体验式教学在初中英语语法教学中的实证性研究
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-06-03编辑:lgg点击率:7538
论文字数:38547论文编号:org201706022059556648语种:英语 English地区:中国价格:$ 66
关键词:英语语法论文体验式教学建构主义人本主义
摘要:本文是英语语法论文,英语语法一直是初中英语教学的重点和难点,传统的语法教学模式使学生丧失了学习的热情和参与的积极性,从而阻碍了学生英语学习水平的提高。本文基于初中英语语法的重要性和英语语法教学改革的迫切性,提出了体验式语法教学模式。
1 Introduction
This chapter introduces the background of the study, the significance of the study and analyzes the necessity of applying experiential grammar teaching. Finally, the author lays out the structure of the
thesis in order to offer readers an outline.
1.1 Background of the Study
English grammar plays a very important role in students’ English learning of junior middle school. Wilkins(1972), a famous British linguist, has said “Without grammar little can be conveyed, without vocabulary nothing can be conveyed.” The systematic framework of grammar knowledge enables students to understand and communicate correctly. Grammar teaching is an important part of English teaching in junior middle school and it is a main clue through the Basic English teaching. However, under the new curriculum ideas, how to carry out the grammar teaching better is a difficult problem puzzling many teachers of junior middle school. Traditional grammar teaching mode is that the teacher explained and imparted grammar knowledge first, and then let students to memorize corresponding rules of grammar mechanically. Next, the teachers consolidate and deepen the grammar knowledge that the students have learned by a series of exercises. This teaching method not only makes the grammar become abstract and obscure, but also enables the students to lose the learning enthusiasm and active participation. It is clear that there are a lot of problems existing in grammar teaching of junior middle school, as follows: Firstly, most teachers lack scientific understanding about the students' mistakes in grammar cognition process. Students master the language knowledge in a certain order and stage. After the students seem to grasp the newly acquired knowledge of grammar, they will also have confusion and error. In fact, they are guided towards perfection by this process. What they have experienced is a process of 'grammar internalization'. Secondly, grammar is divorced from the students' life and the students' grammar learning motivation is not strong. In grammar teaching, teachers only teach grammar rules and don't consider what the connection between the grammar knowledge and the students' life. It is not to mention that teachers create situations to help students have needs of grammar learning and to stimulate students' learning motivation.
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1.2 Significance of the Stu
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