浅谈幽默作为教学手段在中学英语课堂中的运用

浅谈幽默作为教学手段在中学英语课堂中的运用
幽默作为一种积极的教学手段已引起了研究者和教师的注意，但在具体的实施策略上仍存在不尽如意的地方。基于此情况，本文探讨了运用幽默作为教学手段来指导中学课堂的英语教学。本文选取了三大幽默的基础理论，即幽默的优越论（Superiority Theory）、释放论（Relief Theory）、乖讹论（Incongruity Theory）为依据，简述了目前国内外对于幽默作为一种教学手段运用到认知领域所取得的相关研究。在此基础上通过分析国内中学英语课堂的低效现状来指明运用幽默的必要性。并且从文化引入、语法和词汇三个方面入手分别来说明如何在课堂上实施幽默，重点说明了幽默在词汇教学中的运用。为了保证幽默课堂的教学效果，笔者进一步给出了合适传递幽默的四种方式。论文最后指出了该研究的不足之处，同时根据幽默理论提出的一些尝试性的教学意见，希望对解决这些问题和从事英语教学和工作的老师有所帮助。

关键词：幽默; 教学手段; 英语教学; 教学幽默

Humor, as a constructive teaching strategy, has aroused great interest of many educators and teachers. However, there are still some problems in the specific application of humor to the teaching practices. Based on the phenomenon, this thesis explores the use of humor as a teaching strategy to guide the English teaching in middle school. This thesis takes the three conventional theories, namely, Superiority Theory, Relief Theory and Incongruity Theory as its theoretical basis, and then scratches relevant research on applying humor into cognitive domain both at home and abroad. Moreover, the writer proves the necessity of applying humor as a basic technique into English classes. And it goes on further with how to apply humor in classes from three respects: cultural introduction, grammar and vocabulary teaching. In order to achieve the high efficiency of the class instruction, the writer further lists four methods to deliver humor properly and perfectly. Finally, the author points out the drawbacks of this research and also makes a detailed summary of some possible solutions to an effective class instruction based on three humor theories for the reference of any English teacher working in a middle school or some training organizations.

Key words：humor; teaching strategy; English teaching; teaching humor

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