A Research of English Grammar Teaching in Senior High School under New Curricu lum Reform

摘要

高中英语教学作为我国基础教育中的重要内容对学生的综合素质培养、升学都有着重要的影响。作为英语教学中的重要组成部分，英语语法教学对学生英语运用能力的培养有着重要的意义。语法是语言不可缺少的组成部分，同时也是高中英语学习者的一个重点和难点。只有深刻掌握语法特点以及英语语法的运用才能够正确表达语句的意思，避免语用失误以及书面语言书写错误等情况的出现。
　　 新课改后高中英语语法教学的现状是新课程中对语法项目的编排顺序不像以前教材中的语法项目那样有顺序性，有系统性，有针对性。所以，教师在讲解语法的时候也是支离破碎，难成系统。教师没有领会新课程的理念，没有采用正确的教学方法，没有处理好语法教学在课堂上的重要性。这样下去，语法知识难以融会贯通并且牢固，学生语言的运用能力也就无法提高。
　　 新课程改革对语法教学的总体目标是:要改变英语课程过分重视语法讲解的做法，重视对学生实际语言运用能力的培养，强调在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力。这样的语法教学才能对学生的英语学习起到有效的促进作用。
　　 本论文研究通过文献理论思辨并结合实践教学经验，针对高中英语学习的三个阶段对语法教学更为有效的策略和方法进行了具体的探究。即初高中语法衔接阶段，此阶段教师要更新观念，激活学生先前知识，注重导入。高中基础年段，此阶段采用“观察-发现-讨论-归纳-巩固-运用”单元常规教学模式，“集中呈现-对比分析-专项梳理-巩固运用”语法小结复习模式。高三总复习阶段主要采取层次性，循序渐进性，准确性和通俗准确性原则。最后阐述本研究对教学实践的意义和价值以及本研究的不足，本研究主要是针对新课程改革下高中英语语法教学有效策略的理论思辨探究，在今后的研究中，作者会通过实证研究进一步验证此次研究结果是否有效，是否能够真正推广到高中英语语法教学中去。

目录

声明

摘要

Abstract

Contents

1 Introduction

1．1 Research Background

1．2 Significance of the Research

1．3 Organization of the Research

2 Literature Review

2．1 Two Distinctive Opinions on Grammar Teaching

2．2 Some Misunderstandings in Grammar Teaching

2．2．1 Designing Capacity on Grammar Activities

2．2．2 The Ability of Creativity to Be Improved

3 Theoretical Explanation of English Grammar Teaching under New Curriculum Standards

3．1 The Concept of Grammar Expounded for Angles

3．1．1 The Character of Grammar

3．1．2 Grammatical Categories

3．1．3 The Significance in Grammar Learning

3．2 English Grammar Teaching Philosophy for the New Curriculum Standards

3．3 Following the Rules about English Grammar Teaching

3．3．1 Interest

3．3．2 Practicality

3．3．3 Interactivity

3．4 Assignment of Engfish Course Reform

3．5 Key Points in English Course Reform

3．6 The Overall Goals of English Course Reform

4 Effective Strategies of Grammar Teaching at Three Stages

4．1 Some Suggestions for Senior High School Grammar Teaching under New Curriculum Standard Philosophy

4．1．1 Updating Concept,Founding New Classroom Teaching Process，Promoting theTransformation of Teaching

4．1．2 Changing the Way of Lesson Planning in a Scientific and Emphasizing Way

4．1．3 Improving a through New Understanding of Classroom Teaching Ability

4．1．4 Activating Students’Former Knowledge

4．1．5 Paying Attention to Leading and Presenting

4．1．6 Focusing on Fundamental Grammar

4．1．7 Paying Attention to Conclusion and Summarizing

4．1．8 Paying Attention to Testing and Evaluation

4．1．9 Using"Picture Resource"Method to Teach

4．2 Grammar Teaching Strategies at the Stage of Building Basic Knowledge of Senior High School

4．2．1 “Observation-Discover-Discussion-Conclusion-Consolidate-Using”Unit Convention Teaching Mode

4．2．2 “Concentrated Presentation-Comparative Analysis-special Review-Consolidated application”Grammar Brief Review Mode

4．2．3 Comprehensive Training Style Grammar Learning Method

4．2．4 Task Type Grammar Learning Method

4．2．5 Mutual Exploration Type Grammar Learning Method

4．2．6 Example Sentences and Motto Memory Method

4．3 Grammar Teaching Strategy for Students of Grade Three in Senior High School in General Review Period

4．3．1 The Hierarchy and the Gradual Principal

4．3．2 The Common and Accuracy Principal

4．3．3 The Communicative and Variable Principal

5 Conclusion

References

Acknowledgements