英语论文网

本文是一篇英语语法论文，本实验研究结果表明：在初中英语时态语法教学中，相较于传统语法教学而言，CBI模式下的语法教学更能激发学生学习语法的兴趣与动机，从而能够进一步提高学生的语法成绩。

Chapter1 Introduction

1.1 Background of the Research

The 20th National Congress of the Communist Party of China emphasized that theParty’s Education policy must be fully implemented,and we should make it clear that moraleducation is the fundamental task of education,which was aimed to cultivate socialistsuccessors who have a comprehensive development of moral,intellectual,physical,aesthetic,and social skills.With the continuous development of the times,The Curriculum StandardRevision Group has comprehensively revised the original English curriculum standards forjunior high school according to the changes in the new era,and formed The New EnglishCurriculum Standards for Compulsory Education(2022 edition),so as to promote thedevelopment of English teaching in ordinary junior high schools in China.

According to The New English Curriculum Standards for Compulsory Education(2022edition),grammatical knowledge is the combination of“form--meaning--use”,which isclosely connected to pronunciation,vocabulary,discourse and pragmatic knowledge,anddirectly affects the accuracy and appropriateness of language understanding and expression.This clearly requires that grammar teaching is intended to enable students to use thegrammatical knowledge they have learned,to cultivate students’ability of comprehensiveuse of language through practical activities such as listening,speaking,reading and writing,and finally to realize accurate communication in English.The new curriculum standardsshows that grammar teaching is no longer just an interpretation of grammatical knowledge,but rather a way to promote the development of students’comprehensive language skills.Moreover,learning grammar and vocabulary is conducive to the development of the abilityto use English.Hence,grammar teaching still plays an important role in English teaching.Furthermore,the practicality of language learning is also emphasized in the basic concepts ofthe new curriculum standards.Students are able to communicate with and understand thelanguage in various situations,and they can further learn and use it on this basis if teachersset up different situations according to teaching content.

1.2 Purposes of the Research

This study uses the CBI mode to conduct an experiment on teaching grammar to juniorhigh school students,which is exemplified by tense teaching.It integrates the topics andmaterials that students are interested in into grammar teaching,in order to test whetherCBI can stimulate students’interest and motivation to learn tense grammar.Then,relevantteaching activities will be designed to test whether students are able to apply the grammarthey have learned to actual communication,and ultimately improve their ability to useEnglish comprehensively.

Chapter 2 Literature Review

2.1 Researches on CBI Abroad and at Home

The earliest foreign research on CBI can be traced back to the 1960s.After half acentury of development,it has now gradually entered a mature stage.Since the introductionof CBI into China in the 1990s,the research on CBI has undergone a process of transitionfrom theoretical study to empirical study.

2.1.1 Researches on CBI Abroad

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