時間：2022-05-20 08:33:51
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中學生學習英語首先就應當從聽入手，英語聽力對學習英語至關重要?！奥犃Α?nbsp;英文為Listeningcomprehension，即聽有聲語言，并對 其理解的能力。正如RiversTemperty所說：“聽，是人們根據 自己所了解的語言知識、語義和語法三方面的潛力，從語流中獲得信息的積極活 動?！?nbsp;
根據上述觀點，我們可以將聽力理解為：獲得有聲信息的活動能力，也可以說是 一種交際能力。這種能力的強與弱，除了決定人們對語言知識本身的了解外，還 決定人們對語言背景文化知識的占有能力。很難想象一個對語言背景文化一無所 知的人，能夠具備良好的聽力。中學英語教學大綱中把聽說教學放在教學法的首 位，強調聽說英語是英語教學的重要目的之一。
從語言角度來看，語言本身首先是有聲語言。沒有聽，就沒有說，語言的交流也 就無從談起。因而，聽力在語言學當中有其特殊的作用。聽，是語言的基礎；聽 力，是語言學習的前提。
從心理學的研究來看，在相等時間內，聽到的信息量比讀到的信息量要大得多； 而聽到的信息轉化為感性知識比讀到的信息轉化為感性知識的速度要快得多；聽 到的信息往往比讀到的信息更生動，印入腦海的烙印更深刻，不易遺忘；同時， 還能有效地培養語感。
從中學生學習英語的心理特點看，中學生年少好勝，善于模仿，聽覺靈敏，活潑 喜動。如果能注意培養他們的聽力，在情趣盎然的氣氛中加強聽力訓練，必將取 得事半功倍的效果。
聽力主要由兩個部分構成。即迅速正確地辨音解義的能力、理解語言內涵的能力， 亦稱“文化悟力”。這兩種能力表現在中學英語課堂上，即為識記教師發出的語 音形式，準確地辨析詞義，然后從詞義、句義到文章中心大意，迅速辨析、思索、 組合、歸納，并從中悟出講話內容的中心所在。這種能力除指對語言知識本身的 理解能力外，還應包含對有關文化知識的理解和占有能力，包括經濟、文化、天 文、地理、歷史以及簡單的科普知識等等。對這些知識的占有與理解無疑會提高 對所聽到信息的理解程度，從而使悟出的語義更深刻，更準確。
那么，怎樣培養學生聽力呢？
培養聽力，首先要突破聽力障礙，掌握“聽”的基本技能。學生或一般英語學習 者在英語聽力訓練中存在的聽力障礙主要有四個：①語音障礙②語義障礙③心理 障礙④文化悟力障礙。聽力的語音障礙，為這四種障礙之首。英語學習者應下決 心攻破它，然后向更高層次邁進。
一、突破語音障礙，掌握聽力基本技能
掌握聽力基本技能，首先應突破語音知識關。英語語音知識主要包括六個方面的 內容：不完全爆破、意群、連續、音的同化與失音、句子重音及語調。其次還應 掌握英音與美音的差別。
突破語音知識關的辦法是：認真聽，注意模仿，用心記憶，并跟老師或錄音機進 行糾正，堅持反復訓練和檢測。請看下面各項檢測題：
1．請朗讀下面每組詞，注意失去爆破的現象：
①talk，dare，don＇t
②conductor，strict，shortcoming，progr amme，picture，thankful
③makemodelplane
2．朗讀下面的句子，注意失去爆破的現象：
①Goandlookforitinyourownroom．
②Katedoesn＇tsingwel，butshedanceswel．
③Shehaslunchatthefactory．
④Goodmorning，boysandgirls！
⑤Hecougheddayandnight．
3．朗讀下列句子，注意意群間的停頓：
①Everyoneinthetown，knewhim／sowehadn otroubleinfindinghishouse．
②Butthemostinterestingthing／aboutt hisre－markableplan／iswhatpeopledow ithit／afteritiscutdown．
③ThefolowingistakenfromDr．Manete＇sa c－countofhismeetingwiththeboy／ando fwhattheboytoldhim．
④Histheorywassoadvanced／thatfewpeo plecouldunderstandit／atthattime／an devenfewer／wouldacceptit．
⑤Theordinaryschool／cannotgivemuchp racti－caltraininginliving，／becausem ostofthestudents＇time／isspentinclas ses，／studyinglessons．
[Key Word] listening; middle school; English teaching; barrier; teaching activity designing;
【摘 要】隨著時代的發展和進步，英語作為一種國際通用語在貿易往來和文化交流過程中發揮著不可替代的作用。掌握好英語這種交際工具，對學生將來的發展有著深遠的影響。現代語言教育理論高度重視“聽”在語言學習和語言使用中的作用。聽力教學既是一種語言教學，也是一種技能的培養。在聽，說，讀，寫四項技能中，聽是最基礎的，最重要的技能。它不僅是獲取語言信息的主要途徑，還是提高其他技能的基礎。許多中國學生認為聽力能力的測試是所有測試中最難的部分。在本篇論文中，開篇介紹了現在中學聽力教學的情況，指出當中存在的一些問題，針對課前的一些較短的時間設計了一些教學活動。然后集中介紹了聽力教學活動的設計，強調聽力教學活動應將目光集中在聽力的過程上，而非其結果上。如何提高學生英語聽力水平，使他們能取得好的成績，成為廣大初中教師所共同關注的問題。在英語教學中，教師如何進行聽力教學，精心設計教學活動，如何掌握聽力教學的各種技巧顯得十分重要。
【關鍵詞】聽力；初中；英語教學；障礙；設計教學活動
1. Introduction
It is true that listening， speaking， reading， and writing are four basic skills in language teaching and learning. Developmentally， these skills are acquired in a certain sequence. Listening is essential for developing other skills and provides a basis for language learning. But it is also the most difficult of all the learning skills for learners to master. When listening， listeners follow the speaker， thinking about what the speaker is saying and what is going on in the mind of the speaker， guessing the speaker’s opinions and attitudes and catching the true meaning of the speaker’s words. Listening itself accounts for almost half of the commutative activities in one’s daily life. In addition， learners should have the knowledge of phonetics， vocabulary and grammar. Many learners are afraid of listening， looking on it as more difficult than any other skills and pay much attention to training their ability to speak， read and write. Improving listening ability is not in a short time， it is a long time work.
2. Background study
Listening is important in junior students’ English learning. A child first listens for a long time before he is able to speak， so listening plays the first and the most important role in learning a foreign language. Listening is an important means of language. “It is one of the important ways in English language communication. According to Rivers study indications， listening occupies 45% of the whole social interactions. From this， we can see that a good listening can help to improve students’ ability of language understanding. And some statistics show that nearly 50% students regard listening comprehension as the most difficult part among all kinds of examinations.” [1] ( p1-2) . We must admit that there is no short cut in our life， so as the English learning. It finds that the original initiative to learn listening is very important， which can lead the way to success.
Now have a look at our junior schools. What most teachers do in class is merely to play the recorder and check answers to listening exercises. So most students can hardly learn anything in class， and listening comprehension gives much headache. Hence， in teaching listening comprehension， it is very important for teachers to find the problems students have and suitable ways to solve the problems. English teaching and learning asks for quite some challenges. The challenges are the lack of adequate linguistic environment， the strong interference from their mother tongue， the overcrowded classrooms and the lack of sufficient time for English study on the students' side. And students are having quite a few subjects on hand and shouldering the great task of all-respect full development in schools. And， in many junior school， it is true that Chinese students are not so influent as those in Western countries mainly because they lack self-confidence and they are afraid of making mistakes .In addition， teachers are quite used to the old teaching method， which lays more emphasis on grammar. In order to make themselves understood by all the students， some teachers would explain the grammar rulers or even the texts in Chinese rather than in English in class. Thus， students get fewer opportunities to improve their listening skills.
3. What are the factors influencing the listening comprehension in Chinese middle school classrooms?
Listening is an important mean of language learning. It is one of the significant ways in English language communication. But so many students regard listening comprehension as the most difficult one among all kinds of examinations. Where are their barriers? How to train some tactics for them? That’s what I am going to talk about here.
3.1 The analysis of the reasons for students’ poor listening ability
3.1.1．About the teacher aspect
There is a shortage of English teachers in China. It is usually difficult for English teachers in China to go to English-speaking countries to study or work. Most of them don’t have the experience of going abroad. They have learned their English only in China. So we may say they have certain shortage.
3.1.2．The English environment
The English environment in China is different from other countries e.g. Canada. In China， English is a foreign language (EFL)， not a second language (ESL). Both students and teachers are doing their jobs under this condition which is quite different from that such as in the US. For example， Chinese immigrant students in Canada can learn English more quickly than those in China. Why? Because in Canada， English is regarded as their second language. They enjoy a much better English environment as well as have English high motivations. This is what is needed in China. What those students in China need is this authentic language environment which isn’t easy to be created in China.
3.1.3. The learning aspect
Listening comprehension is the summation of hearing and understanding. If you have a better level about English knowledge， you may be capable of understanding very well in listening to the materials， and may have an excellent response to any questions asked by the speakers on the tapes.
（?。〣arriers on Phonetics and Phonology
It is clear that “Phonetics is defined as the study of the phonetic medium of language， and Phonology studies how speech sounds system in a language form pattern.” [2] (p22) English， as a new language for Chinese students， usually appears some problems exactly on Phonetics and Phonology， such as the mistakes on pronunciation， intonation， and all kinds of skills like word stress， sentence stress， motion of sound， assimilation， sound---linking and incomplete explosion， etc. Therefore some basic knowledge about English Phonetics and Phonology will directly influence students’ listening comprehension. So designing activities must be aimed at point. So designing some interesting game is to let students discriminate the different pronunciation. The key point is guiding students to find the difference themselves. For example， most Chinese students find the discrimination of some sounds is a problem in listening comprehension， especially， some vowels. E.g.， they can hardly distinguish the words like “sit—sea” and “bed--bad”. In a sentence like “He saw a thief steal into the palace”， steal /sti:l/ is very important in understanding the sentence， but some students just recognize it as still/stil/.
(ⅱ) Barriers on tempo
Tempo means the speed of speaking. It can be controlled by an actor who is good at tongue twisters. Some people enjoy more variation in tempo than others， but everyone has a norm which in characteristic of his usual conversational style. One who tends to use a rapid tempo in everyday speech in English， but Chinese students usually don’t have such a tempo in listening. Although sometimes they can speak very fast， they may not catch up with the materials on normal tempo while they’re listening to a tape， especially to a longer conversation or a passage， that’s their problems. Because they only used to listen to teachers who always read under the average speed in daily life， or used to slow conversations with their partners while practicing oral English， that’s why Chinese students can not suit the need of normal speed listening materials or native speakers. Teachers can help students to form a good sensation. Students can train the tempo through reading， because there are many skills on it. English teachers should take efforts to teach students how to learn some knowledge about sentence stress， rhythm， sound and intonation， etc. So， during in the class， or at the beginning of the class， teacher can design a game or completion about reading. The student who is the winner can give him/her a present. Through insisting on doing so， students’s sensation can be improved.
(ⅲ) Barriers on lexicology and grammar
During the process of listening comprehension， listeners should not only do the exercises of sound recognition， but also learn more vocabulary. If a new word appeared while they’re listening， they’ll find it difficult for them to understand the whole meaning， even some students stop to listen and think about over and over the new word they met before while the material are going on. So does the grammar. Grammar can help us to catch the implication of the vocal sounds， and understand them well， and it is also the essential condition of a whole passage comprehension. It gives us a basis for judging when the action happens， who is the operator or supporter? What is the factual evidence? Whether it is the subjunctive mood? Etc. If you don’t have a solid foundation on grammar it’ll directly influence your achieving good results while you are listening.
(ⅳ) Barriers on listening habits
The main purpose of listening is to understand the general idea of the materials. During the listening process， they should try to catch the major content， which’s the key point. But many Chinese students have some bad habits while listening. For example， they always try their best to get the meaning of each words， each sentences. Once they meet a new word or a difficulty sentence， they will stop to think. It is doubtless they can’t catch up with the speed any more. Still some students can’t directly understand materials in English， but with the help of Chinese， experienced the process of a heart translation. These bad habits are the main factors influencing their listening comprehension. In fact， it is unnecessary to know every word， every sentence， only should catch the main idea and grasp the major point， that’s enough. If you concentrate to think， you can’t catch up with the materials， and also that’s why you have no time to attend to the main content， let alone seize the implication of it.
Therefore， it is necessary for the teacher to point out the bad habits and then help the students form good habits. Here are some bad listening habits on Listening， which are paraphrased below.
“(1) A poor listener will/ turnoff his or her ears as soon as he or she decides a listening task is going to be dull.
(2). A poor listener listens to only facts and ignores the ideas， the general picture.
(3). A poor listener will fix his or her eyes on the teacher or blackboard， then relax， or Do some thing else， expecting to get the information out of the tape scripts later.
(4).A poor listener will use very little distraction --footsteps， a door opening or closing， a cough， a dropped book—as an excuse to stop listening to the recording or the teacher.”[3] ( p1-2)
(ⅴ) Barriers on cultural background
Language is a kind of cultural expression. It is necessary for students to know some background about the English-speaking countries， such as the history， culture， customs and habits， even life styles. Many students lack of these kinds of knowledge， no wonder they are always making mistakes about them. For example， if teachers give two pieces of passage for them to understand the former， because Spring Festival is the traditional festival in China， everybody knows it very well， that’s helpful for their understanding， however the latter about the Thanksgiving day， students know little about it， it is not easy for them to understand， even very difficult for them to answer some questions about it. Listeners should base on their background knowledge about the topic and their experience of how talks on such themes are structured (as in the case of listening to news or weather reports) besides their understanding of language forms related to the subject area.
(ⅵ) Barriers on psychological factors
It is very important of students to have a good state while listening. Students should get clear that listening is the first step of any language learning， they should pay attention to learn it well at the very beginning.
The process of listening comprehension is a very complicated psychological one. Linguists tell us that it is easy for one to produce frightens when he is at his nervousness. If students meet some words or sentences they don’t understand by chance， they’ll have the fidgets， even some students are afraid of listening at the very beginning. It have placed all sorts of obstacles on the important information invisibly and make them less effective， this lowered the degrees of listening comprehension. On the other hand， eternal links， such as the noise made by inside or outside factors， the quality of the recorders， the loudness and the articulation of the sounds， etc， may all become obstructions influencing the students’ listening well. “Psychological linguistics regards listening is involved with the perception of a language: Perception is to turn the voice into meanings，and it is an analysis of the language signal perception. The process of the language perception is an activity of the short--time memorization .”[4] (p1)
Training and improving students’ ability in listening comprehension should combine daily teaching with following points. First of all， in English class， teachers should try to organize their classes in English， which’s the most effective way， students can concentrate their attention while listening to English. Teachers can also know from the expressions in students’ eyes if they understand. Second， using the first five minutes efficiently before the class， or the revision time， ask students to listen to the radios， television programmers in English. Never be afraid of it. Psychological quality is quite important to do everything， so does listening comprehension.
轉貼于 4．How to improve students’ listening ability---designing effective classroom activities
Among the four skills (listening， speaking， reading， writing)， foreign language learners often complain that listening is the most difficult one to acquire. Teaching listening should focus on process.
There are three stages in listening activities for language learners: pre—listening， while—listening， post—listening， which will discuss in detail as follow:
4.1 Pre—listening activities
“Research points out that listening activity in general should consist of a pre—listening phase， which should make the context for listening explicit， clarify the purposes for listening， and establish goals， procedures and roles for listening. So a pre—listening activity can involve listeners in the following ways:
(1).By posing the tasks before the students listen to the topic， they are given a purpose for listening， which forces them to focus on selected information.
(2).The listener brings an orientation to a listening event. By opening up the topic， it arouses certain expectations and mentally prepares the students for the topic， it may also activate latest knowledge of vocabulary associated with the topic.
(3).Activating learner’s scripts and tuning in their prior knowledge about the topic helps to relate their background knowledge to the topic to be heard， thus enhancing the comprehension and interpretation of the received message.
(4).By brainstorming what they know about the topic before listening， learners will be able to compare what they know with what they are going to hear， and listen selectively.” [5] (p10)
4.1.1 Purpose
No less than in speaking， the listening process means that the learner must be motivated by a communicative purpose .This purpose determines to a large extent what meanings they must listen for and which parts of the text are most important to them. For example， there may be parts where he does not need to understand every detail， but only to listen for the general gist. There may be other parts where a topic of special significant arises， requiring them to listen for more detailed information—for example， so that they can report about the topic to other members of a group. At other times， a task may require them to listen for specific pieces of information distributed throughout the text.
“The activities will be grouped according to the kind of response that the learner must produce:
(1)Performing physical tasks (e.g. selecting pictures)
(2)Transferring information (e.g. into tabular form)
(3)Reformulating and evaluating information” [6] (p67-68)
4.1.2Choose the appropriate materials
Before having the class， teachers must choose and analysis the materials. “Teacher need to listen the tape all the way through .That way， they will be prepared for any problems， noises， accents etc. That way they can judge whether students will be able to cope with the tape and the tasks that go with it.” [7] ( p100) By doing so， the teacher will know the length of the materials， the difficult points and the focus of the materials， so the teacher can decide in advance how to go on with the teaching in class. Of course， it is a demand for teachers if all other courses. But some teachers do believe that they can teach listening course without any preparation so long as they have the tapes and reference books. So some researchers would like to emphasize the importance of preparations for a class: it is the basic need and also a basic insurance of an effective listening teaching. And the role of analyst， which means that teachers should analyze the functional patterns of the language used in the listening materials that students are to hear. The functions of a language can be simply pided into two patterns: the communication of emotion and the conveying of information. Communication of emotion means that the purpose of using a language is mainly for the establishment of harmonious relationship among the participants of social interaction.
4.1.3 Skills
(ⅰ)Prediction.
Research on speech processing and interpretation suggests that the listener’s ability to make intelligent guesses about what will come next plays a crucial role in their understanding of speech， and prediction is regarded by many researchers as on of the most powerful factors in comprehension. Therefore， a good listener is a good predictor. “By helping our students become better predictors， we are helping them become better listeners.”[8] ( p86)
Prediction also involves asking questions and answering them. According to Fisher and Terry active comprehension is process of generating questions while reading and searching for answers to them. Questioning helps to establish the purpose and causes the listener to interact with the speech， confirming or rejecting expectations.
“Penny Ur summarizes five types of cues that listeners depend on for making predictions about continuation of an utterance:
(1) The stock formula of the language， such as clichés， idioms， quotations and proverbs.
(2). Stress on a particular word in the first part of an utterance is often explained or clarified by a comment in the second.
(3). The logical relationship between the first part of an utterance and the second is often signaled by a conjunction.
(4.) There is construction where the speaker proclaims in advance the kind of thing he is going to say.
(5). Rhetorical questions or bold， brief statements， particularly in the negative， are often followed by answers or amplification in the form of reasons， examples or explanations.” [9] (p11)
(ⅱ)Setting the scene
Another type of pre-listening activity is to set the scene for the students， for example: picture， video， TV etc. Listening to passages in the classroom can be more difficult than listening in real life， because of the lack of context .So the teacher can help provide the background information to activate learners’ schema or illustrate the picture to help students to understand the main idea， so they will be better prepared to understand what they hear.
(ⅲ)Listening for the gist
This type of the pre-listening activity is listening for the gist. It is very important to give students practice in this area， because in real life， they can not listen to the materials several times. Therefore， it will be impossible for them to catch all the information， so they need to be fit with some ambiguity in listening and realize that they can still learn even when they do not understand every word. Listening for the gist is familiar with skimming a passage in reading. The key point lays in let students some questions that focus on the main idea or the tone or the mood of the passage. Find whether students can answer the questions even though they can not understand each word or phrase in the passage.
(ⅳ)Listening for specific information
There are situations in real life where they listen only for some specific details and ignore the rest of the entire message. For example， when they listen to the weather report on TV， they are only interested in the temperature in the city where they live or where we plan to go on the holiday， or when they are sitting in a train station or an air port， they do not listen to the details of all the announcements. It is important to expose our students to a variety of type of listening texts for a variety of purpose so that they will develop a variety of listening strategies to use for different situations.
4.2 While - listening activity
This stage is the most difficult for the teacher to control， because this is where a student should pay attention and get the information actively. However， if the teacher can provide a reason， goal， or task for the learner， this should encourage and help students to focus their attention.
In daily class， students must use all aspects of personal listening ability. At the beginning of this article， we have discussed the problems on students’ listening ability.
According to these problems， we must train the comprehensive listening ability in daily time.
Following are some special training
4.2.1 Listen and tick
A large part of what makes a listening task easy or difficult is what the teacher asks the students to do with the materials. If what students all need to do just is tick as they hear them， the task will be much easier. What you need to tick， you can hear them clearly. Because it is quite easy， ticking is very fit for the students who are in grade 7. It can encourage them to listen to the dialogue or passage carefully.
4.2.2 Listen and act
These activities relate to a method of teaching called Total Physical Response， which concentrates on learning language by listening and responding physical to commands or directions. Here is an example:
“Beginning TPR
Procedure:
(1.) Have two students positioned to two chairs.
Commands supporting vocabulary
Stand up fast
slowly
Sit down table chair
Walk
head stomach
Stop
door blackboard
Turn around
Touch
(2)pick two other students and add more vocabulary that are in the classroom--- such as book， pencil， paper， desk， floor， teacher—and add to the commands put， place， scratch..
(3)use the following type of commands repeatedly in random order， rotating pairs of students from time to time， until you can see that all the students clearly understand what these commands and actions mean.
For example:
Put the pencil on the book.
Scratch your head.
Scratch your stomach.
Put the paper in the box.
Put your hand on your head.
Place the box on the teacher’s head.
Scratch your head and stomach. ” [10] (p11)
4.2.3 Listen and draw
This is similar to acting out physically， but in this type， the students are drawing picture， diagrams on paper. “This type of activity works very well as an information gap activity between pairs of students.” [11] (p90) One example: one student draws a simple picture and then tells his/her partner how to draw it in English .Neither partner can look at each other’s drawing during the task. After they have completed the task， they can compare their pictures to see how similar they are.
Other way: according to last example.
“Introduce the word draw. This opens up a rich network of things you can ask your students to do. Start very simply with the familiar items that the students have already internalized through TPR.
For example:
Draw a table
Draw a chair
Draw a hand
Draw a box
Draw a hand on a door
Draw a window and a hand and book. ”[12] (p11) 4.3 post --- listening activity
Post--- listening， teachers can determine how well the students have understood what they listened to， but it is important to design the tasks well. “One important point to keep in mind is whether we are testing the students’ listening comprehension or their memory. In fact， in real life， listener can remember the gist of the conversation， but cannot remember exactly what words were said. It is more natural to select and interpret what we hear rather than repeat everything we have heard.” [13] ( p187) .Here are some types of post—listening activity: multiple choice questions， answering questions， note-taking， gap—filling and dictogloss.
“It is important to remember when designing activities not to demand that students remember more details the native-speaker would in a real life， because we do not want our students to get into the habit of thinking that they need to understand and remember.” [14] ( p117)
5. Conclusion
As teachers change their practice activity they gain new insights about the learning potentials of their students. “These successes have encouraged teachers to persevere in their efforts to design learning experiences that provide multiple entry and exit points for their students.” [15] ( p290-297)
During the exercitation in middle school， in fact， teachers did not teach the phonetics and phonology. Main practice on listening is just about the textbook. For example， GO FOR IT， the book has a small part for training listening. but the listening teaching is limited. It must add some activities. In the listening activities， according to the certain purpose， it can choose different skills: listen and act， listen and draw， and so on. These types of activities can be designed into games， which are popular for students.
Bibliography
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9. 同2. p11
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1．學生來源廣、層次多、基礎差，積極性低，自信心不足。
由于高職高專院校自身的特殊性，學校的生源一般較為廣泛，學生的層次水平基本上是高低不齊，英語基礎總體來看也非常薄弱，這是目前此類院校大多存在的現實狀況。中學時期，英語聽力僅占15分(滿分100分)，學生基本上都是以考試為目的的學習，甚至有的學生因不想學習或學習困難而放棄聽力這一部分，致使學生的聽力基礎知識非常差，對于相關聽力技巧的掌握和課堂習慣的培養也是一片空白。現階段，對于高職高專院校英語專業的學生而言，聽力是一門必修的專業課程，更是將來步入社會尋求工作必備的一項技能?？梢?，從以考試為目的到以能力為目的，從根本不重視到高度重視，這是一個相當大的轉變，在這種情況下，學生學習積極性差、缺乏自信等現象的出現也就不足為怪，而學生的此類表現給正常的英語聽力課堂教學開展帶來了較大阻礙。
2．英語聽力課程的專業教材選用困難，課時安排稍顯不足。
按照高職高專師范類院校的專業課程設置，我校在考察學生接受能力的基礎上，先后選用了《英語聽力》《聽力教程》等聽力教材。經過不斷調試，我們最終選定了適合我校的兩本教材，即:A類學生采用《致用英語》;B類學生采用《新大學英語視聽說教程》。盡管我校選用了這兩本教材，但是在教學實踐中發現，很多教材內容缺少針對性、真實性和實用性，無法體現新的語言現象和變化，而且目前還沒有可供高職高專英語聽力課堂教學選用的專門教材。另外，課時安排太少，時間太短，不能達到理想的學習效果，例如我校根據入學時不同的學習水平，按層次將學生分為A類(初中畢業起點)和B類(高中畢業起點)，A類學生在校5年，聽力課程設置為9個學期，每周2課時;B類學生在校3年，聽力課程設置為5個學期，每周2課時。按照現階段的教學大綱和學生的學習基礎，培養學生的聽力習慣和學習方法會占用大量的課堂教學時間，所以每周2個課時的安排會稍顯不足。
3．教師的教學手段單一。
高職高專院校教師的教學水平層次差異較大，能夠外出學習交流的機會較少，對于素質教育背景下的全新教學模式接觸也較少，因而教師們仍舊采用固有的傳統教學模式，進行填鴨式的教學，學生只會死板地接受教師設定好的各項學習內容，不會自我安排學習時間、學習內容和學習進度。通常情況下，在幾個學期的聽力課教學之后，會有部分學生達不到《教學大綱》所提出的要求，教學效果不夠明顯。在實際的教學過程中，教師為了完成教學任務而講授，與學生之間的互動交流缺乏，也不能夠引導學生與學生之間進行有效的學習交流，致使學生在課堂上時常是不愿意聽課、昏昏欲睡，這些不良現象充分說明高職高專英語專業學生對于聽力學習的參與意識和參與積極性都非常低，對于教學效果的影響十分明顯。
二、高職高專院校英語專業聽力課堂教學改革的相關建議
在英語專業的基礎學習階段，關鍵是要培養學生憑借聽覺獲取語言信息的意識和能力。如今，課堂教學正在如火如荼地進行改革，我校的聽力教師也一直在進行積極的探索和研究。結合近年來高職高專英語聽力課堂教學的研究與實踐成果，筆者認為新時期我們應徹底改變傳統的應試教育理念和教育模式，轉向大力提倡以學生為中心、課堂為陣地、交際為目的的全新的英語聽力自主學習模式。
1．重視培養學生標準規范的語音面貌，加強對英美文化的深度了解。
我們常說萬丈高樓平地起，而英語語言基礎知識恰恰就是英語聽力這座高樓建起之前的那片平地。教學實踐中，語音基礎知識薄弱的學生對于近音詞的辨別非常困難，而且是時?；煜瑢τ谡Z句中的語音變化也不能夠正確辨別，想要聽懂整篇文章也就無從談起。有句話說得好，基礎不牢，地動山搖。因此，在日常的課堂教學過程中，尤其是在學生入學的初始階段，我校嚴格要求全體英語教師，首先了解學生的基礎知識水平和學習能力，然后再根據教學目標、教學要求和教學內容，有計劃、有步驟地提高學生的語音、語調、詞匯、句型、句法等英語語言知識，特別是注重引導學生認真學習掌握音標，有針對性地指導學生形成規范的語音面貌。要想真正提高學生的英語聽力水平，除了需要引導學生掌握足夠的、專業的語言基礎知識，還需要幫助學生提高英美文化知識儲備數量和能力。在日常的聽力教學過程中，我校教師通過文化短片、英文小故事等方式，逐步向學生滲透一些英美國家的文化教育思想和背景知識，主要包括國家的經濟政治文化、民族的風俗習慣等等，一方面豐富了學生的英美文化基礎知識，另一方面激發了學生學習英語聽力的興趣，隨著學生文化知識積累的增加和學習興趣的增強，聽力課堂的學習氛圍會越來越好，學生的學習效率和學習能力會越來越高，教師的教學熱情和教學動力也會越來越強，最終形成教師和學生聽力理解能力雙提高的良好局面。
2．努力轉變聽力課堂教學理念，切實加強聽力策略與技巧培養。
現階段，要努力轉變聽力課堂教學理念，必須做到四個堅持:一是堅持認真學習與聽力課程改革、聽力課堂教學改革等相關的課改理論知識，并加以理解運用;二是堅持準確把握所教學生的學習需求、學習狀態、學習水平及學習能力，以便有針對性地進行備課和上課;三是堅持注重聽力課堂教學與課外實踐的銜接，在運用聽力理論知識指導語言實踐活動的同時，通過語言實踐活動認真檢驗聽力理論知識的正確性，實現二者之間的相互促進;四是堅持以學生為中心、以任務為載體的聽力課堂教學，讓學生以參與者、體驗者、交流者、合作者的身份去學習，要求學生完成一定的目標任務，積極地與師生進行交流，提高英語聽力理解能力，從而營造輕松、愉快的良好課堂教學氛圍。在加強學生聽力技巧培養方面，著重于四種能力:一是培養學生的快速定位能力，引導學生根據材料中的一些重要線索，快速找準聽力材料所要表達的主旨大意。二是培養學生的捕捉信息能力，在聽力過程中引導學生盡力排除各種多余信息的干擾，找出材料中的關鍵詞與信息點，提高聽力理解效率。三是培養學生的聯想預測能力，引導學生根據已獲取材料的主要內容和重要信息點進行聯想，逐步預測出聽力材料內容的下文。四是培養學生的邏輯推理能力，鑒于英語聽力課堂教學的特殊性，可以引導學生模仿材料中講話者的語氣語調進行講話，從中感受和體會材料中講話者的態度，結合已捕捉的關鍵詞和重要信息點，把握材料整體的主旨大意，并在此基礎上推斷出聽力材料描述的主要事情、發生原因、發展過程、最終過程及講話者的身份等等，這樣，學生就可以在短時間內準確地、快速地把握整篇聽力材料的全部內容。
3．合理選用聽力題材與教學手段，增強聽力教學的豐富性、真實性與實用性。
(1)選用豐富、真實且具有普遍性的聽力題材，既要貼近學生生活，又能緊跟時代步伐。如選用與政治制度、經濟發展、文化建設、影視時尚和社會熱點等相關的聽力材料，可以讓學生及時了解現實社會發展的最新動態，豐富課外知識，積累聽力素材，消除聽力過程中對聽力題材和聽力內容的陌生感，便于學生快速進入良好的聽力狀態。
(2)堅持課上與課下、教師講授與學生自主學習、理論學習與語言實踐相結合的教學理念。在課堂上，教師利用少部分時間對聽力策略與技巧等相關專業理論知識進行講解，其余時間交予學生，由學生對已講授的理論知識進行消化、吸收，或者自主學習，或者小組學習，在這個過程中學生如若遇到難點與問題，教師可以當堂解答，并通過創設一定的語言環境，幫助學生對該難點所涉及的相關知識點進行加強學習、深入理解。在課堂外，要鼓勵和引導學生積極參加類似于英文講座、英文演講比賽、英文辯論賽等各種活動，不斷培養學生在當前社會環境下的競爭合作意識，激發學生對于聽力課程及其他與英語相關課程的濃厚興趣。
(3)采用生動活潑、聲像并茂的多媒體開展教學，要做到“兩個注重”:一是注重語言點與學生興趣、所學專業、就業方向相結合，有助于調動學生學習應用聽力知識的主動性和積極性;二是注重音樂、詩歌等藝術的調節作用，營造輕松愉快的學習氣氛，讓學生能夠適應風格各異的語言表達形式，也能夠得到全方位、多層面的英語聽力技能訓練。在多媒體教學過程中，教師可以指導學生運用現代化手段進行自我技能測試，也可以為學生提供豐富多彩的聽力學習資源，拓寬學生聽力學習的渠道。
4．幫助學生突破聽力學習障礙，樹立自信，提高聽力水平。
無論做什么事情，我們都需要具備良好的精神狀態和心理素質，英語聽力的學習也不例外。據了解，有很多學生在剛開始面對聽力材料的時候，就給予自身一些消極不利的心理暗示，總是認為自己對眼前的聽力材料沒有把握，只能讓自己處于缺乏信心、過度緊張的狀態，想聽懂的欲望很強烈，但是聽不懂的挫敗感更為強烈，結果就是處于得過且過、永遠落后的狀態。面對此種情況，我們的教師首先要幫助學生穩定心態，告訴學生材料的細節部分固然重要，但并不是每個細節都重要，因此沒有必要過分注意每一個語言和細節，而是應該將注意力集中在材料所要表達的主旨大意和主要內容兩個方面。在聽力過程中，有些過于執著的學生總是將注意力集中于已聽過的那部分材料，卻忽視了正在播放的這部分材料，教師應該及時提醒學生注意正在播放的材料內容。另外，要注意選擇一些與學生的日常學習生活、身邊環境、未來就業等密切相關且難易適當的聽力題材，能夠讓學生意識到聽力課程簡單易學，有效激發學生對于聽力課程的學習欲望，逐步幫助學生克服聽力學習過程中的各種心理障礙。
三、結語
關鍵詞：圖式理論聽力理解聽力教學
一、圖式理論
圖式理論是認知心理語言家們用以解釋理解心理過程的一種理論。最早由著名哲學家康德于1781年提出。20世紀30年代初，英國心理學家巴特利特應用并發展了圖式概念。所謂“圖式”是指每個人過去獲得的知識在頭腦中儲存的方式；是大腦對過去經驗的反映或積極組織；是被學習者儲存在記憶中的信息對新信息起作用的過程；是怎樣把這些新信息豐富到學習者知識庫中的過程。大量的認知理論證明，圖式是認知的基礎，人們在理解、吸收、輸入信息時，需要將輸入信息與已知信息（即圖式）聯系起來。對新輸入信息的解碼、編碼都依賴于人腦中已存的信息圖式、框架或網絡。輸入信息必須與這些圖式相匹配，圖式才能起作用，完成信息處理的系列過程，即從信息的接受、解碼、重組到儲存。
二、聽力理解與聽力理解過程
語言學家Widdowson指出，聽力理解包含兩層意思，一是聽懂說話的語法結構，聽到并接受相關語音及語法的信號系統所組成的句子，這種理解僅限于理解句子的字面意義；二是從語言的功用來理解，即除理解字面意義外，還得理解所聽到的說話的交際動能，這樣的活動可以稱之為聽力理解。“聽力理解過程決不是一種單純的語言信息解碼過程，而是一種解碼過程與意義再構建的結合?！币簿褪钦f，聽力理解過程決不僅僅是聽者在詞匯、句法、語義層面上對所得到的語言信息進行加工的過程，還是聽者根據語言理解加工過的信息，在記憶中搜尋與之相關的經驗和背景知識并加以運用，對話語信息進行預測、假設、推斷和得出結論的過程，是語言理解和問題解決的過程。
三、聽力理解模式
聽力理解包括“自下而上”、“自上而下”和“交互”三種模式?！白韵露稀钡穆犃斫饽Ｊ绞侵嘎犝咴谠~匯、句法、語法層面上對聽力材料進行加工、處理和解析來確定單詞、句子或篇章的意思?！白陨隙隆钡穆犃斫饽Ｊ绞侵嘎犝哌\用與話題相關的背景知識對所聽信息進行推測或假設以及對預測或假設的確認。“交互”的聽力理解模式是指“自下而上”和“自上而下”的理解模式交替使用的聽力理解模式。
四、圖式理論對聽力理解的作用
聽力理解是一個將頭腦中的圖式與接收信息聯系起來的過程，因此圖式在聽力理解中有著十分重要的作用。總的來講，圖式有利于加強對聽力資料的理解。
1.圖式有助于聽者對上下文的預測。預測能力是聽力理解的重要技巧，是聽者根據背景知識預知和上下文推測說者意圖的活動。學生從所給的文字材料中找出微觀背景知識，建立信息框架，弄清所聽文章的類型、結構和大意，就能激活相關的背景知識。當聽者的圖式被具體的聽力材料激活時，就可以有效的預測出所聽材料接下來的內容。
2.圖式有助于克服心理焦慮。有些高職學生在聽力理解過程中一遇到生詞或不理解的句子就煩躁不安，有些學生甚至還沒開始聽就產生了畏難情緒。這種焦慮情緒無形中阻礙了信息的輸入，降低了信息加工的有效性，從而影響了對聽力材料的理解。因此降低聽力過程中的焦慮感有助于提高學生的聽力水平。圖式為學生理解聽力材料提供了心理框架，使其處于一種積極的準備狀態中，焦慮情緒自然就得到了緩解。不少學生表示，如果教師在聽力訓練前對將要聽到的材料作相關的背景介紹，他們則會感覺心中有數，在聽的過程中，能更能專注于重要的信息。這是因為學生所具備的相關圖式越多，就越能在聽力過程中控制好自己的情緒，從整體上把握語言傳達的信息，不會因未聽懂個別生詞而感到緊張、焦慮。
五、圖式理論在聽力教學中的應用
圖式理論對提高高職學生聽力水平有重要的促進作用，教師要注意引導和訓練學生正確運用圖式理論。
1.圖式的激活與建立。高職學生英語基礎薄弱。教師要耐心地、有意識地在聽力教學過程中幫助學生激活已有圖式、構建新圖式。圖式通常被分為兩類：形式圖式和內容圖式。
形式圖式是語言知識及運用語言的能力，它是聽力理解的前提和先決條件，主要包括聽者對詞匯、語法和語言習慣的掌握和使用能力。有了這種圖式，學生就可以比較順利地應用它瀏覽聽力材料的練習，根據問題和選項對文章大致內容進行預測。高職學生英語詞匯量小，語法知識支離破碎，聽力訓練前教師要幫助學生回憶其已掌握的單詞、句型，補充可能遇到的新單詞、句型，并對相關的語法知識進行講解。間接降低聽力材料的語言難度，使學生有信心聽懂材料的內容。
內容圖式指關于語篇的文化背景知識。語言理解在很大程度上是由語言學習者所具有的文化背景知識決定的。而大部分高職學生對英語文化背景知識缺乏了解。因此，在教學中，經常有學生反映能聽懂一段話中的每一個句子，但卻不理解整段話的意思，或理解上有偏差。
2.圖式理論指導下的課堂教學模式。以圖式理論為基礎，Underwood提出了三段式聽力課堂教學模式，即聽前階段，聽力理解階段和聽后階段。
聽前階段主要是教學詞匯和激活與聽力材料相關的圖式。通常采用視聽手段，利用圖片、照片、幻燈、多媒體等形式，引導學生討論有關內容，并提出一些問題讓學生回答，掃清語言和文化障礙。聽前階段的主要任務是激發興趣和欲望、熟悉話題、預測大意等。
聽力理解階段，教師要引導學生一方面運用自上而下的信息處理方式對材料進行預測，推理，掌握文章大意；另一方面運用自下而上的方式抓住關鍵詞句，進行細節的聽辨。
聽后階段，教師可以讓學生對聽過的材料進行討論、角色扮演、口筆頭轉述所聽內容、寫梗概等，以鞏固他們在大腦中建立的新圖式。
英語聽力方面的長進會促進閱讀、寫作和口語表達能力的提高，因此聽力教學對學生的英語學習至關重要。把圖式理論引進聽力教學，使得它有序和有效地進行，對聽力教學有效進行是一種有益的嘗試。圖式理論的運用，改變了教師和學生對以往聽力理解的傳統觀念，為英語聽力教學帶來了新思路和新方法。
參考文獻：
[1]Widdowson,H.G．TeachingEnglishasCommunication．Oxford：OxfordUniversityPress,1978．
[2]豐玉芳．圖式理論與英語聽力理解[J]．江蘇外語教學研究，2001，(1).
[3]郭艷英，高瑋．圖式理論對大學英語聽力教學的促進作用[J]．長春大學學報，2007，(2)．
[4]胡春洞．英語教學法[M]．北京：高等教育出版社，1990．
[5]李宏然．圖式理論指導下的大學英語聽力教學[J]．職教與經濟研究，2007，(2)．
[6]劉冬陽．高職高專學生英語聽力障礙分析及應對策略[J]．河南工業大學學報，2007，(4)．
聽力可以說是我們中國學生英語學習的最大障礙.我問過很多順利通過六級考試的本科生,聽力部分能真正聽懂的實在是寥寥無幾.很多人都是根據聽懂的只言片語,再利用推理,排除一些的考試策略選擇答案的.(國內有些聽力教材還提出了只看答案就能選出正確答案的系統 "理論".)這樣做考試是有可能通過的,但實際掌握,運用英語的能力就只有自己知道了.
在很長一段時間內,我所選的聽力資料將會是VOA的Special級別的慢速英語.這主要是出于兩個目的:一是打好基本功;二是從慢速英語入手是科學的方法,是實現標準英語聽力突破的有效途徑.
先說第一點.
關于聽力基本功的認識問題我建議大家去買一本鐘道隆編的<<逆向法巧學英語>>一書仔細看看,里面很多道理也說的很清楚了.我這里只想以我的親身體驗 "斬釘截鐵"的告訴大家:開始 "真正"練習聽力的時候(我這里所提到的 "真正" 不是指那些考試技巧,而是發自內心的想要掌握,運用,享受英語的源動力),千萬不可操之過急,一開始就去聽那些原版的標準速度的聽力資料,一方面這樣的方法極不科學;另一方面也會給自己剛剛培養起來的自信心帶來巨大的重創.十有八九(也可以說是所有的人)都會很快放棄的.我自己當初也是這樣,感覺簡直是在聽天書,十幾分鐘的錄音下來能夠把Topic聽準確已經是很不錯了,當中的細節部分根本沒有時間反應就一閃而過了.這種過程簡直就是一種 "煎熬". 當然也有少數意志力驚人的朋友堅持了下來,但是由于方法的失策,造成自己把大量的時間精力(有時可以說是青春)投入其中,可是回報卻難以和付出平衡,收效甚微.說到這兒叫我想起以前我們有一位上外的聽力老師講的真人真事:一位研究生深知自己聽力不過關,決心發奮苦讀.于是他每天早上都堅持聽廣播電臺里的標準英語,這樣一聽就是五年的時間.這種苦行僧似的磨煉并沒有使他的聽力水平真正得以提高.后來我們這位老師在了解了他的情況以后,告訴他之所以到現在他的聽力還未真正突破最主要的原因就是他的基礎沒有打好,總是泛泛而聽,而且總是聽些已經有中文背景知識的廣播,就會造成一種錯覺,好象什么都聽懂了,又好象什么也沒聽懂.大意能夠抓住(其實是有背景知識的原故),真正精確到每一句話,每一個單詞卻總是丟三落四的,不能準確的傳情達意.這種沙上建塔的 "辛勞"永遠也不會建成堅固的大廈,而總是在進行建了倒下,倒下了再建的重復勞動.
再說第二點.
從慢速英語入手是真正科學的聽力突破方法.而且在我自己的實踐過程中摸索出一些聽力帶動口語,鍛煉口譯的好方法.下面我想結合我給大家提供的聽力資料具體談一談練習的方法:
1.下載完相關的聽力資料后,用realplayer G2進行播放,我這里暫時不想給大家提供原文,尤其對那些本來就很清晰的聽力資料.(不是很清楚的資料我回加入原文的),這主要是希望大家不要依賴原文,自己一定要一個單詞一個單詞的完全聽懂.有的同學說我有那么幾個單詞實在聽不懂怎么辦?大家想一想,慢速英語的單詞量是1500到2000,也就是說一個比較好的高中生的單詞量已經超過了許多,更何況四六級都已通過的你.聽不懂的唯一原因絕對不是生詞的問題,(這種問題只有在聽標準英語的時候才會產生,以后我會和大家專門討論的)只能是你對這個單詞的發音極其陌生,大腦根本沒有反映.如果讓你看一看原文,你會不屑一顧的.但在聽的時候卻不知所云.起初我練習的時候有時為了一個單詞可以想上正正一天,嘴里老是念道著這個單詞的發音.我知道這個單詞我一定認識,直到某一刻恍然大悟:咳!不就是這么簡單的一個單詞嘛!這時我總是猛拍自己的腦袋罵道 "真是愚蠢".:-) 當然如果有些同學說這段錄音我已經聽了十遍了,當中的幾個單詞你就是打死我我也聽不出來.如果真的到了這個地步,你可以把你的問題發表在世博英語論壇里,我會告訴你答案的.
2.接下來要做的就是要保證這一段錄音你是完完全全的聽懂了.什么是完完全全的聽懂了呢?就是每聽完一句話,你都能準確的復述出來,包括每一個單詞.這里在語音上不是很好的朋友要注意了,由于是慢速英語,所以只要你
著名教育家杜威非?？粗貙W生經驗，認為它是教育的起點，是教育的途徑，而學生經驗的獲得和持續改造則是教育的目的。教育必須依據學生現有的經驗進行，如果不顧這種現實存在的特點，教育的過程和結果都將會受到限制。當然，教育也不能僅僅滿足于學生現有的經驗水平，還要推動學生經驗向高水平發展。學生知識的獲得必須經過經驗的橋梁，沒有經驗，沒有“嘗試”和“做”的結合，學生不可能真正領會事物及事物之間的關系。聽力障礙學生因為聽覺受限，失去了將近1/3的信息來源，抽象思維較為薄弱，而學科知識又是概括化、抽象化了的經驗，這種抽象化了的學科經驗與他們現有的經驗相差甚遠，要使他們自己通過直接的智慧力量獲取知識十分困難。教師最關鍵的任務就是引導他們把直接經驗與用符號表示的學科知識聯系起來，此時現有的經驗水平就顯得十分重要了。
二、聽力障礙學生經驗的特點
聽力障礙學生的經驗與普通學生的經驗有著諸多差別：
1.個人社會生活經驗不同
從生活經歷來看，絕大多數聽力障礙學生在學齡前就喪失了聽力，家長對其往往會產生內疚和憐憫之心，從而對其倍加保護，讓其平時盡量減少與普通小孩子的接觸，生怕其受到歧視和欺侮。到了受教育的年齡，家長就把他們送入特殊學校接受教育。而目前在聽力障礙學生的早期教育中，幾乎所有特殊學校都是封閉式管理，不準他們隨便進出校門。雖然這種做法是為了更好地保護聽力障礙學生的安全，但也在一定程度上地阻礙了聽力障礙學生與社會的溝通交流，造成他們缺少個人社會生活的經驗。在普通人看來是司空見慣的事，可能對他們來說是新生的事物。
2.前備知識不同聽力障礙
學生幼小失聰后，由于語言交流存在困難，家長很少對其進行家庭教育，教育主要由特殊學校來實施。而對各個特殊學校的調查結果表明，聽力障礙學生的文化水平明顯落后于普通學生。有一項報告發現：20歲的聽力障礙學生在閱讀理解能力上的測驗結果相當于小學五年級水平，其平均花三年時間才能取得普通學生一年的進步；就學業來說，聽力障礙學生與同齡普通學生相差5年左右。
3.知識表達方式
解讀不同與聽力障礙學生交流主要是通過手語，而手語的地域性差異大、詞匯量少、過于簡單，不像書面語那樣穩定，特別是對一些抽象概念的表述，手語常常會使接受者產生理解上的偏差甚至錯誤。
三、美術課堂教學中利用與提升聽力障礙學生經驗的策略
由于教師在生活經驗、知識積累、理解能力等方面與學生有明顯的差異，學生對許多知識的理解往往會與教師的理解有偏差。教師在教學活動中不能以自身的經驗為出發點，而要以學生經驗為標準。對于如何在實踐教學中把握學生經驗，筆者在平時的美術教學中的體會是：首先要充分了解學生經驗，然后找出其經驗特征。
1.聽力障礙學生經驗的獲取途徑
其一，從平時的課堂中及時發現聽力障礙學生的經驗特征。教師在課堂中要特別注意觀察聽力障礙學生的表情，他們往往不會對不懂的問題馬上主動地提出疑問，但是一旦被疑問卡住了，接下來就很難專注地繼續聽講，他們對問題的自我消化能力很弱。如，教師在課堂上講解裝飾畫的內容時，在說到“點綴的作用”時，聽力障礙學生就不知道“點綴”這個詞的意思，所以對后面的講解內容不感興趣。這種情況如果出現在普通學生的課堂上，根本不會對普通學生學習產生阻礙，因為普通學生會通過后面教師講課的內容自己領悟“點綴”這個詞語的意思。在聽力障礙學生課堂中，教師要時刻關注他們的學習狀態，通過細致的觀察及時掌握他們現有的經驗水平。
其二，從作業或練習中分析研究聽力障礙學生的經驗特征。聽力障礙學生在課堂上對某些知識點表面上看似已經掌握了，當教師問大家有沒有掌握時，他們都會點頭示意會了。其實在這種情況下有的學生還處在一知半解、似懂非懂的狀態，如果教師給他們布置作業或者練習，就會發現許多在課堂上沒有發現的問題。因為教師對于聽力障礙學生是采用手語進行教學的，但手語有一些局限性，如它的語法跟書面語有明顯的區別，導致聽力障礙學生在做作業或考試中對問題的解答往往漏洞百出，有的是語法書寫錯誤，有的是對知識理解的偏差。對于上述情況教師要認真分析研究，對聽力障礙學生的各類錯誤經驗作系統歸納，并且進一步搞清他們所犯的錯誤是由于怎樣的經驗特征造成的，這樣才有助于他們徹底掌握相關知識。
其三，從日常談話中細心察覺聽力障礙學生的經驗特征。教師與聽力障礙學生的交流溝通主要是靠手語，多數情況下是一對一地交流，但是課堂教學時間有限，教師不可能將很多時間花在與聽力障礙學生的溝通上，所以平時課余時間就要多與他們交談。如，筆者與他們在談論吃什么水果時，發現他們不知道櫻桃是什么樣子的，當時筆者想是不是因為他們沒有吃過一些不常見的水果。果然，筆者細問后得知他們對很多當地不常見的水果與蔬菜都不認識。知道了這些情況后，筆者在美術史的作品欣賞中有意挑選一些果蔬類繪畫作品，并進行必要的介紹。這樣做對他們以后在美術高考中的色彩考試有很大幫助，讓他們不至于對色彩題目中的果蔬名稱產生疑問。
2.增加聽力障礙學生經驗的策略
其一，要讓聽力障礙學生從親身體驗中獲得經驗。對聽力障礙學生來說，視覺是他們的主要信息來源，但是他們認識事物有特點：聽不見，所以不懂；看見過，就知道了；做過了，就會記住。所以，在教學中教師盡量要使他們能親身得到體驗。如，課堂上在講解到有關色彩內容時，為了讓他們知道不同材質、不同肌理產生的色彩差異，教師可以拿一塊紅色的綢緞和一塊紅色毛料作對比，也可以將紅色絲巾和紅色棉布作對比，讓學生直觀感受不同的紅色效果，再通過舉一反三，告訴他們生活中有很多種紅色。只有這樣不斷加深學生的感性認識，他們在感知和觸摸中，才能更好地體會色彩的微妙變化，也能更好地理解作品。
其二，根據聽力障礙學生經驗的差異性，把握問題的難度和梯度。聽力障礙學生與普通學生相比，個體間的差異更大。每位聽力障礙學生的聽力等級不同，聽力缺損的時間與后期參加語言康復訓練的時間不同，家庭背景不同，甚至父母的關注程度不同，等等，都對他們的語言學習造成一定的影響，從而影響他們對各學科的學習。教師在問題設置上要遵循由淺入深、由簡到繁的原則，盡量讓每位聽力障礙學生都有不同程度的進步。在平面構成的教學中，針對多種形式美的內容，教師可以根據不同學生的情況讓他們完成不同難度的繪畫作業，有能力的多畫幾種形式，能力弱的少畫幾種，還可以選擇簡單點的形式來畫。不同難度的任務能充分激發每位聽力障礙學生的自信心，有效提升他們的經驗知識。
其三，對教材進行研究，找到教材與聽力障礙學生當下經驗的連接點。目前，聽力障礙學生的教材基本上還是參照普通學校的教材，雖然對于知識點的掌握二者的要求差不多，但是聽力障礙學生的經驗與普通學生的經驗相比有懸殊。所以，在針對聽力障礙學生的教材理解上，教師要花較多的精力仔細分析研究，特別要從聽力障礙學生現有的經驗知識出發，找到其與教材中知識的連接點。如，在講解原始社會的陶塑作品時，聽力障礙學生看到那些豐乳肥臀的女性塑像時，很難理解為什么原始人要雕這么難看的塑像，他們總是認為美術就應該欣賞美的東西，這些難看的女性塑像毫無美感可言。針對上述情況，筆者就從他們自己與爺爺奶奶輩的人的不同審美觀出發，講透這個道理。如此講解，這個知識點就不會那么抽象，他們也就容易理解。
四、結語
常有同學問我：“學英語是不是很要求天賦？”
我那時竟頓住了，兩種相反卻都可自圓其說的答案，配著各自相關的剪影在腦中閃過。我也許該順著他的眼神和流行的成功哲學以及可以預見的自我滿足感，給他描繪自己少時遭天命不公乃至口齒不清，而后奮發圖強而勤終補拙的似水流年。但我居然走了另外一條路線，我緩緩說：“不僅要具天賦，而且要求從幼時學起進一步開發天賦，但這些只是你的起點，你現在要做的是在起點與目標之間劃一條盡可能精彩的弧線?！?nbsp;
還在大學的時候， 經濟學基礎課雖牽強人意，自己卻深受其思維方法的影響：過去的投入是已經沉落的成本，你需要的是利用現在爭取未來。也許這種理性也會同樣折射在其他學科上面，正如基辛格博士所持的論調那樣：對過去的肯定是一種現實態度，而政治的任務是要塑造它。剛才給予那位同學的回答或許正是這樣一種理性的鼓勵。學習英語認識到天賦的力量是現實的，而在這基礎上的捷徑只能是一種理性的捷徑：
在體驗中思考，在觀察中總結，設定合理的目標和方略
首先，設定短期目標作為突破重點。在教學中我們經常發現，漫無目的學習的同學往往進步不大，而集中力量首先突破一點至關重要。以口語為例，短期內全面提升口語有很大難度，甚至不同語體的口語要求截然不同(比如日常對話體用詞比起演講體就簡單隨意很多)，但是如果短期的目標只是一場面試，一次演講或者商務談判，則完全可能有捷徑可尋。我還記得大四時參加哈佛肯尼迪學院在上海的面試，由于準備時間很短，讓我著實嘗試了“速成”的滋味，在兩天時間內反復錘煉對自己教育背景，公共服務經歷和職業目標的闡述，特別是一些面試模塊化的詞組句子，在面試時收到很好效果。
