本文選題：小學　切入點：英語　出處：《華北電力大學》2015年碩士論文　論文類型：學位論文

【摘要】：《新課程標準》要求外語教師在教學過程中以興趣為導向來教授英語,導致小學出現(xiàn)了為避免破壞學生的英語學習興趣而不教語法的現(xiàn)象。以興趣為導向固然重要,但這并不意味著語法在小學英語教學中就不能教授,成為小學生不能觸及的內(nèi)容。事實上,在小學英語教學中,問題不在于能不能教語法,而在于用什么樣的方式教授語法。只要教學方法得當,符合小學生的心理特點,語法教學并不會破壞學生的英語學習興趣,甚至還可以促進他們的英語學習。作為兩種最常見的語法教學方式,演繹法與歸納法在語法教學中各有利弊。然而,以往對演繹法與歸納法的研究,其研究對象主要是大學生、高中生或初中生,幾乎沒有以小學生為對象的研究。根據(jù)這種情況,本論文重點討論小學英語語法教學的可行性和有效性,通過教學實驗,對比演繹法與歸納法的效果,以找出更適合小學生的語法教學的方式。本實驗研究在一所北京的小學進行,實驗對象為一至五年級的小學生。在每個班級都有兩個平行班,其中一個班以演繹法進行語法教學,另一個班以歸納法進行語法教學。整個實驗過程分為前、中、后三個階段。實驗前期的主要任務(wù)是準備一至五年級測試所需要的“語法點”和相關(guān)測試題；實驗中期則是在各個年級的兩個平行班進行“前測”,教學實踐,“及時測驗”與“延時測驗”；實驗后期主要是收集并分析數(shù)據(jù),得出實驗結(jié)論,并針對小學英語語法教學的有效途徑提出可行性建議。教學實驗研究結(jié)果表明：(一)與演繹法相比,歸納法更能喚起小學生在課堂中的注意力以及學習興趣；(二)與演繹法相比,歸納法在提高學生的分數(shù)方面更為有效；(三)由于歸納法在課堂上更能抓住學生注意力,符合小學生喜歡探索、善于發(fā)現(xiàn)的特點,所以,歸納法比演繹法更適用于小學英語語法教學。由于受客觀條件限制,本研究覆蓋面較小,仍有一定的局限性,許多問題仍有待于進一步探討,對此,本文也提出了幾點相關(guān)的建議。
[Abstract]:The New Curriculum Standard requires foreign language teachers to teach English with interest in the teaching process, which leads to the phenomenon of not teaching grammar in primary schools in order to avoid undermining students' interest in English learning. However, this does not mean that grammar cannot be taught in primary English teaching and become something that pupils cannot touch. In fact, in primary English teaching, the question is not whether grammar can be taught or not. As long as the teaching method is appropriate and in accordance with the psychological characteristics of primary school students, grammar teaching will not undermine students' interest in English learning. It can even promote their English learning. As two of the most common grammar teaching methods, deductive method and inductive method have their own advantages and disadvantages in grammar teaching. According to this situation, this thesis focuses on the feasibility and effectiveness of English grammar teaching in primary schools. Through teaching experiments, the effects of deductive method and induction method are compared. This experiment was conducted in a primary school in Beijing. The subjects of the experiment were pupils in grades 1 to 5. There were two parallel classes in each class. One class teaches grammar by deduction, the other by induction. The whole experiment is divided into two parts: first, middle. The main task in the early stage of the experiment is to prepare the "grammar points" and related test questions needed for the first to fifth grade tests; In the middle stage of the experiment, two parallel classes of each grade are carried out "pre-test", teaching practice, "timely test" and "delay test", and the later stage of the experiment is mainly to collect and analyze the data, and draw the conclusion of the experiment. Some feasible suggestions are put forward for the effective ways of English grammar teaching in primary schools. The results of teaching experiments show that: (1) compared with the deductive method, Induction can arouse pupils' attention in class and interest in learning. (2) compared with deductive method, induction is more effective in improving students' scores (3) because induction can catch students' attention more in class. In accordance with the characteristics of primary school students who like to explore and be good at discovery, induction is more suitable for English grammar teaching in primary schools than deductive method. Due to the limitation of objective conditions, the study covers a small area and still has some limitations. Many problems still need to be further discussed, and some suggestions are put forward in this paper.
【學位授予單位】：華北電力大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.31

【參考文獻】

相關(guān)期刊論文 前1條

1 王玉玲;;新課程理念下的小學英語語法教學[J];大連教育學院學報;2010年02期

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本文編號：1610756