本文選題：高中英語(yǔ)語(yǔ)法　切入點(diǎn)：時(shí)體教學(xué)　出處：《信陽(yáng)師范學(xué)院》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：目前,高中英語(yǔ)時(shí)體教學(xué)過(guò)程中還存在著一些問(wèn)題,主要表現(xiàn)在多數(shù)教師未能擺脫重形式輕意義的觀(guān)念,對(duì)英語(yǔ)時(shí)體的概念及其運(yùn)用背景的解釋大多不盡合理。這種重規(guī)則,輕概念;重教授,輕認(rèn)知的教學(xué)方式使學(xué)生死記硬背規(guī)則和特例,逐漸失去英語(yǔ)時(shí)體學(xué)習(xí)的興趣,導(dǎo)致英語(yǔ)時(shí)體教學(xué)效果不理想。針對(duì)這些問(wèn)題,本文在認(rèn)知語(yǔ)法和體驗(yàn)哲學(xué)理論的指導(dǎo)下,將概念型教學(xué)法應(yīng)用于高中英語(yǔ)時(shí)體教學(xué)中,從概念識(shí)解的多維度性,師生主體地位的交替性以及教學(xué)設(shè)計(jì)和實(shí)施的體驗(yàn)性三個(gè)方面詳細(xì)闡述了概念型教學(xué)法在時(shí)體教學(xué)中的具體運(yùn)用過(guò)程。認(rèn)知語(yǔ)法與傳統(tǒng)語(yǔ)法的最大區(qū)別在于其關(guān)注意義,注重認(rèn)知和體驗(yàn)。概念性教學(xué)法秉承認(rèn)知語(yǔ)法的核心觀(guān)點(diǎn),信奉體驗(yàn)哲學(xué),提倡中介觀(guān),以概念為出發(fā)點(diǎn),科學(xué)闡釋語(yǔ)法的本質(zhì)和相關(guān)概念,將教學(xué)過(guò)程分為解釋、物化、交際活動(dòng),言語(yǔ)化和內(nèi)化五個(gè)步驟。在此基礎(chǔ)上,本研究以羅山縣高級(jí)中學(xué)一年級(jí)的兩個(gè)教學(xué)班為實(shí)驗(yàn)對(duì)象進(jìn)行5個(gè)月的對(duì)比教學(xué)實(shí)驗(yàn)研究。這兩個(gè)班級(jí)為平行班級(jí),分為控制班和實(shí)驗(yàn)班�？刂瓢嗖捎靡酝慕虒W(xué)法,注重規(guī)則講述和語(yǔ)法練習(xí)的操練。實(shí)驗(yàn)班采用概念型教學(xué)法,注重科學(xué)概念解釋和思維能力的提升。本研究實(shí)驗(yàn)方法為訪(fǎng)談法,問(wèn)卷調(diào)查法,測(cè)試法和數(shù)據(jù)分析法。研究發(fā)現(xiàn),在高中英語(yǔ)時(shí)體教學(xué)過(guò)程中,概念型教學(xué)法在一定程度上改善了高中英語(yǔ)時(shí)體教學(xué)的效果,更好地激發(fā)了學(xué)生學(xué)習(xí)英語(yǔ)時(shí)體時(shí)的認(rèn)識(shí)思維活動(dòng)。數(shù)據(jù)分析也表明概念型教學(xué)法的教學(xué)效果要優(yōu)于以往的教學(xué)法。
[Abstract]:At present, there are still some problems in the process of English tense teaching in senior high school, mainly because most teachers are unable to get rid of the idea of emphasizing form and light meaning, and the explanation of the concept of tense and aspect and its application background are mostly unreasonable. The teaching method of "light concept" and "emphasis on knowledge" makes students memorize rules and special cases and gradually lose their interest in learning English tense and aspect, which results in unsatisfactory teaching effect. Guided by the theories of cognitive grammar and experiential philosophy, this paper applies the Conceptual approach to the teaching of English tense and aspect in senior high school. The alternating status of teachers and students and the experience of teaching design and implementation elaborate the concrete application process of Conceptual Teaching method in tense and aspect teaching. The biggest difference between cognitive grammar and traditional grammar lies in its significance. The conceptual teaching method adheres to the core viewpoint of cognitive grammar, believes in the philosophy of experience, advocates the view of intermediary, takes the concept as the starting point, scientifically interprets the essence of grammar and related concepts, and divides the teaching process into interpretation, materialization, and so on. On the basis of the five steps of communicative activity, speech and internalization, this study takes two classes in the first grade of Luoshan Senior Middle School as the experimental objects for a 5-month comparative teaching experiment. The two classes are parallel classes. The control class is divided into control class and experimental class. The control class adopts the former teaching method, pays attention to the rule telling and grammar practice, and the experimental class adopts the conceptual teaching method. The experimental methods of this study are interview, questionnaire, test and data analysis. To some extent, Conceptual approach has improved the effect of English tense teaching in senior high school. The data analysis also shows that the teaching effect of Conceptual Teaching method is better than that of previous teaching methods.
【學(xué)位授予單位】：信陽(yáng)師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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