interesting classroom activities, Shengqingbingmao teaching activities, students have been inspired The desire for knowledge.
1, teaching the game and teaching model of combining to make teaching easier to learn.
For example: the awarding of the new knowledge can be used to train the game, to enhance the participation of students interested in enhancing their attention. Use one by one form of expression award of the new knowledge.
2, and the drilling of the game combine to make teaching effective locust and see.
For example: in the eighth mole can make full use of the card, students with a sentence What's this? Question, and the other students Sentence Is it a ... ....? Second-guess, with other students Yes, it is. Or No, it isn't. To be answered. At this point, students will enthusiastically participate in the guessing game.
3, and made his speech like a combination of dialogue and teaching mode.
Enough students left to their own exploration and development of space cooperation between the students learn teamwork. The practice of highlighting the language and communication, students learn the spirit of independence and creative spirit, and constantly improve the language skills.
4 focus on "songs, songs, poem," a different style of teaching mode.
Rich, varied forms, children love to see and hear, the effect of the arts to enhance classroom teaching, encouraging students to actively participate in and enhance memory effect and improve the efficiency of classroom teaching.
Third, the establishment of a lighter competitive atmosphere of teaching and training students self-confidence and sense.
1, competition law:
Victory primary and secondary school students use heart strong feature of the game in the regular classroom to introce competition mechanism, all of a sudden become active classroom atmosphere can be competition between the group and the group may also be a free combination of competition, personal challenges, such as race. Cases P: Who do well, soon (the pictures say a word, greetings, etc.) will be the winner won a small red or red flag. Students warm up and all of a sudden upsurge, self-enhanced learning, learning efficiency greatly improved.
2, incentive pay tribute to law:
Everyone is eager to have success, people affected by attention or concern, so that their value and realization of the play. Teaching, teachers should always pay attention to each student's change bit by bit, praise-the-art, to encourage progress, to enable students to have such a sense of accomplishment, to develop their venture to say, to correct the mistake of giving, set a good psychological advantage to learn English.
3, Approach:
Appeal to students as the main body language to enhance their knowledge and to improve communication capacity. Adhere to the day-to-day conversation, the sense of language training. Due to the lack of foreign language teaching language environment, but also vulnerable to the impact of mother-tongue, if two or three minutes of the regular day-to-day session will help students remember some of the commonly used spoken inadvertently, is a long-term, in order to improve the spoken language ability of students to provide a certain degree. As a result, as far as possible in the classroom use of English, a graal transition to teaching in English class so that students placed in a good English environment, interest.
4, to improve their own law:
In the classroom, the students give their own activities. As the younger students, English communication ability is just beginning, the teacher should appeal mainly to students, teachers and students can organize activities of the dialogue, but also groups, students and free dialogue between the students. To increase training opportunities for students to cultivate and improve the language proficiency of students.
5, scene of the influence of law:
To make full use of multi-media teaching and improve teaching efficiency. We find ourselves in the world is Chinese, the lack of English language environment. As a result, teaching teachers to make full use of the language of the existing power of the English classroom is equipped with video teaching materials, VCD and so on to enable students to an eye-opener. For example: The slides will be taught by the real-life objects are displayed, it's beautiful images to stimulate their senses, an increase of impression. Teaching English in the flexible use of audio-visual media, to fully mobilize the student's sense of vision, hearing, and other capabilities, combined with sound and image, language and blend with the scene, the beautiful music to the students to create a relaxed, happy and harmonious learning Atmosphere. Entered the language as if the real activities of the scene, the teaching content as abstract visual change. Stimulate students interest in learning English in order to achieve the "me" to "I want to learn," 'the good state of mind.
Now, in our school, English is no longer a deaf-mute in the past the English, the corridor between classes, on playgrounds, students can be seen everywhere in self-greeted in English and do scenes of the game and really embodies the main line of teachers, students Oral Communication ability to significantly improve the quality of ecation for the main thrust of the new requirements.
應該沒有錯吧
❾ 初一學生學習英語的特點是什麼
初一學生英語學習的特點還表現在英語學習能力的欠缺性。學生一上初一，學習內容突然增多，由於學習能力的欠缺，不少學生會覺得應付不過來，也正是由於這個原因，使學生產生了對英語的懼怕心理。
英語是一種語言，語言運用的最高境界就是四會——聽說讀寫，因此相應的，要耳到、口到、眼到、手到。很多同學在學英語的時候往往只是用了眼睛、或者用了手、用了嘴、用了耳，用了某一個器官，而沒有想到在一個單位時間裡面，其實可以五官並用，這樣的話可以提高自己學習英語的效率。
❿ 小學四年級學生學習英語的特點
.小學三、四年級學生學習英語的心理特點及對策
我自擔任小學三、四年級英語課程教學以來，觀察體會總結了學生一些學習英語的心理特點，其一：感性學習明顯大於理性要求；其二：情感需求勝過嚴格要求；
一、感性學習明顯大於理性要求。
小學三年級的學生說大不大，說小不小。他們雖對自己應該做什麼，不應該做什麼有了基本認識，但做起來還是不能完全用意志力來約束和管理自己。因此，我查閱了大量關於小學生心理的書籍。心理學研究表明：小學生的思維在很大程度上還主要是依靠直觀的、具體的內容。小學生的記憶強度不大，尤其是低年級階段。所以在教學英語時，應盡可能多地利用直觀教學手段，如詞卡、圖卡、掛圖、幻燈片、課件等等。我教學實踐證明，越是教學手段豐富，學生的積極性就越高，學習的效果也就最明顯，記憶的效果也最好。反過來，如果只是簡單的、乾巴巴地教給他們單詞，然後翻譯出單詞的意思，不但當時他們不愛聽，課堂氣氛沉悶，而且記憶效果也不好。我在上課時，每堂課都要至少拿出兩種或兩種以上的教學用具，這樣既節省了不必要的話語，而且學生也能從直觀的實物掛圖增加感性認識，有時還配上相關的動作，這樣調動學生和各種感覺器官，使學生迅速有效地記憶，收到了良好的效果。
二、情感需求勝過嚴格要求。
他們對教師的態度，不是你對我越嚴格就越愛學，而是愛學他們喜歡的老師上的課。人對客觀事物採取什麼態度，決定於某一事物是否符合人的需要。而某事物是否符合人的需要，又取決於事物和個體需要之間存在的關系，隨著這種關系的不同，人對客觀事物就產生不同的態度，從而使人在主觀上產生不同的情感體驗。小學三、四年級的學生需要的是能夠與他們「玩」到一起的老師。需要在趣中求學。情感和認識過程是緊密聯系著的，認識過程是產生情感的前提和基礎，人只有在認識事物的過程中，才了解主客體之間的需求關系，從而產生情感。沒有對事物的認識，就不能產生情緒和情感。人的情感不僅以認識過程為基礎，而且反過來又會影響認識過程，構成人的認識世界之一。積極地、良好的情緒能激勵感知的積極性，提高認識的效果和保持的牢固性，加強想像與思維的生動性和創造性。反之，消極的、不良的情感會影響認識的積極性，降低記憶和思維水平，產生消極的影響。小學階段，我們三、四年級學生的情感和情緒比較強烈，這就要求我們做教師的要備好課，使課堂上的教與學都生機勃勃，趣味盎然。同時他們對某一學科的內容產生興趣可能是源於教師的表揚等。產生高度的熱情，甚至非常激動。我在教學時，總是很注意學生的情感，對他們好的表現及時地表揚，並讓他們帶領全體學生學習，這樣不僅促動學習好的同學繼續努力，也同時對差一點的學生是一種激勵，而且他們對這種方式表示歡迎。對表現不好的（或是沒學好、或是注意力不集中）我不批評他們，而是把他們單獨叫出來參與到課堂活動中去。比如：在教人體部位的單詞時，有一名學生根本就沒有認真地聽，我就把他叫到黑板前面來，我指著他的身體各部位，讓在座的學生說出英語單詞，這時，他已經意識到這是老師在批評他，但是老師又給他留了面子，他不但對老師沒有產生抵觸情緒，反而回座之後，甚至是以後的日子裡開始認真上英語課，學習效果也非常明顯。此外，學生的情緒很大程度上還在於教師對他的注意程度。我發現給予關注越多的學生，越有好的心情，以一種積極、愉快的心態投入到學習中來。教師對學生嚴格要求是必不可少的，但一定要有度，若使用過多的「你必須」、「你要不……就……」之類的話，不但不會收到良好的效果，而且還會適得其反。
我在半年的三、四年級的英語教學實踐中，摸索了一些學生的心理。我想如果教師能夠
根據學生的心理善於採取適當有效的教學方法，將會收獲巨大的成果。當然，小學三、四年級學生的心理遠不止這些，我將繼續關注他們。
參考資料：http://blog.163.com/beauideal-english/blog/static/1014559012008114105958772/