本文選題：情境教學(xué)法 + 英語(yǔ)語(yǔ)法教學(xué)��； 參考：《渤海大學(xué)》2015年碩士論文

【摘要】：情境教學(xué)法是教師根據(jù)教學(xué)內(nèi)容,創(chuàng)設(shè)真實(shí)或半真實(shí)的語(yǔ)言環(huán)境,引導(dǎo)學(xué)生積極主動(dòng)地參與到各項(xiàng)教學(xué)活動(dòng)中。目前情境教學(xué)在高中英語(yǔ)課堂中的實(shí)證研究相對(duì)較少,因此本文將研究視角放在情境法在高中英語(yǔ)語(yǔ)法教學(xué)中的應(yīng)用上,并選擇了虛擬語(yǔ)氣條件句做為研究的具體項(xiàng)目。虛擬語(yǔ)氣表達(dá)說(shuō)話者的愿望、建議和假設(shè)。它不僅是語(yǔ)法學(xué)界討論的焦點(diǎn),也是英語(yǔ)教學(xué)中一個(gè)重要的語(yǔ)言點(diǎn)。鑒于英漢差異及虛擬語(yǔ)氣本身的復(fù)雜性,對(duì)中國(guó)學(xué)習(xí)者來(lái)說(shuō),如何理解和掌握虛擬語(yǔ)氣始終是英語(yǔ)語(yǔ)法學(xué)習(xí)和各類(lèi)英語(yǔ)考試的一個(gè)障礙;對(duì)于英語(yǔ)教師來(lái)說(shuō),如何有效地進(jìn)行虛擬語(yǔ)氣教學(xué)也是一項(xiàng)挑戰(zhàn)。本研究嘗試將情境教學(xué)法應(yīng)用到高二學(xué)生的虛擬語(yǔ)氣條件句教學(xué)中,實(shí)驗(yàn)進(jìn)行四周,采用對(duì)照班的方式。研究的問(wèn)題包括:(1)情境教學(xué)法能否改變學(xué)生對(duì)語(yǔ)法學(xué)習(xí)的態(tài)度?(2)在虛擬語(yǔ)氣條件句的理解上,相比傳統(tǒng)的語(yǔ)法規(guī)則記憶法,情境教學(xué)法是否更加有效?(3)在虛擬語(yǔ)氣條件句的習(xí)得上,情境教學(xué)法是否比傳統(tǒng)的教學(xué)方法更持久?問(wèn)卷調(diào)查結(jié)果顯示,在相同時(shí)長(zhǎng)的教學(xué)后,實(shí)驗(yàn)班的學(xué)生對(duì)語(yǔ)法學(xué)習(xí)有了較積級(jí)的態(tài)度;實(shí)驗(yàn)班后測(cè)和延時(shí)測(cè)的分析結(jié)果證實(shí),在虛擬語(yǔ)氣這個(gè)具體的語(yǔ)法項(xiàng)目教學(xué)中,情境教學(xué)法的運(yùn)用加深了學(xué)生對(duì)該知識(shí)點(diǎn)的印象,比傳統(tǒng)的教學(xué)方法更能幫助學(xué)生持久地記憶;實(shí)驗(yàn)班和控制班的后測(cè)結(jié)果表明,在完成和虛擬語(yǔ)氣條件句有關(guān)的測(cè)試時(shí),情境教學(xué)法提高了學(xué)生的成績(jī),證實(shí)了該教學(xué)法的有效性。以上研究結(jié)果希望能為高中的語(yǔ)法教學(xué)拓寬一些教學(xué)思路和提供實(shí)踐方面的一些參考。
[Abstract]:Situational teaching method is to create a real or semi-real language environment according to the content of teaching, and to guide students to actively participate in various teaching activities. There are relatively few empirical studies on situational teaching in senior high school English classroom. Therefore, this paper focuses on the application of situational approach in English grammar teaching in senior high school, and chooses the subjunctive conditional sentence as the specific project of the study. A subjunctive tone expresses the speaker's wishes, suggestions, and assumptions. It is not only the focus of discussion in grammar circles, but also an important language point in English teaching. In view of the differences between English and Chinese and the complexity of subjunctive mood itself, how to understand and master subjunctive mood is always an obstacle for Chinese learners to learn English grammar and English examination. How to effectively carry out subjunctive tone teaching is also a challenge. This study attempts to apply situational teaching method to the teaching of subjunctive conditional sentences in Senior two students. The experiment is carried out for four weeks and the control class is adopted. The research questions include: (1) can situational teaching method change students' attitude towards grammar learning? (2) compared with the traditional grammar rule memory method, the understanding of subjunctive modal conditional sentences; Is situational teaching more effective? (3) in the acquisition of subjunctive conditional sentences, is situational teaching more durable than traditional teaching methods? The results of the questionnaire survey showed that after teaching for the same length of time, the students in the experimental class had a more productive attitude towards grammar learning, and the analysis of the post-test and the delayed test in the experimental class confirmed that in the teaching of subjunctive mood as a specific grammar item, The application of situational teaching method has deepened the students' impression of the knowledge point and can help students to memorize the knowledge point more than the traditional teaching method, and the post-test results of the experimental class and the control class show that, when completing the test related to the subjunctive conditional sentence, The situational teaching method improves the students' achievement and proves the validity of the teaching method. The above results hope to broaden some teaching ideas and provide some practical references for grammar teaching in senior high school.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：2094047