英語語法教學(xué)是初中英語教學(xué)的重要組成部分,英語教師的課堂語法教學(xué)方法和技巧對提高學(xué)生的語法掌握以及綜合運(yùn)用語言的能力至關(guān)重要。然而,文獻(xiàn)檢索顯示目前我國探討初中英語語法課堂教學(xué)方法的實(shí)證研究仍相對較少,因此有必要對初中英語語法課堂教學(xué)方法實(shí)施進(jìn)行較全面的調(diào)查分析,發(fā)現(xiàn)問題并提出解決對策,以期進(jìn)一步優(yōu)化目前初中英語語法課堂教學(xué)方法,提高教學(xué)質(zhì)量。本研究主要采用課堂觀察法和問卷訪談法,研究對象為煙臺某所中學(xué)初一至初三共12名英語教師和80名初中生。本研究探討的問題主要包括:初中英語教師和初中生對英語語法教學(xué)的態(tài)度如何?初中英語教師在課堂上如何實(shí)施語法教學(xué)?(語法項(xiàng)目呈現(xiàn)方法,學(xué)生課堂語法練習(xí)活動)通過數(shù)據(jù)分析,得出以下主要研究發(fā)現(xiàn):對待英語語法的態(tài)度方面,一半以上的英語教師都認(rèn)為教好語法是教好英語的關(guān)鍵,一半以上的學(xué)生認(rèn)為語法在英語中占很重要的地位,認(rèn)為學(xué)好語法是學(xué)好英語的前提。在語法項(xiàng)目呈現(xiàn)方面,英語教師所采用方法的使用大多是演繹法,而歸納法和引導(dǎo)發(fā)現(xiàn)法使用頻率太低。說明大部分教師教學(xué)方法比較單一,仍偏好于傳統(tǒng)的灌輸式語法教學(xué)方法。在學(xué)生的課堂語法練習(xí)活動方面,機(jī)械練習(xí)活動的頻率很高,意...

【文章頁數(shù)】：80 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Framework of the Thesis
Chapter Two Literature Review
    2.1 Definitions of Grammar Teaching
        2.1.1 Definitions of Grammar Teaching Abroad
        2.1.2 Definitions of Grammar Teaching at Home
    2.2 Major Types of Grammar Presentation Methods
        2.2.1 Deductive Method
        2.2.2 Inductive Method
        2.2.3 The Guided Discovery Method
    2.3 Major Types of Grammar Practice Activities
        2.3.1 Mechanical Practice
        2.3.2 Meaningful Practice
    2.4 Principles of Grammar Teaching
        2.4.1 The Principle of Motivation
        2.4.2 The Principle of Communication
        2.4.3 The Principle of Efficiency
        2.4.4 The Principle of Diversity
        2.4.5 The Principle of English-Chinese Comparison
        2.4.6 The Principle of Practice
    2.5 Relevant Empirical Studies at Home and Abroad
        2.5.1 Studies Abroad
        2.5.2 Studies at Home
Chapter Three Research Design
    3.1 Research Questions
    3.2 Instruments
        3.2.1 Classroom Observation Scale
        3.2.2 Interview
    3.3 Participants
    3.4 Data Collection
    3.5 Data Analysis
Chapter Four Results and Discussion
    4.1 Attitudes of Teachers and Students
        4.1.1 Teachers’Attitudes
        4.1.2 Students’Attitudes
    4.2 Implementation of Grammar Teaching in Classroom
        4.2.1 Presentation Methods
        4.2.2 Practice Activities
    4.3 Countermeasures
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations
References
Appendix One
Appendix Two
About the Author



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