摘要：在法语教学中，老师要用新的理念组织教学，要以“学生为主体，教师为主导”为准则，进行教学活动。作为法语教师，已经不能满足于教授一般的基础知识和基本技能，而应培养学生主动改造环境和不断超越自身局限的意识。因此，必须从生命层次的高度，用动态生成的观念，以学生主动学习、开发潜力和多方面发展需求得到满足的目标，重新构建全新的法语课堂教学观念体系。笔者从学生的兴趣出发，通过创设情景，示范教学内容，启发学生的思维，组织学生实践，培养学生的语言交际能力，在整个教学活动中成功地扮演了多个角色。首先是一个示范者，为学生展示语言结构、意义和语言应用的情景。同时又是一个启发者，启发学生思考，引导学生想象。其次还是一个情景的设计者和学习的指导者，通过多媒体课件展现生动、逼真的交际情景，帮助和引导学生在语境中理解语言的结构和意义。此外更是一名课堂活动的组织者、学生学习的激励者和促进者，法语毕业论文，通过玩具小电话、身体语言设计情景，组织学生开展游戏和两人小组活动，给学生提供模仿、体验、实践和创造性应用语言的机会，并在活动中适时地鼓励和表扬学生，保护学生的自信心和学习的积极性，法语论文，使学生学有所获。
关键词：学生为主；法语教学；学生
Abstract: In English teaching, teacher wants to use the new idea organization teaching, must take “the student as the main body, the teacher is the leadership” is the principle, carries on the teaching activity. As the teacher of English, already could not satisfy Professor Yu the general elementary knowledge and the basic skill, but should train the student to transform the environment on own initiative and to go beyond own limitation unceasingly consciousness. Therefore, must from the life level altitude, with the dynamic production idea, by the student active learning, the development potential and various development demand obtains the satisfied goal, constructs the brand-new English classroom instruction idea system. The author embarks from student’s interest, through the establishment scene, the demonstration course content, inspires student’s thought that organizes the student to practice, raises student’s language human relations ability, has played many roles successfully in the entire teaching activity. First is a demonstration, demonstrates the language structure, the significance and the language utilization scene for the student. Simultaneously is also an edifyfier, inspires the student to ponder, guides the student to imagine. Next is a scene designer and the study shepherd, through multimedia courseware developments vivid, lifelike human relations scene, helps and guides the student to understand the language in the linguistic environment the structure and the significance. In addition is the stimulator who and the promoter a classroom activity’s organizer, the student studies, through the toy small telephone, the body language design scene, organizes the student to carry out the game and two person of groups moves, provides the imitation, the experience, the practice and the creative utilization language opportunity to the student, and at the right moment encourages in the activity with the praise student, protects student’s self-confidence and the study enthusiasm, enables the student study to have attains. key word: Student primarily; English teaching; Student 一、关爱生命——给学生主动学习的信心
乌申斯基指出：“如果只把教育当作知识的记忆和技能技巧熟练的过程，那么教育将类似于‘驯兽’。”这一论断一针见血地道出了当前教育的最大弊端。从一定程度上来说，教育是一项直面生命和提高生命价值的事业。要让课堂教学焕发出生命活力，而信心是支撑起生命力量的风帆，因此让各种不同能力、不同水平的学生都有信心在原有的基础上有所发展，成为自己发展的主人是体现学生主体地位的启动器，如笔者在课堂教学中遇到学生有学习困难时，总是给予鼓励和支持，哪怕是一丁点的思想星光，也是给予大力地褒扬和赞许。
教师要创设民主、和谐的教学氛围，通过尊重、信任和自我激励来提高学生自觉能动性，鼓励学生积极参与教学。当学生的思维擦出创造性的火花时，给以充分的肯定和赞赏，激发学生的学习热情。当学生出现思考障碍时，切莫挫伤他们的自尊心，应因势利导，用话语温暖他们，用情感感化他们。要让学生有更多的自信，让课堂充满人文气息，让学生的精神脉搏与教师一起跳动。
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