本論文是對(duì)兩所高中三位教師英語(yǔ)定語(yǔ)從句教學(xué)的案例研究,其目的是為了分析三位教師對(duì)17版普通高中英語(yǔ)課程標(biāo)準(zhǔn)所提出的三維語(yǔ)法的理解和應(yīng)用,三維語(yǔ)法在語(yǔ)法教學(xué)中涉及語(yǔ)法的形、意、用三個(gè)方面。本論文以三節(jié)定語(yǔ)從句實(shí)錄為教學(xué)案例進(jìn)行分析并以三位授課教師為主體進(jìn)行采訪。本研究提出兩個(gè)研究問(wèn)題,其一為授課教師更關(guān)注于語(yǔ)法的哪一個(gè)維度,其二為三位授課教師對(duì)三維語(yǔ)法的理解和態(tài)度。從活動(dòng)類型、目的以及師生話語(yǔ)幾個(gè)方面分析這三節(jié)語(yǔ)法課的學(xué)習(xí)活動(dòng),并進(jìn)行記錄和分析�；谘芯拷Y(jié)果,文章展示了三維語(yǔ)法理論在實(shí)際課堂中的運(yùn)用情況。研究結(jié)果表明,不同教師的語(yǔ)法教學(xué)觀不同,從二語(yǔ)法課堂活動(dòng)的側(cè)重點(diǎn)也有所差別。三節(jié)語(yǔ)法課中,只有一節(jié)體現(xiàn)了三維語(yǔ)法的教學(xué)模式。其他兩節(jié)著重于掌握定語(yǔ)從句的形式。就此理論,三位受訪教師也分別提出了自己的疑問(wèn)和看法。其中一位受訪者的理解與拉森弗里曼對(duì)三維的解釋和17版新課標(biāo)所提倡的語(yǔ)法教學(xué)原則相符合。而另外一位則提出,三維語(yǔ)法的理論意義大于實(shí)踐意義。顯而易見(jiàn),教師們對(duì)三維語(yǔ)法有著不同的理解和態(tài)度。因此,在今后的研究中將會(huì)去探索為何高中英語(yǔ)教師會(huì)對(duì)三維語(yǔ)法產(chǎn)生不同的理解和態(tài)度。 

【文章來(lái)源】：天津師范大學(xué)天津市

【文章頁(yè)數(shù)】：99 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Acknowledgements
Chapter 1 Introduction
    1.1 Research Background
        1.1.1 The Common Situation and Its Effects on the English GrammarTeaching in Senior High Schools
        1.1.2 The Requirements for Grammar Teaching in the CurriculumStandards for Senior High School English （2017）
    1.2 Research Purpose
    1.3 Research Significance
        1.3.1 Practical Significance
        1.3.2 Theoretical Significance
    1.4 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Grammar and Grammar Teaching
        2.1.1 Definition of Grammar
        2.1.2 Grammar Teaching
    2.2 Three Dimensions of Grammar
        2.2.1 Definition of Grammaring
        2.2.2 The Three Dimensions
    2.3 Previous Studies on English Grammar Teaching
        2.3.1 Previous Studies on English Grammar Teaching Abroad
        2.3.2 Previous Studies on English Grammar Teaching at Home
        2.3.3 The Similarities and Differences between This Study and PreviousStudies
Chapter 3 Theoretical Basis
    3.1 Grammar Dimensions
    3.2 Speech Act Theory
Chapter 4 Methodology
    4.1 Research Questions
    4.2 Research Subject
    4.3 Research Instruments
        4.3.1 Observation Table
        4.3.2 Interview Protocols
    4.4 Data Collection
Chapter 5 Results and Discussions
    5.1 Results of the Study
        5.1.1 The Time Spent on Form, Meaning and Use
        5.1.2 Three Dimensions in Different Exercises and Activities
        5.1.3 The Understandings and Attitudes toward the Three Dimensions ofGrammar
        5.1.4 The Doubts or Problems of the Three Dimensions of Grammar
    5.2 Discussions
        5.2.1 The Comprehension on Three Dimensions of Grammar
        5.2.2 The Different Focus on Grammar Teaching
        5.2.3 The Reason for the Situation of Application of Three Dimensions ofGrammar
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Implications
        6.2.1 The Implications for Teachers
        6.2.2 The Implications for Grammar Teaching
        6.2.3 The Implications for Teacher Training
    6.3 Limitations of the Study
    6.4 Expectations for Further Studies
References
AppendixⅠ
AppendixⅡ



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