【摘要】：近年來,關(guān)于英語語法學(xué)習(xí)的大量研究表明,作為語言的組織規(guī)律,語法學(xué)習(xí)是十分必要的。然而,在實際學(xué)習(xí)中,英語語法的學(xué)習(xí)一直采用接受式學(xué)習(xí)模式,學(xué)生僅僅是接受知識的機器。在這樣的學(xué)習(xí)背景下,英語語法的學(xué)習(xí)變得枯燥無味,久而久之學(xué)生就對語法學(xué)習(xí)失去了興趣。因此,促使學(xué)生正確認(rèn)識語法在英語學(xué)習(xí)中的地位,引導(dǎo)學(xué)生學(xué)好語法,改變英語語法的學(xué)習(xí)模式勢在必行。探究式學(xué)習(xí)為我們改變現(xiàn)有的學(xué)習(xí)模式提供了新的方法。探究式學(xué)習(xí)模式是指在教師的指導(dǎo)下,學(xué)生進行獨立學(xué)習(xí)和合作討論,從而提高學(xué)生分析問題和解決問題的能力。為了調(diào)查探究式學(xué)習(xí)模式目前在英語語法教學(xué)中的使用情況,作者在某三線城市第三中學(xué)進行了為期三個月的調(diào)查。調(diào)查的問題有三個:1.探究式學(xué)習(xí)模式在高中英語語法教學(xué)中的使用現(xiàn)狀如何?2.探究式學(xué)習(xí)模式在高中英語語法教學(xué)中使用的優(yōu)缺點有哪些?3.在高中英語語法教學(xué)中使用探究式學(xué)習(xí)模式存在那些問題?通過對問卷,訪談和課堂觀察結(jié)果的分析,我們可以得出以下結(jié)論:探究式學(xué)習(xí)模式的優(yōu)越性已經(jīng)得到了教師和學(xué)生的普遍認(rèn)可,它不僅為學(xué)生營造了良好的學(xué)習(xí)氛圍,使學(xué)生在探究中獲得了知識,更對學(xué)生的思維能力提出了一定的挑戰(zhàn)。但是,探究式學(xué)習(xí)模式也存在一定的缺陷性,對學(xué)生已有的知識水平有著較高的要求。如果學(xué)生擁有的知識量非常少,探究活動將難以進行。同時,探究式學(xué)習(xí)模式對教師也提出了新的要求,需要教師轉(zhuǎn)變傳統(tǒng)的教學(xué)職能,充當(dāng)好引導(dǎo)者的角色。本文從理論和實踐兩個方面分析了探究式學(xué)習(xí)模式,并提出了一些關(guān)于改進高中英語語法學(xué)習(xí)模式的建議。
[Abstract]:In recent years, a large number of studies on English grammar learning have shown that grammar learning is very necessary as a rule of language organization. However, in practical learning, English grammar learning has always adopted the mode of receptive learning, students are only the machine to accept knowledge. In such a learning background, English grammar learning has become boring, over time students lost interest in grammar learning. Therefore, it is imperative to urge students to understand correctly the role of grammar in English learning, to guide students to learn grammar well and to change the learning mode of English grammar. Inquiry learning provides a new method for us to change the existing learning model. Inquiry learning mode refers to the independent learning and cooperative discussion of students under the guidance of teachers, so as to improve students' ability to analyze and solve problems. In order to investigate the use of inquiry learning model in English grammar teaching, the author conducted a three-month survey in a third middle school in a third-tier city. The question of the investigation is three: one. How to use the inquiry learning mode in English grammar teaching in senior high school? What are the advantages and disadvantages of inquiry learning model in English grammar teaching in senior high school? What are the problems in using the inquiry learning model in English grammar teaching in senior high school? By analyzing the results of questionnaires, interviews and classroom observations, we can draw the following conclusions: the superiority of inquiry learning model has been generally recognized by both teachers and students, and it not only creates a good learning atmosphere for students, It makes students acquire knowledge and challenge their thinking ability. However, the inquiry learning model also has certain defects, and has higher requirements for the students' existing knowledge level. If students have very little knowledge, inquiry activities will be difficult to carry out. At the same time, inquiry learning mode also puts forward new requirements for teachers, which requires teachers to change their traditional teaching functions and act as good guides. This paper analyzes the inquiry learning model from two aspects of theory and practice, and puts forward some suggestions on how to improve the English grammar learning model in senior high school.
【學(xué)位授予單位】：牡丹江師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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本文編號：2196211