隨著全球經(jīng)濟(jì)一體化的發(fā)展，英語成為學(xué)生進(jìn)入社會后最具實際意義的學(xué)科。在高中英語教學(xué)中，語法的教學(xué)是最基礎(chǔ)的。2003年教育部頒布了《普通高中英語課程標(biāo)準(zhǔn)(實驗)》（以下簡稱“新課標(biāo)”）對高中英語語法教學(xué)的地位、目的、方法和原則等各方面都做了明確要求和具體闡釋。新課標(biāo)中提倡通過語法教學(xué)使學(xué)生掌握語言規(guī)律，提高學(xué)生聽、說、讀、寫的能力，進(jìn)而全面提高學(xué)生的語言運(yùn)用能力。 由于高考的壓力，高中英語語法教學(xué)無論對于學(xué)生的學(xué)還是教師的教，都是一項難點(diǎn)。教學(xué)普遍存在“填鴨式”與“題海戰(zhàn)術(shù)”的現(xiàn)象。課堂往往是教師將課堂主導(dǎo)與主體二合一，死摳細(xì)節(jié)，學(xué)生則死記硬背語法規(guī)則，這使學(xué)生對于語法學(xué)習(xí)具有恐懼心理和抵觸情緒。一些年輕教師，雖然重注了教學(xué)過程中情境的創(chuàng)設(shè)與學(xué)生的互動，但是由于教學(xué)經(jīng)驗的缺乏和學(xué)科知識的局限，忽略了語法知識的歸納與整理。這些都使教學(xué)效果大打折扣。 特定的情境是語言運(yùn)用的土壤。國內(nèi)外學(xué)者及教師對英語情景教學(xué)的研究逐年增長，但其中針對在高中英語語法課堂上運(yùn)用此理論的深度研究還比較有限。本文以情景認(rèn)知理論為基礎(chǔ)，以虛擬語氣為研究內(nèi)容，針對教學(xué)過程中存在的問題，進(jìn)行調(diào)查研究，提出將情景認(rèn)知理論...

【文章頁數(shù)】：52 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
1 Introduction
    1.1 Research Background
    1.2 Research Purposes and Significances
    1.3 Research Questions
    1.4 Theoretical Foundation
    1.5 Research Methods
    1.6 Outline of the Thesis
2 Literature Review
    2.1 Relevant Concepts and Terms
        2.1.1 Situational Cognition
        2.1.2 Grammar
        2.1.3 New Curriculum Standard
    2.2 Theoretical Foundations
        2.2.1 Situated Cognition Theory
        2.2.2 Cognitive Apprenticeship
        2.2.3 Anchored Instruction
    2.3 Reviews of Studies on Situated Cognition Theory
        2.3.1 Origin and International Development of Situated Cognition Theory
        2.3.2 Domestic Researches on Situated Cognition and Situated Teaching
    2.4 Reviews of Studies on Grammar Teaching Pedagogy
        2.4.1 The History and Development of Grammar Teaching Methods
        2.4.2 Recent Studies on Grammar Teaching based on Situated Cognition
    2.5 Summary: Existing Problems and Questions for Further Study
3 Application of Situated Cognition Theory into High school English grammar teaching
    3.1 Build English Environment: Macro and Micro
        3.1.1 Introduce Available Real-world English Resources
        3.1.2 Build the Culture and Atmosphere of English in Class
    3.2 Tools and methods: Teaching Practices based on Situated Cognition Theory
        3.2.1 Attraction: Tools and Activities
        3.2.2 Presentation: Return the Class to Students
        3.2.3 Reciprocal teaching: How prior to What
4 Empirical Research: Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Research Instruments
    4.4 Procedures of the researches
        4.4.1 Questionnaire
        4.4.3 Classroom observation
        4.4.4 Posttest
        4.4.5 Data analysis
    4.5 Implementation of the experimental class
    4.6 A teaching plan of Subjunctive Mood based on Situated Cognition
        4.6.1 Class 1 Introduction of Subjunctive Mood
        4.6.2 Class 2 Intensive Learning and Practicing with Activities
        4.6.3 Class 3 Exercise Correction& Further Study
        4.6.4 Class 4: Production Presentation
5 Data Analysis
    5.1 The results of pre-experiment survey
    5.2 The results of interviews with teachers
    5.3 The results of classroom observations
    5.4 The results of post-experiment test
6 Conclusion
    6.1 Major findings of the study
    6.2 Implications of the study
    6.3 Limitations of the study
    6.4 Prospects for future study
Reference
Appendix
    Appendix1
    Appendix2
    Appendix3
Acknowledgements



本文編號：3849875