本文關(guān)鍵詞：高中英語語法教學(xué)中情境設(shè)置研究　出處：《四川外國語大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 情境 情境設(shè)置 語法教學(xué) 高中學(xué)生

【摘要】：從開始外語教學(xué)起,語法教學(xué)即是一個(gè)極具爭議的話題。在語言研究和教學(xué)的發(fā)展過程中,人們愈發(fā)意識(shí)到語言的意義、形式和功能是相互統(tǒng)一的,而語言的這三個(gè)方面具有同樣的重要意義和實(shí)踐意義�，F(xiàn)在,在外語教學(xué)上的爭論已經(jīng)從語法教育的必要性演變?yōu)槿绾芜M(jìn)行語法教學(xué)。再者,同時(shí)具有扎實(shí)語言基本能力和語言運(yùn)用能力的高素質(zhì)復(fù)合型外語人才,也是全球經(jīng)濟(jì)一體化、科學(xué)技術(shù)大發(fā)展和頻繁國際交流的應(yīng)有之義。因此,在外語教學(xué)中,語言的形式、使用和意義是同等重要的。眾所周知,中國外語教育的基礎(chǔ)是在高中階段,而其中語法教學(xué)更是重中之重。但是,在現(xiàn)在的語法教學(xué)實(shí)踐中,語言的實(shí)際運(yùn)用卻常常被忽略。英語教師常單從語法本身出發(fā),孤立地教授語法。正因?yàn)槿绱?使得學(xué)生在實(shí)際的交流中,即使能夠使用正確的語法句式,卻不能準(zhǔn)確表達(dá)自身所想。隨著對于提高學(xué)生在實(shí)際交流中語言的準(zhǔn)確性、流暢性和適當(dāng)性的需求越來越高,英語語法教學(xué)需要從傳統(tǒng)的、孤立的教學(xué)方式中掙脫開來,去尋找一種新的情境教學(xué)方式。本論文從理論和實(shí)踐出發(fā),分析目前高中英語語法教學(xué)的現(xiàn)狀及問題,在情境的理論基礎(chǔ)上,借鑒前人運(yùn)用情境進(jìn)行英語語法教學(xué)的研究成果,探索通過情境設(shè)置進(jìn)行英語語法教學(xué)的原則、方法及其教學(xué)效果。本研究要探討的是以下兩個(gè)問題:一、通過情境設(shè)置進(jìn)行高中英語語法教學(xué),學(xué)生的語法準(zhǔn)確性和適度性有否提高?二、通過情境設(shè)置進(jìn)行高中英語語法教學(xué),學(xué)生的語法實(shí)際應(yīng)用能力是否提高?針對以上兩個(gè)研究問題,作者進(jìn)行了為時(shí)一個(gè)學(xué)期(16周)的教學(xué)實(shí)驗(yàn),本實(shí)驗(yàn)的對象是作者所教的十八中高一年級兩個(gè)常規(guī)教學(xué)班129人,分別為控制班(63人)和實(shí)驗(yàn)班(66人)。在實(shí)驗(yàn)班,每個(gè)單元的語法課運(yùn)用情境設(shè)置進(jìn)行教學(xué),而另一個(gè)班的語法課仍采用機(jī)械操練方法。用含有填空、選擇、合并句子的試題檢查語法知識(shí)的準(zhǔn)確性,用高考英語中的基礎(chǔ)寫作題型來檢查語法知識(shí)的應(yīng)用,兩個(gè)班同時(shí)進(jìn)行前后測,收集并整理數(shù)據(jù),使用SPSS16.0工具,獨(dú)立樣本t檢驗(yàn)的統(tǒng)計(jì)方法進(jìn)行數(shù)據(jù)對比分析�？偟膩碚f,本研究不但探索了英語語法教學(xué)中如何處理情境與語法關(guān)系的問題,同時(shí)對如何提高學(xué)生的語法準(zhǔn)確性和運(yùn)用的恰當(dāng)性也進(jìn)行了初步的研究,對英語教師的情境化語法教學(xué)有一定的參考和借鑒作用。
[Abstract]:Since the beginning of foreign language teaching, grammar teaching has been a controversial topic. In the course of language research and teaching, people have become increasingly aware of the meaning, form and function of language. These three aspects of language have the same significance and practical significance. Now, the debate in foreign language teaching has evolved from the necessity of grammar education to how to carry out grammar teaching. At the same time, the high quality foreign language talents with solid language basic ability and language use ability are also the meaning of the global economic integration, the great development of science and technology and the frequent international exchange. In foreign language teaching, the form, use and meaning of language are equally important. As we all know, the foundation of Chinese foreign language education is in the senior middle school, and grammar teaching is the most important one. In the present grammar teaching practice, the practical use of language is often neglected. English teachers often teach grammar in isolation from the grammar itself. Even if you can use the correct grammatical sentence structure, you can not express your own thoughts accurately. With the increasing demand for improving the accuracy, fluency and appropriateness of the students' language in practical communication. English grammar teaching needs to break away from the traditional and isolated teaching methods to find a new way of situational teaching. This paper analyzes the present situation and problems of English grammar teaching in senior high school, and draws lessons from the research results of using situation in English grammar teaching on the basis of situational theory. This study explores the principles, methods and teaching effects of English grammar teaching through situational setting. This study aims to explore the following two issues: first, to carry out English grammar teaching in senior high schools through situational setting. Are students' grammatical accuracy and appropriateness improved? Second, whether the students' practical application ability of grammar can be improved by setting the situation in English grammar teaching in senior high school? In view of the above two research questions, the author conducted a teaching experiment for one semester to 16 weeks. The subjects of this experiment were 129 students in two regular classes of grade one in 18 middle school and high school taught by the author. In the experimental class, the grammar class of each unit was taught by situational setting, while the grammar class in the other class still used mechanical training method. Select, combine sentence questions to check the accuracy of grammatical knowledge, use the basic writing questions in the college entrance examination English to check the application of grammar knowledge, two classes at the same time before and after the test, collect and collate the data. This study not only explores how to deal with the relationship between context and grammar in English grammar teaching, but also makes a comparative analysis with the statistical method of independent sample t-test using SPSS16.0 tool. At the same time, it also makes a preliminary study on how to improve the students' grammatical accuracy and appropriateness, which can be used as a reference for English teachers in situational grammar teaching.
【學(xué)位授予單位】：四川外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前4條

1 呂文靜;;英語情境教學(xué)的概念及其特征剖析[J];經(jīng)濟(jì)與社會(huì)發(fā)展;2009年11期

2 胡壯麟;語境研究的多元化[J];外語教學(xué)與研究;2002年03期

3 戴煒棟,陳莉萍;影響二語語用能力發(fā)展的因素[J];外語與外語教學(xué);2005年09期

4 李斌;;高中英語語法教學(xué)現(xiàn)狀分析及反思[J];新課程(教研版);2009年03期

，

本文編號：1429329