三维语法框架下高中英语语法教学设计与分析

摘要

本论文是在美国学者Larsen-Freeman提出的三维语法框架理论指导下，以英语定语从句为例，在高中课堂进行的语法教学设计与分析。旨在研究三维语法教学在高中英语课堂中的实践可行性;探索三维语法教学在具体实施过程中的潜在问题及其解决方案;并验证其能否在增强学生语法学习兴趣的同时，提高课堂语法教学效率。通过对以上问题的研究，笔者期望探索出一种更为高效的语法教学方法，以便为以后的语法教学研究提供经验借鉴。
　　本次教学设计的参与群体是来自天津市南开区天津大学附属中学高一(2)班的学生。本论文主要研究思路如下:首先，笔者以调查问卷的方式在课前进行充分的学情分析，并辅以系统的教材分析。随后，笔者以英语定语从句为例，基于对教学策略、教学技术和教学过程三方面的系统设计，将三维语法教学设计付诸课堂，即从定语从句的形式、意义和使用三个维度进行教学实践。课后，作者以调查问卷和访谈的形式分别对来自学生和老师的课堂反馈进行信息收集与分析，并在自我反思的基础上完成对教学设计的最终修正与完善。
　　通过本论文的研究，笔者得出如下结论:第一，三维语法教学在实际课堂中是切实可行的。第二，三维语法教学能够在一定程度上增强学生英语学习及语法学习的兴趣与动机。第三，对大部分学生而言，三维语法框架下的定语从句教学更易于接受和理解，即三维语法教学可在一定程度上提高课堂语法教学效率。同时，作者也得出了关于英语语言教学及语法教学的相关启示。

目录

声明

Abstract

摘要

Acknowledgements

Table of Contents

Chapter 1 Introduction

1．1 Research Background

1．2 Research Purpose

1．3 Research Significance

1．3．1 Theoretical Significance

1．3．2 Practical Significance

1．4 Thesis Structure

Chapter 2 Literature Review

2．1 Grammar and Grammar Teaching

2．1．1 Concepts of Grammar

2．1．2 Grammar Teaching Principles and Methodologies

2．2 Previous Research on Grammar Teaching at Home and Abroad

2．2．1 Previous Research on Grammar Teaching Abroad

2．2．2 Previous Research on Grammar Teaching at Home

2．2．3 Summary of Previous Research

2．3 The Three-Dimensional Grammar Framework

2．3．1 Prototypical Units of the Three Dimensions

2．3．2 The Challenge Principle

2．4 Instructional Design

2．4．1 Definition of Instructional Design

2．4．2 Principles of Instructional Design

2．4．3 Basic Patterns of Instructional Design

Chapter 3 Preparation for Instructional Design

3．1 Research Questions

3．2 Instruments

3．3 Participants

3．3．1 Learners’ Basic Condition

3．3．2 Learners’ Emotion and Attitude

3．3．3 Learners’ Needs and Expectations

3．4 Analysis of Instructional Materials

3．4．1 Selection of Instructional Materials

3．4．2 Adaptation of Instructional Materials

3．4．3 Analysis of Teaching Objectives

3．4．4 Analysis of Important and Difficult Points

Chapter 4 Instructional Design and Analysis

4．1 Design of Instructional Strategy

4．1．1 Form，Meaning and Use of English Attributive Clause

4．1．2 Description of Specific Instructional Strategy

4．2 Design of Instructional Technique

4．3 Instructional Procedure

4．3．1 The Whole Teaching Procedure

4．3．2 An Overall Analysis

4．4 Instructional Evaluation

4．4．1 Evaluation from Advisors

4．4．2 Evaluation from Students

4．5 Reflections upon the Instructional Design

4．6 Instructional Modifications

Chapter 5 Conclusion

5．1 Major Findings

5．2 Instructional Implications

5．3 Research Limitations

5．4 Suggestions for Further Study

References

Appendix