初高中英语教材语法教学衔接分析

摘要

在初高中现行英语教材中,存在很多相同的语法点,它们被分别安排在不同年级重复出现,教学大纲为不同学习阶段的学生针对这些语法项目的掌握程度作出了相关规定,但是中学教师在讲授过程中存在不同侧重,采用不同教学法,致使初高中语法教学衔接存在问题。定语从句是初三上学期和高一下学期的重点语法项目,是教学中典型的具有衔接性的语法点。笔者通过对初高中教师教授该语法点的课堂观察及问卷调查,结合初高中教材编排分析,从中发现初高中教师在教授定语从句这一语法点时存在衔接问题。本文将回顾语言教学中的两大经典教学法,语法翻译法和交际教学法,以Williams,Richards,Tomlinson等人提出的教材分析原则为理论支撑,首先分析初中三年级上册教材在定语从句这一语法项目的编排,结合教学大纲要求,了解初中教师在此阶段只需讲解限定性定语从句及关系代词的用法,运用学习策略(认知和元认知等)和学习风格(视觉、听觉、动觉和分析型等)分析学生在初中阶段教材只安排学习定语从句到这种程度的合理性,对比课堂观察到的初中教师教授这一语法点采取的教学法,分析其应用的教学法是否符合大纲要求和学生需要;继而分析高中一年级下学期必修三中对定语从句这一语法项目的编排,并结合高一学生在认知方面提高、教学大纲要求学生对定语从句的掌握程度加深这一问题,运用克拉申的输入假说(i+1)分析高中教师在学生有一定基础的情况下该如何继续深入教授定语从句(包括限定、非限定性定语从句,关系代词和关系副词的使用),对比高中教师在实际课堂教学中所采取的方法,分析其应用的教学法是否符合大纲要求和学生需要,从而为教师在进行此语法教学衔接时提供借鉴。本文同时提出教学建议:高中教师在教授此类与初中衔接的语法项目时,应该先充分了解初中教学中该语法点的教学内容和要求,以及学生对此的掌握程度,及时调整教学方法,以使自己的教学内容适应学生需求,达到良好的教学效果。

目录

Abstract

摘要

Acknowledgements

Chapter 1 Introduction

1.1 A Description of Current Grammar Teaching Situation in High School

1.2 The Grammar Teaching Incoherent Problems Existing in Junior and Senior High School

1.3 The Structure of the Thesis

Chapter 2 Literature Review

2.1 Language Teaching Methodology

2.1.1 The Grammar-Translation Method

2.1.2 The Communicative Language Teaching Methodology

2.2 Attributive Clause Teaching

2.3 Teaching Materials

2.3.1 Curriculum

2.3.2 Textbook

2.3.3 Teacher's Book

Chapter 3 Theoretical Support

3.1 Textbook Evaluation

3.1.1 Presentation,Practice and Production\(PPP\)Approach

3.1.2 Materials Evaluation Principles Designed by Williams

3.1.3 Materials Evaluation Principles Designed by Richards

3.1.4 Materials Evaluation Principles Designed by Tomlinson

3.2 Krashen's Input Theory

3.2.1 Comprehensible Input

3.2.2 Comprehensible Input Applied in Grammar Teaching

3.3 Learning Strategies and Learning Styles Applied in Grammar Teaching

Chapter 4 Analyzing Method

4.1 An Evaluation for the Arrangement of the Coherent Grammatical points in Junior and Senior High School English Textbooks

4.1.1 The Arrangement of Attributive Clause in Junior High School English Textbooks

4.1.2 The Arrangement of Attributive Clause in Senior High School English Textbooks

4.1.3 An Analysis of the Coherence of Attributive Clause in Junior and Senior High School English Textbooks

4.2 Teachers' Grammar Teaching Methodology in Junior and Senior High School

4.2.1 Junior High School Teachers' Attributive Clause Teaching Methodology

4.2.2 Senior High School Teachers' Attributive Clause Teaching Methodology

4.2.3 An Analysis of the Coherence of Junior and Senior High School Teachers' Attributive Clause Teaching Methodology

Chapter 5 Discussion

5.1 The Teaching Methodology of Attributive Clause

5.1.1 The Grammar-Translation Method Applied in Teaching Attributive Clause

5.1.2 The Communicative Language Teaching Methodology Applied in Teaching Attributive Clause

5.2 The Accordance of Teachers' Teaching Methodology and Textbooks' Requirement

5.3 Krashen's Input Theory Applied in Teaching Attributive Clause

5.4 The Learning Strategies Applied by English Teachers'Teaching Attributive Clause

Chapter 6 Conclusion and Suggestions

6.1 Main Findings

6.2 Suggestions for Language Teachers in Senior High School

6.3 Limitations of the Study

References

AppendixⅠ 定语从句教学方法调查研究问卷1(初中)

AppendixⅡ 定语从句教学方法调查研究问卷2(高中)