建构主义理论下高中英语语法教学策略研究 7页

　　建构主义理论下高中英语语法教学策略研究----高中英语教学论文-->Chapter1Introduction1.1ResearchBackgroundNomarteachingisimportantoriiotandhevVtoteachgrammarefficientlyiscontroversialSomescholarsbelievethatgrammarteachingisnotsoimportantinlanguageteaching，theyemphasizemoreonmunicativeskillsorspeakingskills,sogrammarisneglectedbythoseents，grammarplaysanimportantroleinlanguageteaching.Asoneofthefirstsociolinguists,Hymespointedoutthattheultimategoalofforeignlanguagelearningistocultivatemunicativepetencemar、socialculture、contextandstrategy;Andofthesefourelements,grammaristhefoundation.Atthesametime,Larsen-Freemanregardedgrammarasthecoreandfoundationofspeakinganduchemphasisbeingputongrammarinsomeclasses.Traditionalgrammarteachingapproach,alotofteachersstilladopt traditionalteachingmethodsunderthepressureofcollegeentranceexam.EnglishCourseStandardforHighSchool(2003)requiresthathighschoolstudentsshouldstudyandmastersuchbasiclanguageknomar,themesandfunction.Italsoputsformarteachingshouldstartfromtheperspectiveofpracticaluseandemphasizestudents"aentionedabove,marteachingplaysanimportantroleintheEnglishteaching.OnecannotgetthestructureofthislanguageuntilhelearnsthegrammarofthelanguagegrammarosthighschoolstudentsfinditishardtoleamEnglishgrammarethodsissoboringthatthestudentslosttheirintereststoleamit,someofthemevenhategrammar.Asaresult，theteachingefficiencyandlearningefficiencyarenotsosatisfactory.Sohoakegrammarteachingmoreinteresting,moreeffective,andmoreinnovativeisanurgentproblemforustosolve.Fortunately,ane,einspirationintheirgrammarteaching.Inthispaper,theauthorupthepioneers"researchesanddiscusskindsofteachingstrategies;thentheauthoreofthemandapplythemintoacertain grammarteaching,thencollectdata,analyzeitandgethisconclusion.As,icprocessedpedagogica-->lpractice(McGroarty,1998).Duringthisdynamicprocess,instructorscangetexperienceonethodcanmaketeachingmoreefficientandethodisbetter;studentscangettheopportunitytogetinvolvedinthelearning,eachcanbethemasteroftheiromarTeachingThemar"isoftenusedeaning.AsJeremyButterfieldputit，"Grammarisoftenagenericmarorespecificmeaning.Ifmar"upinOxfordDictionary,itisdefinedastheandstructureofalanguageoroflanguagesingeneral,usuallytakenasconsistingofsyntaxandmorphology(includinginflections)andsometimesalsophonologyandsemantics.Therearemanyothertypesofgrammarasmarcanbedividedintoprescriptive"grammar(alsocalledtraditionalgrammarplesdealingmar(thesystematicstudyanddescriptionofalanguage,thepointoftheobjectdescribed,grammarcanbe classifiedassynchronicgrammarmaticalrulesduringaspecificperiodoftimeanddiachronicgrammarthatillustratesthedevelopmentofgrammaticalrules.Accordingtotheaimofitsdescription，grammarconsistsofpedagogicalgrammar,referencegrammarandlinguisticgrammar.……..2.2StudiesonGrammarTeachingintheVieConstructivismisanimportantbranchofcognitivepsychology,provingbyVygotsky，Ausubel,Brunerandmanyotherpsychologists,ithasformedarelativelypletesystemoftheory.Constructivismassumedthatlearningisadynamicprocessesofconstruction,theneattachedparticularimportancetothefunctionofthecreationofthesituationtothemeaningconstruction.ItbelievesthatthesituationcreationisthepremiseofmeaningconstructionandlearningisalpactsonChina"sforeignlanguageteachingandresearch.…….. -->Chapter3TheoreticalBasis.........123.1TheOriginsofConstructivism.........123.2TheLearningTheoriesofConstructivism.........133.2.1ConstructivistvieinGrammarTeaching.........184.1StrategiesusedinGrammarTeaching.........184.2TheImplementationofExperiment.........24Chapter5ResultsandDiscussion.........365.1Dataanalysis.........365.2Discussion.........40Chapter5ResultsandDiscussion5.1DataanalysisAccordingtheanalysisresultsofthescoresofthepre-test，ent.Afterthepre-test,theauthorconductedtheexperimentinentClass(EC)adoptedconstructivismstrategiesandtheControlledClass(CC)adoptedthetraditionalmethods.Thena immediatepost-testationabouttheperformanceofthetentalclassandtheControlledclass,theauthorusedSPSSsoftprovementinstudents’grammarpetence.AccordingtoTable4,adeat95%thatsuggeststheupperandloe.TheLoprovementmadebytheECstudents.……….ConclusionGrammarteachingstrategiesbasedonconstructivismpromotethatteachingshouldbestudent-centeredandbycreatingareal-lifesituationportstudytasks,studentscanpletetheirknomarteachingstrategies,grammarteachingstrategiesbasedonconstructivismaresuperiorinstimulatingstudents’motivation，improvingstudents’learninginterestandpromotingstudents‘self-constructionofgrammarandultimatelyimprovingstudents’grammarskills.AccordingtotheexperimentsinchapterFour,theauthorfindsthatadoptinggrammarteaching strategiesbasedonconstructivismintheEnglishclassisfeasibleandeffective;andexper-->imentalresultsofdataanalysesshomarteachingstrategies,thestudentsofexperimentalclassadoptingconstructivismstrategiesgetanobviousimprovementintheirgrammarpetenceandgainabiggerpromotioninlanguageprehensiveability………References(omitted)