A Study on English Vocabulary Teaching Strategies in Middle School under the Context of Information

A Study on English Vocabulary Teaching Strategies in Middle School under the Context of Information 【Abstract】VocabularyisthecornerstoneofEnglishlearningaswellasthefoundationofcomprehensionandexpressionbetweendifferentculturesbecauseconversationwillbreakdowniflackofrightwords.However，traditionalvocabularyteachingmethodsistimeconsumingandinefficient.Fortunately，theeraofinternetpluseducationiscoming，whichnotonlyhastheteachingtechniquesbeeninnovated，butalsothelearningmethods.【Keywords】MiddleSchool；Englishvocabularyteaching；informationtechnology；existingproblems；strategies【作者簡介】李东1992-，女，汉族，山东青州人，教育硕士，鲁东大学外国语学院学科教学英语专业，研究方向：学科教学英语。1.IntroductionTheeffectivecombinationofinformationtechnologyandEnglishteachingisconducivetocreatingagoodteachingsituation.Furthermore，HorizonReportputsforwardnewchallengesforteacherswhoaresupposedtobetransplantedfromtheirpositionas“stageonthestageto“guideontheside.Studentsarethemastersoflearning.Therefore，teachersshouldmakegooduseofmoderneducationaltechnologytostimulatestudentsinterestinlearningEnglish.2.ProblemsofvocabularyteachingandlearningFirstly，teachersteachingconceptsandprofessionalqualitiescantcatchupwiththedate.Secondly，Englishteachingmethodsaretoomechanized.Thirdly，vocabularyteachingevaluationcantadapttotherequirementsofcurriculumstandards.3.StrategiestovocabularyteachinginMiddleSchoolunderthecontextofinformationtechnology3.1TransformingteachersteachingconceptsandimprovingprofessionalqualitiesTeachersshouldfirstlycorrecttheirattitudetowardvocabularyteaching.Thereisthusnoconflictbetweendevelopingafirmcommandofgrammarandlearningthemostessentialwords.Teachersareexpectedtomasteravarietyoftechnology-basedandotherapproaches.3.2Improvingteachingmethods3.2.1UsingpicturesonPPTtopresentvocabularyImageresourcesareanimportantwayforhumantoobtaininformation.Forinstance，intheUnit4EarthquakeofBook1，teacherscanputtheotherwordsandpicturesoutoforderaboutnaturaldisastersonPPTsuchasstorm，wind，light，thunder，andaskstudentstomatchcorrespondingpictures.Atthesametime，teacherscanmakegooduseoffadingeffectsofpictures.3.2.2ApplyingmindmappingmethodinvocabularyteachingMindmappingcanhelpstudentslearndivergentthinkinginvocabularylearningprocessandrecombineEnglishmaterialsintheirmind.Forexample，intheUnit1FriendshipofBook1，teachercanguidestudentstodesignmindmappingaboutthequalitiesoffriendshiponPPT，studentswillsaymanywordssuchasloyal，kind，enthusiasm，etc.，whichprovidesasolidfoundationofwritingandspeaking.3.2.3PresentingvocabularythroughmakingvideosThisrequiresteacherstobefamiliarwithvideosoftwaretomaketheme-orientedvideosthatestablishesthesituationwherstudentsinterestcanbeactivatedandtheycanexperiencehowtousenewsproperly.3.2.4ListeningtoEnglishsongsItsafavorablewayforstudentswholikemusic.Forexample，therearemanynewvocabulariessuchasremember，faraway，haveto，etc.Teachersplayedasong“RememberwithsonglyricsonPPT.Afterlisteningtothissong，studentsareamused，moved，stimulatedandchallenged.3.3ImprovingvocabularyteachingevaluationTeacherscanmakegooduseofvariousresourcessuchasvideos，Wechat，PPT，andotherinformationtechnologymethodssoastogivecomprehensiveevaluationforstudents.Additionally，teachersaresupposedtotimelyandproperlypointoutstudentsmistakesinvocabularylearningprocess.4.ConclusionTheapplicationofinformationtechnologyobviouslypromotestheeffectivenessofstudentsvocabularylearning.Teachersusepictures，videos，scenecreation，mindmappingandstudentsaremoreeasilyattractedtovocabularylearningthatstimulatesstudentsemotion，broadenstheirhorizons，cultivatestheircriticalthinkingandimprovestheirvocabularylearningefficiency.References：【1】Allen，V.F.1983.TechniquesinTeachingVocabularyM.Oxford：OxfordUniversityPress.