社会建构主义视角下的高中英语语法教学案例分析 56页

＇．；．＇：ｄ：＾、－幽装秘聲．誘ｎ，ｌ讓囊！蠻屬議錢纖．、、＇：．ｓ＾卷韓．ｆｃｉ；ｒ雙養．｜古■皆巧．＂，梦Ｔ：：：：苗岂节龜．萬敎雜輪綾满＾川；Ｃ３＾變敏養．．公誦麵醒麵顆議ＩＩ讀＇雲。雲攀围誦議．＇＂－．护’範－、鱗Ｖ．茜唾ｒｆ讓恕公私震娜魏位锻蠢纏ｉ：娜議福；？’、’＾：－心冷－？二．ＭｗＭ调诚魏麵纖跨ｌｙ巧＇■－；：ｖ．－：；＃４＇Ｉ＾．．獅．；卷讚．党装誦德裝？；這鞭．…＂—＂、命：發沿亡节切、；咬嶺兹帶質．、－巧．：；．：義－＇心－賓韻轉纖或賴－韻武．．．‘－、＾＾．＞：＇叫奸．唉：：；，Ｖ就；、、ｒ：：苗己产＾；、妾Ｉ安巧巧鴻；．、纖茲点３嫌驅’觀、謬、—，－＇輔戀議講、、、＇．、知＇、…＇■＇．…、：；ｔ；於；—、常斟．：，識；／心窮銜，Ｖ群；＾議ｉｉＳｉ肺議．｜讓麵ｉ？議ｉｉｌ＾ｆｃ屬ｍ．ｌｉｉｉｌｌｐ－＇．議ＥｉｉｉＳｉｉｉＣ．＃ｉｉｌｉｉｉｉ議＇．葵游．與覇義Ｉｔｅ讓麵＾額１議篆篡緣边感拳Ｖ韓麵今Ｖ歡：．歡：寒鑛廳績據诚：纖麵巧霸麵作為送庐表逼每轉隣議讀 分类号：学校代码：10165密级：学号：201412000206教育硕士专业学位论文社会建构主义视角下的高中英语语法教学案例分析CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivism作者姓名：赵博专业方向：学科教学（英语）导师姓名：高玉娟2016年5月 CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismZhaoBoAThesisSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMASTEROFEDUCATIONSchoolofForeignLanguagesLIAONINGNORMALUNIVERSITY2016 学位论文独创性声明本人承诺：所呈交的学位论文是本人在导师指导下所取得的研巧成果。论文中除特，不包含他人和其他机构己经撰写或发表过的研究成果别加Ｗ标注和致谢的地方外，其他同志的研巧成果对本人的启示和所提供的帮助，均己在论文中做了明确的声明并表示谢意。学位论文作者签名：也祷学位论文版权的使用授权书本学位论文作者完全了解迂宁师范大学有关保留、使用学位论文的规定，及学校有权保留并向国家有关部口或机构送交复印件或磁盘，允许论文被查阅和借阅。本文授权迂宁师范大学，可＾文将学位论文的全部或部分内容编入有关数据库并进行检索，可Ｗ采用影印、缩印或扫描等复制手段保存、汇编学位论文，并且本人电子文档的内容和纸质论文的内容相一致。保密的学位论文在解密后使用本授权书。：学位论文作者签名；如诚指导教师签名—签名曰期：《年ｉ月曰 辽宁师范大学硕士学位论文摘要语法是制约语言使用的规则，因此贯穿于语言的听说读写各个环节。掌握一定的语法知识，对语言表达的准确度和语句结构的完整性等方面具有十分重要的意义。近年来，随着交际口语日益得到重视，对于传统的高中英语语法教学产生了一些争论：一种观点认为语法可以靠学生语感习得，从而不必刻意教授；另一种观点认为语法教学依然应该作为教学的重要部分。传统的语法教学注重讲授语法知识，忽略了对学生学习兴趣的培养，从而导致学习效率低下,教学效果也很难令人满意。当前，如何有效改进语法教学,切实提高课堂教学质量，已经成为高中英语教学所面临的一项挑战。社会建构主义对促进二语习得具有积极作用，因此，这一理论被很多学者应用于英语教学实践之中。本研究以社会建构主义理论为基础，结合为期五个月的教育实习经历，通过采用文献法，观察法，案例分析法和访谈法，选取了高中英语语法教学中四个典型的语法项目进行教学案例分析，旨在回答以下两个问题：1.在社会建构主义视角下，高中英语语法教学中存在哪些问题？2.基于社会建构主义，如何改进高中英语语法教学？研究结果表明：高中英语语法教学中存在以教师为主体，忽视学生的作用，教师安排任务不合理，忽视环境的作用等问题。本研究尝试分析这些问题的成因，并从教师转变角色，学生有意义建构知识，提出恰当任务，重视合作学习，注重过程性评价等方面提出了相应的教学建议。通过本文的研究,希望能够在理论上为高中英语语法教学研究提供更加丰富的理论资料,另一方面,也希望在实践层面上为一线教师提供更多的参考和启示。关键词：社会建构主义；高中英语语法教学；案例分析I CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismCaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismAbstractGrammaristherulethatrestrictstheuseoflanguage,andforthisreasonitexistsineverypartoflistening,speaking,readingandwriting.Masteringcertainknowledgeofgrammarhasasignificantmeaningtotheaccuracyoflanguageexpressionandtheintegrityofthestructure.Inrecentyears,withthegrowingattentionoftheoralcommunication,thereisadebateontraditionalgrammarteachinginhighschool:ononeside,somescholarsbelievethatlearnerscanacquiregrammarbycultivatingtheirlanguagesense,sothatgrammardoesnotneedtobetaughtdeliberately;ontheotherhand,somescholarsholdthepointthatgrammarteachingisstillimportantpartoflanguageteaching.Thetraditionalgrammarteachingmainlyfocusonpresentingtheknowledgeofgrammar,ignoringthecultivationofstudents’learninginterest,whichleadstolowlearningefficiencyandthustheteachingeffectisnotsatisfactory.Atpresent,ithasbecomeasignificantchallengeonhowtoteachgrammareffectivelyandhowtoimprovetheteachingqualityinhighschool’sEnglishclass.Nowadays,ithasbeenprovedthatsocialconstructivismhasapositiveeffectonsecondlanguageacquisition.Therefore,thistheoryhasbeenappliedintoEnglishteachingbymanyscholars.Thisthesisisbasedonsocialconstructivismandcombinedwiththeauthor’five-monthinternshipexperienceinhighschool,adoptsliteratureresearchmethod,observationalmethod,caseanalysismethodandinterviewmethod,fourtypicalgrammarteachingcasesareselectedandanalyzed,aimingtoanswerthefollowingtwoquestions:1)Whataretheproblemsexistinginhighschool’sEnglishgrammarteachingundertheperspectiveofsocialconstructivism?2)Whatshouldteachersdotosolvethoseproblemsandimprovegrammarteachinginhighschoolbasedonsocialconstructivism?Theresultsshowthatsomeproblemsinhighschool’sEnglishgrammarteachingsuchastakingteachersasthemainbodyinclass,ignoringthefunctionofstudentsandcontexts,unreasonablearrangementoftasksandsoon.What’smore,thethesistriestoanalyzeofthecausesoftheseproblemsandputsforwardcorrespondingsuggestionsfromaspectsofchangingtheroleofteachers,meaningfulconstructingknowledgeofstudents,providingappropriatetasks,attachingimportancetocooperativelearningandprocessevaluationandsoon.Throughthisstudy,itishopedthatthisthesiscanprovidecertaintheoreticalreferenceforhighschool’sgrammarteaching;Inaddition,thisthesisisexpectedtoprovidesomeadviceandenlightenmentsforEnglishteachersinfirstlineonpracticalside.Keywords:Socialconstructivism;grammarteachinginseniorhighschool;casesanalysisII 辽宁师范大学硕士学位论文Contents摘要.........................................................................................................................................IAbstract......................................................................................................................................IIChapterOneIntroduction................................................................................................-1-1.1ResearchBackground................................................................................................-1-1.2ResearchPurposeandSignificance...........................................................................-2-1.3ResearchMethods.....................................................................................................-3-1.4OutlineoftheThesis.................................................................................................-3-ChapterTwoLiteratureReview.......................................................................................-5-2.1IntroductiontoSocialConstructivism.......................................................................-5-2.1.1Fourfactorswithinthesocialconstructivism..................................................-6-2.1.2TeachingModelsofSocialConstructivism.....................................................-9-2.1.3TheConstructivistlearningdesignbasedonsocialconstructivism...............-12-2.2PreviousStudiesontheApplicationofSocialConstructivismtoEnglishTeachingHomeandAbroad..........................................................................................................-14-2.2.1Relativestudiesabroad..................................................................................-14-2.2.2Relativestudiesathome................................................................................-15-2.2.3Achievementsandlimitationsofthepreviousstudies..................................-16-ChapterThreeResearchDesign.....................................................................................-17-3.1ResearchQuestions.................................................................................................-17-3.2TheSourceoftheTeachingCases...........................................................................-17-3.3AnalysisoftheStudents..........................................................................................-17-3.4AnalysisoftheTextbooks.......................................................................................-18-3.5ResearchProcedures................................................................................................-18-3.6TheCriteriaofCasesAnalysisBasedonSocialConstructivism............................-19-ChapterFourTeachingCasesAnalysis.........................................................................-20-4.1CaseAnalysisoftheAttributiveClauseTeaching..................................................-20-4.1.1Teachingprocesspresentation.......................................................................-20-4.1.2Detailedanalysis............................................................................................-22-4.2CaseAnalysisoftheEmphaticPatternTeaching....................................................-23-4.2.1Teachingprocesspresentation.......................................................................-23-4.2.2Detailedanalysis............................................................................................-24-4.3CaseAnalysisoftheDirectSpeechandIndirectSpeechTeaching........................-25-4.3.1Teachingprocesspresentation.......................................................................-26-4.3.2Detailedanalysis............................................................................................-27-4.4CaseAnalysisoftheModalVerbTeaching.............................................................-28-4.4.1Teachingprocesspresentation.......................................................................-28-4.4.2Detailedanalysis............................................................................................-29-III CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivism4.5AnalysisoftheFace-to-faceInterview....................................................................-30-ChapterFiveConclusion................................................................................................-33-5.1ProblemsinSeniorHighSchoolGrammarTeaching.............................................-33-5.2CauseAnalysis........................................................................................................-35-5.3WaystoImproveGrammarTeachinginSeniorHighSchool.................................-36-5.4LimitationsoftheStudy..........................................................................................-38-5.5SuggestionsforFuturestudies................................................................................-39-Bibliography.........................................................................................................................-40-AppendixA...........................................................................................................................-42-AppendixB...........................................................................................................................-43-AppendixC...........................................................................................................................-44-AppendixD..........................................................................................................................-45-AppendixE...........................................................................................................................-46-Acknowledgements..............................................................................................................-47-IV 辽宁师范大学硕士学位论文ChapterOneIntroductionGrammaristherulethatrestrictstheuseoflanguage,henceitexistsineverypartoflistening,speaking,readingandwriting.Masteringcertainknowledgeofgrammarhasasignificantmeaningtotheaccuracyoflanguageexpressionandtheintegrityofthestructure.Inthefieldofforeignlanguageteaching,thereisadebateontraditionalgrammarteachingforalongtime.Basedonthecurrentsituationandpreviousstudies,thisthesiscarriesoutacaseanalysisofEnglishgrammarteachinginhighschool,whichisexpectedtoprovidesomereferenceandenlightenmentforimprovingthegrammarteachingfromboththeoreticalsideandpracticalside.1.1ResearchBackgroundInrecentyears,withthegrowingattentionoftheoralcommunication,theimportanceoflearninggrammarisbeenqueried.However,whetherinformaloccasionorindailylifecommunication,withoutthecertainknowledgeofgrammar,theaccuracyofthelanguagewillnotbeabletoguarantee,thestructureofthesentencewillnotbecomplete,andthemeaningoftheexpressionwillbeblurred,evencauseambiguity.Therefore,itisnecessaryforlearnerstolearngrammarsystematically.Atpresent,thecollegeentranceexaminationhasabolishedonechoicequestions,sosomepeopleproposethatteachersshouldnotlayemphasisonEnglishgrammarteaching.Ontheotherhand,somepeoplestillbelievethatgrammaristhecenterofEnglishteaching.Onlyhavinganexcellentknowledgeofgrammarcanstudentshavegoodabilitiesinlistening,reading,speakingandwriting.Grammarisanimportantpartoflanguage.JustasShuDingfangsaid,“Grammarteachinginforeignlanguageteachingisnotaboutwhethertoteachbutwhattoteachandhowtoteach(ShuandZhuang,1996).Nowadays,inthetraditionalclassesofhighschool,someEnglishteachersusetraditionalgrammarteachingmethodswhichregardEnglishteachersasthecenteroftheclassandrequirestudentstorecitetherulesofgrammarthatstudentsdonotevenunderstandthem.Asaresult,studentsdonotknowhowtousethegrammaticalrulescorrectlyindailycommunication.Andwhat’sworse,ifthingscontinueinthisway,studentsmaylosetheirinterestsoflearningEnglish.EnglishCurriculumStandardforHighSchool(2003)putsforwardthatgrammarteachingshouldbebasedonpracticaluseandpaymoreattentiontostudents’awarenessofpractice.Grammarteachingshouldbeconnectedwithlanguageawareness,discoursecontext,logicalthinking,formsofliterature,useoflanguageandcultures.Atpresent,withmoreemphasesontask-basedteachingmodel,grammarteachingshouldcompletecertainfunctionandfulfillsometopicsbymeansofgrammar.ThepurposeofEnglishCurriculumStandardistocultivatestudents’abilitiesofusingEnglish.Theimportanceofgrammarteachingshouldbevaluedandcorrespondinglyteachers-1- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismneedtoimproveteachingmethods,trytheirbesttocreatealearningenvironmentforstudents.Moreover,teachersshouldassignsometasksforstudentstopractice.“Learningbydoing”makesstudentsmastergrammarbetter.Socialconstructivismhasbeenproveditseffectivenessinsecondlanguagelearning.ThistheoryofsocialconstructivismhasgreatsignificanceinEnglishteachingandlearning.Socialconstructivismadvocatesthatthelearnersconstructtheirknowledgethroughinteractingwiththeouterenvironmentbyself-discoveringandexploring.Inthisprocess,learnersarenotthepassivereceiversbutthecenterofthelearningprocess.Accordingtosocialconstructivism,knowledgecanbemasteredinaspecificcircumstance,andlearningcomesfromtheinteractionbetweenlearnersandotherpeople.Asforgrammarteaching,teachersshouldnotmerelyteachstudentsthegrammaticalrulesandrequirethemlearnbyrote,butconsiderthelearners’characteristicsandtheirdemands,whichrequiresacombinationoflanguageformandmeaning.Thecurrentsituationofgrammarteachinginhighschooladmitsofnooptimism.Firstofall,Englishteachersinhighschoolareconfusedaboutwhethertheyshouldlayemphasisongrammarteaching.Inthesecondplace,theydonotknowhowtoteachthegrammarruleseffectively.Thisthesiswillgointotherealclassroomandcollectrealteachingcasesinhighschool,andfourtypicalgrammar-teachingcaseswillbechosenfordetailedstudy.Manyresearcheshaveproventhatsocialconstructivismisaneffectivetheorytoguidegrammarteachinginhighschoolandtherearefourfactorswithinsocialconstructivism,whichareteachers,learners,tasksandcontexts.Byanalyzingthegrammarteachingcasesundertheperspectiveofsocialconstructivism,itisabletofindouttheproblemsexistinginthegrammarteachingandthenprovidesomeusefuladvicebasedonsocialconstructivism.1.2ResearchPurposeandSignificanceGrammarisoneofthemostsignificantelementsthatcircumscribepeople’slanguagecompetence.Andgrammarteachingplaysanimportantroleinsecondlanguagelearning,especiallyinhighschool.Inordertofindoutproblemsinhighschool’sgrammarteaching,theauthorgoestoahighschoolinPanjinandcollectsrealteachingcasesforanalyzing.Thisstudyaimstorecordteachingprocessandreappearteachingcases,attemptstoanalyzecasesundertheperspectiveofsocialconstructivism.Atthesametime,bysummarizingtheproblemsexistedingrammarteaching,thisstudytriestooffersomepracticalsuggestionsforfirst-lineteachers.Thesignificanceofthisthesisliesintwoaspects:Firstly,ontheoreticalside,thisstudyisexpectedtomakeabreakthroughintheperspectiveofthepresentgrammarteachingresearch.Thisstudywillnotonlyexpandthescopeofapplyingsocialconstructivismtheory,butalsoprovidecertaintheoreticalreferenceforthehighschool’sgrammarteachinginthefuture.Secondly,onpracticalside,thisstudywillprovideanewangleforhighschoolEnglish-2- 辽宁师范大学硕士学位论文teacherstoreflecttheirteachingandthenimprovetheirclasses.Forstudents,thisstudywillalsoprovidesomeadviceforthemtolearngrammarbetter.1.3ResearchMethodsInordertoinvestigatetheproblemsexistedinhighschool"sgrammarteachingandprovidesomeusefuladvicetoimproveit,theauthorchoosesandanalyzesfourtypicalgrammar-teachingcasesinhighschoolbasedonthesocialconstructivism.Alltheteachingcasescomefromtheauthor’sowninternshipexperienceinPanjinNo.2highschool,whichguaranteesthefacticityofthecases.Fourresearchmethodsareadoptedinthisthesis:1)Literatureresearchmethod:thisreferstocollectandanalyzerelatedreferenceandmaterialsoastoprovideagoodbasementforthisthesis.Byreadingpreviousstudies,itisfindthatmanyresearchersapplysocialconstructivismtolanguageteachingandmostofthemareempiricalstudy.Basedontherelatedreferences,anewstudywillbeprovided.Inthefollowingpartsofthisthesis,theteachingproblemsingrammarteachingcomefrombothteachingcasesandreferences.2)Observationalmethod:researcherswithspecificpurposesjoiningrammarteachingclassandobserveteachingprocessbymeansofsupplementaryinstrumentandsenseorgan.Theauthorobservesteacher’steaching,students’reflection,andtheirinteractioninhighschool’sEnglishclassandtriestofindouttheproblemsandthereasons.3)Caseanalysismethod:itreferstocollectcasesanddosomeresearchesandanalysis,whichdigsoutproblemsandprovidesadvicetosolvethoseproblems.Theessenceofteachingcasesinhighschoolisdoingvaluejudgmentaccordingtofactjudgment.Thisresearchanalyzesteachingcasesandthensummarizesthedisciplinaryandspecificinformationforgrammarteachinginthefuture.4)Interview:itreferstocollectdatafromtheinterviewees.Inordertocollectrealideasfrominterviewees,theauthordoesnotusetherecordingwaybutrecordbywriting.Aftercollectingthecases,aface-to-faceinterviewwithfivequestionsisgiventothreeteacherswhoseteachingcasesareselectedinthisstudy.Itisdesigntofindoutwhatkindsofteachingapproachestheyuseingrammarteachingclasses,theirunderstandingsonthesocialconstructivismandtheirteachingreflectionsaboutgrammarteachingclasses.1.4OutlineoftheThesisThisthesisiscomposedoffivechapters.Tobeginwith,Chapteronepresentsthesituationofgrammarteachinginhighschool;researchquestions;purposeandsignificanceandresearchmethods.Chaptertwointroducesthetheoryofsocialconstructivism,threeteachingmodelsaswellasconstructivistlearningdesignandtheapplicationofsocialconstructivismtoEnglishteachingathomeandabroad.Inthelastpartofthischapter,theauthordiscussesthe-3- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismachievementsandlimitationsofthepreviousstudiesandshowstheangleofthisthesis.Chapterthreedemonstratesthesourceofthecases,analysisofthestudentsandtextbooks,researchproceduresaswellasthecriteriaofcasesanalysis.Inaddition,thecriteriaofcasesanalysisbasedonsocialconstructivismispresented,whichputforwardbyGagnonandCollayin2001.Chapterfouriscasesanalysisanddiscussion.Thisisthemainpartofthisthesis,whichanalyzesfourtypicalcasesundertheperspectiveofsocialconstructivism.Firstly,itisclassifiedaccordingtodifferentgrammaticalitems.Fromeasytodifficult,thefourgrammaticalitemsarerepresentative.Ineachgrammaticalitem,theteachingprocessispresentedatfirst,andthencomeswiththecaseanalysis.Secondly,ineachcaseanalysis,theteachingprocesspresentationhasthreestepswhicharenewknowledgeteachingprocess,practiceforstudentsandassigninghomework.Thecaseanalysisisbasedonthesixstepsofconstructivistlearningdesign,inwhichdiscussesthefunctionofthefourfactorswithinthesocialconstructivismandtheapplicationofthreeteachingmodels.Finally,itdiscussestheinformationcollectedfromtheinterview,whichhelpsfindthereasonsofproblemsexistedinhighschoolgrammarteaching.Chapterfivesummarizestheproblemsexistedinhighschoolgrammarteachingaswellasthereasons.What’smore,italsocontainswaystoimprovegrammarteachinginhighschool,limitationsofthestudyandsuggestionsforthefutureresearch.-4- 辽宁师范大学硕士学位论文ChapterTwoLiteratureReviewSocialconstructivismstressesthepersonalconstructionoftheknowledge,fromwhichderivessometeachingmodels.Socialconstructivismhasbeenresearchedbothabroadandathome,whichhaslotsofenlightenmentstolanguageteaching.InChina,manyresearcherstrytousesocialconstructivismtoreformtheclassroomteachinginschool.ItisworthwhiletospendtimeonapplyingsocialconstructivismtoEnglishteachingandlearning.2.1IntroductiontoSocialConstructivismMarionWilliamsandRobertL.Burden(2000)absorbedtheessenceofcognitivepsychology,Humanismandsocialinteractionism,andthenputforwardthetheoryofsocialconstructivism.Tounderstandsocialconstructivism,themainideasofthethreetheoriesaboveneedtobeintroducedfirst.Cognitivepsychologyfocusesonlearners’psychologicalstatesduringtheprocessoflearning.Constructivismthinksthatlearnerscantakepersonalexperienceandunderstandingintotheircognitiveworlds.Duringthiscourse,thelearnerisseenasanactiveparticipant,usingvariousmentalstrategiesinordertosortoutthesystemofthelanguagetobelearned.Andthelearnerwillunderstandthelearningcontextsactivelyandconstructmeaningfromtheaspectsoftheirpersonalexperience.Cognitiveapproachesemphasizetheimportanceofwhatthelearnerbringstoanylearningsituationasanactivemeaning-makerandproblem-solver(Williams,M&Burden,R.L.2000).Humanismbelievesthathuman’sinnerworldisimportant,andstressesthatindividual’semotions,feelings,andthoughtsarepriortoallotherhumandevelopment.Humanisticapproachesrespectlearners’personalfeelingsandneeds,andadvocatethewhole-personeducationincludingfeelingsandcognition.Fromahumanisticperspective,alearningexperienceofpersonalconsequenceoccurswhenthelearnerassumestheresponsibilityofevaluatingthedegreetowhichheispersonallymovingtowardknowledgeinsteadoflookingtoanexternalsourceforsuchevaluation.Humanisticapproachesleadustoemphasizethedevelopmentofthewholepersonineducationalsettingsandtosuggestthatlanguageteaching/learningcanandshouldbeseeninthislight(Williams,M&Burden,R.L.2000).Socialinteractionismindicatesthatchildrenarebornintoasocialworld,andlearningoccursthroughinteractionwithotherpeople,fromwhichwemakeourownsenseoftheworld.Sincelearningnevertakesplaceinisolation,socialconstructivismalsorecognizestheimportanceofthelearningenvironmentorcontextswithinwhichthelearningtakesplace(Williams,M&Burden,R.L.2000).MarionWilliamsandRobertBurden(2000)havepresentedasocialconstructivistmodel,whichcontainsfourparts:teachers,learners,tasksandcontexts.Noneofthesefactorsexistsinisolationbutinteractswitheachotheraspartofadynamic,ongoingprocess.Thisisillustrateddiagrammaticallyinthefollowingfigure(Williams,M&Burden,R.L.2000).-5- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismFigure2.1ThefourfactorswithinsocialconstructivismTeachersselecttasksforstudents,whichreflectteachers’understandingaboutteachingandlearning,whilelearnersinterpretthesetasksintheirownwaysthatareinfluencedbytheirpersonalexperience.Thetaskisthereforetheinterfacebetweentheteacherandlearners.Thecontextinwhichthelearningtakesplacewillplayanimportantpartinshapingwhathappenswithinit(Williams,M&Burden,R.L.2000).2.1.1FourfactorswithinthesocialconstructivismThefourfactorsinteractwitheachotherandinfluencethewholeteachingandlearningprocess.Differentfromthetraditionalteachingapproaches,socialconstructivismhasdifferentviewsonthefourfactors.Andeachofthefactorswillbeinterpretedinthefollowingparts.1.ConstructivistviewofteachersMoreandmoreevidenceshowsthatteachersarehighlyinfluencedbytheirbeliefs,whichinturnarecloselylinkedtotheirvalues,totheirviewsoftheworldandtotheirconceptionsoftheirplacewithinit(Williams,M&Burden,R.L.2000).Differentteachershavedifferentbeliefsandtheirbeliefswillreflectallaspectsintheirclassincludingthewaytheyteach,thetaskstheyselectandthewaytheytreatstudents.Beliefsaremorepowerfulthanknowledge,whichmeanstheteacher’sbeliefshaveadeeperinfluencetotheirstudentsthanknowledgedoes.Teachers’beliefsaboutlearnerscaninfluencehowtheytreatstudentsandwhichwaytheywillchooseintheirteaching.Teachers’beliefsaboutlearningcannotbeseparatedwiththeirknowledge.Beforeteaching,teachersshouldknowwhattheywanttheirstudentstoachieve.Basedondifferentgoals,differentteachingmethodswillbechosen.Ifteachersthink-6- 辽宁师范大学硕士学位论文languageteachingisjustforstudentstolearnsomelanguageitemssothattheycanpassexams,thenteacherswillemphasizeexampointsandforcestudentstolearngrammarrulesbyrote.Ifteachersbelievethatlanguagelearningisalife-longprocesswithmuchbroadersocial,culturalandeducationalimplications,thenteacherswilltakeadifferentapproachtoteach.Learningisnotapassiveprocessbutanactiveprocessforlearnerstoabsorbknowledgetoenrichtheirlifeduringsocialinteraction.Holdingthisbeliefoflearning,teacherscanencouragestudentstoorganizeclassactivitiesbythemselvesandcreateinteractiveenvironmentforthemtolearnfromeachother.Teachersarenolongerthecenteroftheclass,andtheyneedtochangetheirroles.Insocialconstructivistmodel,theteacherisameaningconstructor,amediator,afacilitator,areflectivethinker,oraresearcher.Asameaningconstructor,languageteachersshouldnotmerelytellthestudentswhatthegrammaris,andrequirethemtolearnitbyrote.Differentstudentshavedifferentbackgrounds,whichrequiresteacherstotakealltheelementsintoconsiderationandthenmakesaproperteachingplantomeetallstudents’demands.Asamediator,teachersarenotjusttransmittinginformationorknowledge.Mediationhelpsstudentstomasterknowledge,skillsandstrategiesinordertomakeprogress,tolearnhowtodoeffectivelearning,todealwithproblems,toadaptallkindsofculturalsituationandsocialdevelopment.Mediationalsohelpsstudentstothinkbythemselvesandsolveproblemsbythemselves.Teachersshouldhelpstudentstodeveloptheskillofindependentlearning.Whatismore,teachersshouldinteractwithstudentsandstudentsneedtotakepartinthoseinteraction.Asafacilitator,teachersneedtoarousestudents’motivationandprovidenecessaryguidance.Teacherscanbuildabridgeforstudentstoachievehighergoals,butfirstofallstudentshavetogotothedestinationbythemselves.Forthepurposeofmakingprogressoftheirstudents,teachersneedtodecreasetheirhelpsometimes.Asareflectivethinker,teachersneedtoreflecttheirteachingallthetime,andfindtheirweakpointsandimproveit.Throughreflectivethinking,teacherscouldfindsomebeliefsinthedeepoftheirheartsandmonitortheirbehaviorstomatchtheirbeliefs.Asaresearcher,teachersneedtofindproblemsduringteaching.Inordertosolveproblems,teachersshouldcarryoutresearchesandfindoutfeasiblesolutionsthroughexperiment.Beingaresearcherneedskeepinglearning.2.ConstructivistviewoflearnersLearnersarethecenterofthelearningprocess.Intraditionalclass,teachersarethecenteroftheclassandtheycontrolthewholeclass,whilethestudentshavetolistentotheteachercarefullyandwritedownwhattheteachersaid.Intheviewofsocialconstructivism,everylearnerisanindependentindividual,andtheessenceoflearningispersonalandindividual.Everylearnerhasdifferentviewsoftheworld.Theirviewsoftheworldandhowtheyunderstandthemselvesintheworldwillhaveasignificanteffectonpersonallearningandknowledgeconstructing.Learnerslearnwhatismeaningfultothem.Duringlearning,whenreceivinginformation,-7- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismlearnerswillunderstandandexplaintheinformationintheirownwayconsciouslyorunconsciously.Learnersonlyacceptandabsorbtheknowledgewhattheythinkismeaningfultothem.Forexample,inlanguagelearning,somestudentsmaybelievethatgrammarismeaningful,sotheywillpaymoreattentiontogrammarlearning.Otherstudentsmayconsiderawidevocabularyismeaningfulanduseful,sothosestudentswillspendmoretimeonvocabularylearning.Themeaningfulitemisnotequaltotheitemtheyaregoodat.Asateacher,itisimportanttoconstructameaningforstudents,whichcouldpromotestudentstolearnbetter.Learnerslearninwaysthataremeaningfultothem.Eachstudenthashisownlearningmethods,learningstylesandlearningstrategies.Asstudentslearnindifferentways,varietiesoflearningactivitiesshouldbeprovidedtofitdifferentstudents:somevisual,someinvolvingmovement,someauditory,someanalyticandsomeinteractive.Itisimportantforteacherstohelpstudentstofindtheirwaysoflearningandformtheirownlearningstyles.Learningiscloselylinkedtohowpeoplefeelaboutthemselves.Students’self-conceptwillinfluencetheirlearningprocess.Ifpeoplefeelnegativeaboutthemselves,theywillbeshyinclassanddonotdaretousethetargetlanguagebecauseoflackingself-confidence.Onthecontrary,ifthestudentsfeelpositiveaboutthemselves,theywillactactivelyinclassandtakeriskstochallengethemselves.Itwillbebeneficialforteacherstoencouragestudentstobuildupself-confidenceandpraisestudentsasmuchaspossible.3.ConstructivistviewoftasksLearningtasksrepresentaninterfacebetweenteachersandlearners.Tasksinvolveinputintheformofapieceoftextorlanguage,eitherwrittenorspoken,activitiesorcognitiveoperations.Taskshaveinteractionalfeatures.Inanotherwords,iflearnershavedifferentbackgrounds,differentlearningstyles,theywillhavedifferentreactionstowardsthesametaskandaccordinglytheirreactionswillinfluencetheirperformance.Studentshavetheirownunderstandingoftasksandtheywillfinishthetasksintheirownways.Teachersexpresstheirattitudesandbeliefsthroughtasks,whilestudentsrespondtotheirteachersduringthetaskstoshowtheirunderstandingoflearning.Bothteachersandstudentscouldlearnmoreinthisinteractiveprocess.Differentteachingapproachesleadtodifferenttasks.Forexample,whenusingagrammar-translationapproach,apropertaskmightbetomakeawholesentencebyusingtheproperformsofvocabulariesaregiven.Whileusingacommunicativeapproach,thetaskmightbetomakeadialoguewithapartnerandthenactoutthedialogueinfrontoftheclass.Therefore,itisnecessaryforteacherstorecognizeteachingapproachesandsetteachinggoalssothatthemostappropriatetaskswillbemadetoachievegoals.Therearefourprinciplesforteacherstoobeywhileselectingtasks.Firstly,tasksshouldbeauthentic.Theinputmaterialteachersuseshouldcomefromthereallife.Ononehand,thesituationandactivitiesshouldbecloselylinkedtostudents’reallife.Ontheotherhand,authenticitydoesnotmeanwecannotuseinauthenticlanguagematerialinclass,butitmeans-8- 辽宁师范大学硕士学位论文tocreatearealenvironmentforstudentstousetargetlanguage.Secondly,oneimportantprincipleisform-function.Asweknow,oneofthedisadvantagesoftraditionallanguagepracticeisthatlanguageusingisbreakingawayfromfunctionandcontext.Asaresult,itturnsoutthatthestudentsjustmastertheformofthelanguage,butfailinhowtoexpresstheirfeelingsbyusingthoseforms.Theform-functionprincipleclarifiestherelationshipbetweenlanguageformandlanguagefunction,languageandcontext,andenhanceslearners’understandingofthedecencyoflanguage.Thirdly,anotherimportantprincipleislearningbydoing.Learningbydoinginvolvesstudentstotakepartinlearningactivities.Itisnotjustlisteningfromteachersormemorizinggrammarrules,butcommunicatingwithpeers,findinglanguagerulesactively.Lastbutnotleast,tasksneedtobecoherent.Severaldistributedtasksmakestudentsconfusedanditishardforthemtoachievegoals.Therefore,tasksshouldbecoherentandarrangedlogicallywhichindicatetheteachers’purposes.4.ConstructivistviewofcontextsLearningactivitiestakeplaceinaparticularcontext,whichincludestheemotionalenvironment,thephysicalenvironment,thewidersocialenvironment,thepoliticalenvironmentandtheculturalsetting.Tobespecific,emotionalenvironmentcontainstrustandbelonging,whichenhancesconfidenceandself-esteem.Ifstudentsfeelconfident,theywillbereadytousetargetlanguageintheclassandtheywillalsohavestrongerwillingtolearn.Itisimportantforlanguageteacherstoadjustlearningbehaviorthroughlanguageandcreateafavorableemotionalenvironment.Thephysicalenvironmentincludestemperature,lightintensityandglare,ventilation,noiselevel.Allofthesefactorsplayanimportantroleinlearningactivities.Thewidersocialenvironmentisrelativetophysicalenvironment.Althoughcontextshaveasignificantinfluenceonlearning,thelearners’subjectiveunderstandingtowardscontextsismoreimportantthancontexts.Underthesamecontexts,differentlearnershavedifferentfeelingsandunderstandings,whichinfluencestheirpreferencestowardscontexts.Asalanguageteacher,itisimportanttocommunicatewithstudents,whoarefromdifferentculturalbackgrounds,iftheteacherwantstoknowtheirpreferencetocontexts.Forexample,somestudentspreferstructuredenvironmentwhileotherslikelessstructuredenvironment.Itisimpossibletomeeteveryindividual’spreferences,butwhattheteachershoulddoistoencourageagreaterflexibilityinteachingandclassroomorganization.Fromaconstructivistperspective,alearningenvironmentisthethingthatalearnerexperiencesintheprocessoflearning.Languagelearnersshouldbeencouragedtocommunicateintargetlanguage,totryoutnewwaysofexpressingmeanings,tomakemistakeswithoutfear,andtolearnfrombothsuccessandfailures.2.1.2TeachingModelsofSocialConstructivismTherearemanyteachingmodelsbasedonsocialconstructivism,suchassituatedteaching,anchoredinstruction,collaborativeteaching,problem-solvinginstruction,-9- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismscaffoldinginstruction,randomaccessinstructionandtask-basedteaching.Inthisstudy,threeofthoseteachingmodelswillbeinvolved,whicharecooperativeteaching,situatedteachingandtask-basedteaching.1.CooperativeteachingSocialconstructivismbelievesthatlearninghappensinasocialenvironment,andnobodycanlearnonlybythemselves.Cooperativeteachingprovidesagroupforlearners,andinthisgroup,learnersneedtohelpeachother.Thekeyofcooperativeteachingisthatlearnersinthisgroupneedtotrusteachother,communicatewitheachother,andtakeresponsibletoachievethesamegoal.Thegroupcouldnotbetoobig,sothateveryonehasanexplicittask.Sometasksareregularlearningactivitieswhileothersrequirestudentstoexploreordiscoverbythemselves.Everylearnerhashisorherownunderstandingoftheobjectiveworldbasedonhisorherpresentexperience.Maybetheirunderstandingoftheworldisone-sided.Inordertoconstructamorecomprehensiveunderstandingoftheworld,itisnecessaryforlearnerstocooperatewithpeers.Cooperativeteachingisconsideredasaneffectivewaytodealwiththeeducationalproblemsbysomeresearchers.Fromtheperspectiveofcognitivetheory,cooperativeteachingcouldpromotelearners’constructingofmeaningandhigh-levelthought.Behaviorismthinksthatifstudentsfindsuccessofpeers,itishelpfulforthemtoincreasetheirownself-efficacy.Thecommunication,argumentandideasduringthecooperativeteachingcouldhelplearnersconstructtheirnewanddeeplyunderstanding.Incooperativelearning,themomenttheytrytoexpresstheirownideas,isanopportunityforlearnerstomonitortheirownunderstandingandthinkingprocess.2.SituatedteachingConstructivismholdstheideathattheconstructionoftheknowledgeiscontrolledbyspace,timeandenvironmentwithwhichlearningwillgetitsauthenticityifnotlearningwillbecomemeaninglesstostudents.Situatedteachingemphasizeslearningneedtosolvethereal-lifeproblemandtobeconductedunderthespecificsituation.Intheteachingprocess,itiseasierforstudentstoconstructtheirownunderstandingifteachersprovidethestudentswithcase-basedlearningsituationsfromtherealworld.Herearesomestepsofsituatedteaching.First,createasituation.Teachersshouldconsiderstudents’backgroundsandneeds,andthenprovidearealorsimilarsituationforthem.Second,confirmtheproblem.Thebestwayisthatstudentscanfindtheproblemsinthesituationbythemselvesorwiththeteachers’help.Third,conductindependentlearning.Providinginformationforstudentsabouthowtosolvetheproblemisthepreconditionofindependentlearning.Situatedteachingalsohastwofeatures.First,studentsarethecenteroftheteachingprocess.Thesituationneedstosatisfystudents’demands;teachingeffectsareevaluatedbystudents’performanceinactivities.Situationisjusttheapproachtoachieveteachingaimsbutnotthepurpose.Second,thesituationneedstobe“real”.Therealitydoesnotmeanall-10- 辽宁师范大学硕士学位论文environmentalfactorsneedtobereal,butthesituationcouldarousestudents’realemotions.Thekeyofcreatingsituationistoinspirestudents.3.Task-basedteachingTask-basedteachingreferstoanapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching(Richards,J.C.&Rodgers,T.S.2008).Teacherschoosetasksbasedontheirownteachingapproaches,andithelpstheteacherstorealizetheirimplicitpedagogicalideas.Thekeyassumptionsoftask-basedinstructionaresummarizedbyFeez(1998)as:thefocusisonprocessratherthanproduct;basicelementsarepurposefulactivitiesandtasksthatemphasizecommunicationandmeaning;learnerslearnlanguagebyinteractingcommunicativelyandpurposefullywhileengagedintheactivitiesandtasks;activitiesandtasksarethatlearnersmightneedtoachieveinreallifeorthathaveapedagogicalpurposespecifictotheclassroom;activitiesandtasksofatask-basedsyllabusaresequencedaccordingtodifficulty;thedifficultyofataskdependsonarangeoffactorsincludingthepreviousexperienceofthelearner,thecomplexityofthetask,thelanguagerequiredtoundertakethetask,andthedegreeofsupportavailable.Herearesomefeaturesoftask-basedteaching.First,task-basedteachingiscommunicative.Task-basedteachingadvocatesthatlanguageteachingisnotjustatrainingoflanguage,andthegoaloflanguageteachingisnotjustleaninglanguagebutusinglanguageasatooltodevelophuman’scognitiveabilities.Inthepast,languageteachingfocusonthestructure,functionandsystemoflanguage,butnowlanguageteachingshouldpaymoreattentiontolanguageacquisitionandlanguagelearners.Second,task-basedteachinghasadistinctcharacteristic,whichispartialness.Teacherstalkmoreintraditionalclassandstudentsjustneedtolistentotheteacherandrecitetheclassnotes.Task-basedteachingencouragesstudentstoexperiencehowtousethetargetlanguageduringtheprocessofdoingtasks.Studentsneedtopracticemoretomastertheusageoftargetlanguage.Third,task-basedteachingiscomplex.Thecomplexitymeansthatthetasksmusthavecertaindifficultyandmakestudentfeelchallenge.Theresearchshowsthatifstudentscouldfinishataskeasily,hisorhermotivationwillweaken.Sostudents’motivationisimportantintask-basedteaching,studentsarethemainpartofthelearningprocess,theyneedtodiscuss,explore,andreflect.Onlyinthisway,canteachingprocessgowell.Therefore,tasksmustbecomplex.Alloftheseteachingapproacheshavethreeprinciples.First,studentsarethecenteroftheclass.Eachteachingapproachanditsteachingdesigngivestudentsanimportantroleandencouragestudentstotakepartinthewholeteachingprocess,choosethetopicswhichstudentsareinterestedin.Onlybydoingthis,canstudents’interestsbemotivatedandstudents’needsbesatisfied.Second,cooperationandcommunicationareimportantinteachingandlearningprocess.Learningisnotjustfromtextbooksbutitalsocomesfromcommunicationwithpeers.Itisobligatoryforstudentstolearnhowtocommunicatewithothers,explaintheirideastoothers.Third,meaningfulpersonalconstructiveprocessshouldbevalued.Thisconstructiveprocessofindividualscannotbereplaced,fortheyneedto-11- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismexperiencebythemselves.Theiruniqueexperienceshouldberespectedandpersonalconstructiveprocessshouldbevalued.2.1.3TheConstructivistlearningdesignbasedonsocialconstructivismGagnonandCollay(2001)makeasystematicresearchonsocialconstructivismandthensummarizetheConstructivistLearningDesign(CLD),whichcontainssixelements.Herearethesixelements:developingsituations,askingquestions,buildingbridges,groupingstudents,arrangingexhibits,andleadingreflections.Therelationshipbetweenthesixelementsisasfollows:Figure2.2ThesixstepsoftheCLDCLDisregardedastheguidelineinteaching,andthesixelementsnamelyaresixstepsinclassroomteaching.Hereisthedetailedintroductiontothesixsteps.Aswecanseefromthefigure,the“developingsituations”runsthroughthewholeprocessoflanguageteaching.Itmeansteachersshouldcreaterealorsimilarsituationsforstudentsaccordingtotheteachingcontentsandteachingaims.Thesituationneedstobehelpfulforconstructingthemeaning.Thereareplentyofmaterialsforteacherstodevelopthesituationssuchasmovies,recording,stories,news,backgroundknowledge,onlineresourcesandsoon.Whatismore,therearemanymethodstopresentthematerialslikeintuitionteachingaids,powerpoint,picturesandstickfigures.Intheprocessofdevelopingsituations,students’imaginationsarestimulatedandthesituationcanmobilizestudents’experienceandincreasetheirpositivity.Fromthesituation,studentscancombinethenewknowledgewiththeirexperienceandconstructtheirownmeaningofthenewknowledge,whichhelpsthemtousethenewknowledgeinanewrealsituationsothatthegoaloflearningisachieved.Socialconstructivismarguesthatlearningshouldbebasedonquestions.Thepurposeofaskingquestionsismakingstudentsthinkmoreactively.Findingquestionsisthestartofthinkinganditisalsothefountainandpowerofthinking.Intheteachingprocess,inordertocultivatestudents’criticalthinking,teachersneedtocultivatestudents’consciousnessofaskingquestionsaswellasusethematerialstoguidestudentstoexplorequestionsfrom-12- 辽宁师范大学硕士学位论文differentlevels.Whileexploringquestions,itrequiresteacherstowidentheknowledgeandhelpstudentstofindanswersbythemselves.Infact,theteachingprocessisaprocessofexploringquestions,askingquestionsandansweringquestions,duringwhichstudents’abilitiesoflearning,practicingaswellasinnovatinggetimproved.Thedutyofteachersisnottellingstudentstheanswersorprovidingquestionsforthem,butencouragingthemtofindquestionsandexploretheresultsbythemselves.Theessenceofbuildingbridgesisconnectingstudents’previousknowledgeandexperiencewithnewknowledge.Buildingbridgesisthekeyofapplyingsocialconstructivismtheorytotherealclassroomteaching.Intraditionalclassroomteaching,students’presentlevelofknowledgeisignored.Socialconstructivismholdstheideathattheteachersshouldknowclearlyaboutthestudents’levelandcouldpredicthowmuchtheyknowaboutthenewknowledge.Shulman(1999)claimedthatteachersshouldhelpstudentstoreviewtherelatedoldknowledgebeforelearningthenewknowledge,whichisthefoundationofbuildingbridgesbetweentheoldknowledgeandthenewknowledge.“Groupingstudents”meansdividestudentsintoseveralgroupsandencouragethemtocompletetasksbycooperation.Schmuck(1997)pointsthatthekeyofsocialconstructivelearningdesignishowtoorganizegroupsandmakethemlearnteamworktocompletethetasks.Socialconstructivismbelievesthatpeopleliveingroupsandtheycannotgetimprovedwithoutothers’assistants.Inclass,teacherscoulddividestudentsintodifferentgroupsaccordingtotheteachinggoals.Itisconvenientforteacherstousethepositionstoorganizegroups,whichischosenbythemostteachers.Butitisbetterforteacherstomakethewholeclasscommunicateandthenorganizegroupsbasedonstudents’levelsorinterests.Thegroupscouldbeeitherfixedorflexible.Bycommunicatingingroups,studentscouldhaveabetterunderstandingoftheknowledgeandtheycouldconstructtheirownmeaningeasily.Groupmembersarerequiredtopresenttheirthinkingtoquestionsandtheknowledgetheylearntinthefrontoftheclassinthearrangingexhibitsprocess.Socialconstructivismemphasizesthelearningcontexts,whichmeansteachersshouldgivemorefreedomtostudentsandcreateagoodatmosphereforthemtoconquertheproblemsandshowtheirachievements.Throughtheexhibits,students’confidenceandenthusiasmonlearningisdeveloped.Teacherscouldknowwhetherstudentsgrasptheknowledgeornotsothattheycouldmaketheplanofteaching.Themethodsofarrangingexhibitsarevarious.Forexample,studentscoulduserole-playandpresentationtoshowtheirlearningresults.Duringtheprocessofarrangingexhibits,studentsshouldnotonlyconsidertheirownthinking,theyalsoneedlistentoothers’thinkingandlearnfromothers.Socialconstructivismconsiderslearnersasanactiveconstructorbutnotapassivereceiver,whiletheconstructdevelopsintheprocessofinteraction.Reflectionsisrethinkingthewholelearningprocessandfindtheproblemssothatlearningeffectscouldbeimprovedinthenexttime,whichisanecessarypartinlearning.Reflectionsshouldcontainthereflectionsofteachersontheirteachingprocessaswellasthe-13- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismreflectionofstudentsontheirbehaviorsundertheguidanceofteachers.Reflectionscannotbedividedwithevaluation.Therearesomemethodsofreflectionssuchasself-assessment,peerassessment,assessmentinthegroupsandevaluationbyteachers.Socialconstructivismclaimstheproceduralevaluationasimportantasresultevaluation.Teachersshouldnotonlypayattentiontothelearningresultsbutalsofocusonstudents’attitudes,behaviorsduringtheprocess.AccordingtoFengYufang(2006),thereflectionscouldhelpstudentstofindtheirpotentialandimprovetheirlevelofmetacognition.2.2PreviousStudiesontheApplicationofSocialConstructivismtoEnglishTeachingHomeandAbroadSocialconstructivismisanimportantbranchofcognitivelearningtheory,whichholdstheideathatknowledgemustbeconstructedwithinthecognitivestructure.In1980s,somescholarsinWesterncountriesbegantoresearchsocialconstructivism,anditwasbroughtintoChinaandacceptedinthebeginningoftwenty-onecentury.Moreandmorescholarsthinksocialconstructivismcanprovidenewteachingapproachesandteachingmodels,whichhasgreatsignificancetoteaching.2.2.1RelativestudiesabroadConstructivismhasexertedgreatinfluencesontheworldwideeducationalreformsandpracticesinthepastthreedecades,whichcanbeseeninavarietyofinstructionalpracticesandpublishedcurricula(Jones,2002).Constructivismhasguidedmanyteachingreformsandteachingevaluationallovertheworld.InNewZealand,thecoursesofhighschoolinthe1990swerereformedundertheguidanceofconstructivism;inAmerica,NationalScienceEducationStandardspublishedin1996isthefirstprogrammaticdocumentonnationalscienceeducationinAmericanhistory,whichwasmadeaccordingtoconstructivisttheory;inEngland,thescienceeducationalresearchcenterinLizzieUniversityhasalwaysbeenpurchasedtouseconstructivisttheoryineducationreform.Someresearchesstudytheapplicationofsocialconstructivismfromtheperspectiveofteachers.Prawat(1992)researcheshowteachersbehaveinteachingandwhatkindofattitudesandbeliefswillhaveapositiveeffectonlearningaccordingtoconstructivisttheory.Cheek(1992)studiesthatteachersshouldencouragestudentstotakeresponsibility.Ifstudentsdonottakeresponsibilitybythemselves,theywillnotlearnwell.Gergen(1994)showsthattheroleoftheteacherhasbeenchanged,whichisdifferentfromthetraditionalEnglishteachingmodel.AccordingtoGergen,teachersshouldbefacilitators,resourceadvisors,tutors,coordinatorsandcoaches.Glaserfeld(1996)pointsoutthatteachersshouldnotdispenseknowledgebutofferopportunitiestostudentstobuildtheirownknowledgesystem.Theeffectivenessofteachingmodelsbasedonsocialconstructivismhasbeenstudiedinmanyresearches.Delquadriandhisteam(1983)conductaresearchontheeffectivenessof-14- 辽宁师范大学硕士学位论文cooperativeteaching.Tobespecific,studentsstudyingroupswhichhavegoodspellingabilitiesandpoorspellingabilities.Givenenoughtimetolearnandpracticeunderthehelpofpeers,studentswhohavepoorspellingabilitiesbegintoachievehighscoresinspellingtests.Wilson(1996)regardsdevelopingsituationsastheprerequisiteoflanguageteaching,whichemphasizestheimportanceofsituatedteaching.Thesituationshouldbehelpfulforstudentstolearnbydiscoveryandexploratory.Harmer(2000)studiescooperativelearningandscaffolding.Heholdstheideathatscaffoldsarejusttoolsforteacherstoincreasestudents’abilities.Studentsneedtogaintheirabilitiesandfinishthetaskswithoutscaffoldsgradually.2.2.2RelativestudiesathomeTherearesomeresearchesfromtheperspectiveofsocialconstructivismonreadingteaching.GuanChonglin(2003)usessocialconstructivismasguidance,andprovidesareadingmodel.Heofferssomeadviceonhowtoimprovereadingstrategiesfromfourparts—teachers,learners,tasksandthecontexts.LiJinshi(2008)studiestheusefulnessofsocialconstructivismtowardsEnglishextensive-readingteaching.Theresultisthatsocialconstructivismmodelismoreeffectivethantraditionalteachingmodels.WangKun(2009)makesanempiricalresearchinhighschoolreadingclass.Heprovideshisownreadingmodelbasedonsocialconstructivismandcarriesoutincontrolclass.Itturnsoutthatsocialconstructivismhasapositiveeffectonimprovingreadingteaching.SocialconstructivismalsohasbeenusedinEnglishwritingteaching.LiQing(2004)carriesoutaresearchandthetopicis“ontheinstrumentalityofon-lineresourcesintheteachingofEnglishwriting—fromasocialconstructiveperspective”.Theauthordiscussestheapproachofon-lineresourcesinimprovinglearners’writingskillsfromtheperspectiveofsocialconstructivism,andaffirmsthebenefitsofsocialconstructivisminwriting.LiJunfen(2005)teststheteachingeffectsofconstructivisminhighschool’swritingclass.Theauthororganizesanexperimentalgroupandacontrolledgroup.Itshowsthatconstructivismhelpstoimprovestudents’writingskillsaswellasteachers’abilitiesofteaching.Thehypothesisthatsocialconstructivismhasapositiveeffectonvocabularyteachinghasbeenprovedbysomeresearchers.HuangWei(2008)studiesiftheconstructivismhasapositiveeffectonEnglishvocabularyteachingandtheanswerisyes.Herstudyshowsthatconstructivismhelpsstudentsgaintheirself-awarenessinthelearningprocessandthestudentscanlearnbetter.LinChunyan(2008)conductstheexperimenttotesttheapplicationofconstructivismtoEnglishvocabularyteachingandlearning.Itfindsthatconstructivismhasthegoodsideofvocabularylearningaswellasitslimitations.SomeresearchesapplysocialconstructivismtoEnglishlisteningandspeakingteaching.GouYing(2010)doestheinvestigationofcollegeEnglishlisteningteachingbasedonconstructivism.AftertalkingabouttheproblemsexistedincollegeEnglishlisteningclass,theauthorprovidesateachingmodelbasedonconstructivismanddiscussesthestepsindetails.Atlast,theauthorsuggeststhatteachershoulduseconstructivismtheoryinteachingprocess.-15- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismXueYing(2013)findsouttheproblemsinhighschoolspeakingclassandthendoesatwo-yearresearchusingsocialconstructivismtoimprovelearners’speakingskills.Theauthortrieshardtocreateacircumstanceforstudentstoconstructknowledgebythemselvesthroughtheirmasteredknowledgeandexperience.Inaddition,theauthorpaysattentiontotrainingstudents’criticalthinking.Comparedwithpre-testandafter-test,theresultofexperimentshowsthatthewaysfromthesocialconstructivismiseffectiveandhelpful.Therearesomeempiricalresearchesontheapplicationofsocialconstructivismtogrammarteaching.HuangHui(2007)makesastudyoncollegeEnglishgrammarteachingfromconstructivismpointofview.Theauthorusesthequestionnaireandtheinterviewstofindoutproblems.Basedontheproblems,theauthorprovidessixgrammar-teachingprinciplesincollegeandconstructsagrammar-teachingmodel.FuTingting(2011)conductsanempiricalstudyaboutgrammarteachinginhighschoolundertheperspectiveofconstructivism.Theexperimentalgroupobviouslyprecedesthecontrolledgroup,whichprovestheeffectivenessofconstructivismingrammarteaching.Kanghui(2012)summariesthepreviousteachingapproaches,andthenconductsanempiricalstudyonhighervocationalschool.Finally,sheprovidessomeusefuladviceforteacherstoimprovegrammarteaching.2.2.3AchievementsandlimitationsofthepreviousstudiesTosumup,itisshownthatsocialconstructivismisoneofthehottesttopicsinforeignlanguagefield,whichalmostcoverseveryaspectofEnglishteaching.TheeffectivenessofsocialconstructivismonEnglishteachinghasbeenproveddefinitely.Theachievementsofthoseresearchesprovideguidetobothlatterscholarsandteachers.Inshort,theformerscholarshaveachievedgreatachievements.However,therearestillsomelimitationsofthepreviousstudies.First,manyscholarsapplysocialconstructivismtogrammarteachinginuniversityandhighervocationalschool,whilethestudyontheapplicationofsocialconstructivismtogrammarteachingisfewandresearchesongrammarteachinginhighschoolareevenfewer.Sotherearesomeblanksneedtobefilledinhighschool’sEnglishgrammarteaching.Second,reviewingthepreviousstudies,itiseasytofindthatthemanyresearchesadoptexperimentalgroupandcontrolgrouptocomparetheresultsoflearning.Consideringthedifferencesexistbetweenexperimentalgroupandcontrolgroup,theresultmaynotbeaccurate.Third,manyresearcherssustainonesemesterlongempiricalresearches,whichisnotsufficient.Inaddition,mostofthepreviousstudiesinvolveasmallsampleatasmallscale.Therefore,inordertoprovidemorereferenceandavoidtheuncontrollablefactorsinempiricalresearches,thisthesiswillnotdotheempiricalresearchbutanalyzerealteachingcasesundertheperspectiveofsocialconstructivism.Fromthetypicalgrammar-teachingcases,thisthesishopestofindoutproblemsexistedincurrentEnglishgrammarteachingandprovidesomesolutionsforfuturestudy.-16- 辽宁师范大学硕士学位论文ChapterThreeResearchDesignThecurrentresearchisateachingcaseanalysis,whichisdifferentfromtheexperimentalstudy.Thisthesisaimstousethetheoryofsocialconstructivismtoanalyzetherealclassroomgrammarteachingcasesandfindtheproblemsinhighschoolgrammarteaching.ThecasesarecollectedfromPanjinNo.2highschool,Liaoningprovince,wheretheauthorhadherinternshipaboutfivemonthsfromSeptembertoJanuarynextyear.3.1ResearchQuestionsThestudyaimstoanalyzefourtypicalgrammar-teachingcasesinhighschoolundertheperspectiveofsocialconstructivism,anditisdesignedtoresearchthefollowingtwoquestions：1)Whataretheproblemsexistinginhighschool’sEnglishgrammarteachingundertheperspectiveofsocialconstructivism?2)Whatshouldteachersdotosolvethoseproblemsandimprovegrammarteachinginhighschoolbasedonsocialconstructivism?3.2TheSourceoftheTeachingCasesTheteachingcasesarecollectedfromtheauthor’sfive-monthinternshipexperienceinPanjinNo.2highschool.Fourgrammaritemsarecontained,whicharetheattributiveclause,thedirectspeechandindirectspeech,theemphaticpatternandthemodalverb.Andalloftheteachingcasesarefromthedailyclassroomteachingbutnotopenclasses.TheteachingcasesarecollectedfromthreeteachersofPanjinNo.2highschool,andtheireducationbackgroundsrangefromjuniorcollegetopostgraduate.Herearebriefdescriptionsofthethreeteachers:1.MissZhang,postgraduate,hasbeenteachingformorethantenyears.Sheteachesthesenioroneandthecasesoftheattributiveclauseandtheemphaticpatternarechosenfromherclass.2.MissZhao,ateacherinmiddleschool,graduatedfromajuniorcollegeandhasbeenteachingformorethantwentyyears.Thegrammaritemofthedirectspeechandindirectspeechisselectedfromherclass,seniorone.3.MissDuan,graduate,andhasbeenteachingformorethantenyears.Sheistheheadteacherinseniortwoandthecaseofmodalverbischosenfromherclass.Duringthepreparationstage,manyteachingcasesarecollectedandfourofthemarechosenbasedontheauthor’sunderstandingofrepresentativeness.Theteachingcasesarepresentedbywords,showingtheteachingcontents,teachingmethods,theinteractionbetweentheteachersandthestudents.-17- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivism3.3AnalysisoftheStudentsPanjinNo.2highschoolisaseniorhighschoolinPanjin.TheauthorchoosesthreeclassesfromthisschooltostudytheEnglishgrammarteachingundertheperspectiveofsocialconstructivism.Theyareclassoneandclasstwoinsenioroneandclassthreeinseniortwo.Thestudentsinclassonearethemostactiveofthethreeclasses,whilestudentsinclasstwopreferlistentotheteacherandkeepsilence.Thestudentsinclassthreehaveabettergrammarknowledgeandlearningabilitiesthanothertwoclasses,andtheatmosphereofclassroominteractionisinthemiddlelevel,nottooactiveortoodepressing.Ingeneral,becauseoftheenrollmentproblems,studentsinseniortwohaveabetterEnglishknowledgethanstudentsinseniorone.TheEnglishlevelofthestudentsfromsenioroneisrelativelylowerandonlyabouttenpercentstudentscouldreachthecut-offscores,whilethestudentsinseniortwohavefiftypercentstudentscouldreachthecut-offscores.Studentsinsenioronehavepoorabilitiesofreading,writingandspeaking.Manystudentsdonothaveagoodlearninghabit,andthemostobviousperformanceischattinginclass.Whatismore,thestudentshavealowinterestinlearningEnglish,sothattheydonotactactivelyinclass.Theageofstudentsinsenioroneisaboutsixteen,andthedevelopmentofpsychologicalandphysicalstatusisdisequilibrium.Thephysicalstatusofstudentsdrivestomaturitystagewhiletheirpsychologicalstatusesarenot.Thestudentsseekforpositiveevaluationfromothersandtheirabilitiesoffacingdifficultiesareweak.What’smore,thelearningdifficultyinhighschoolistotallydifferentfromtheoneinmiddleschool.Therefore,theadaptabilityproblemexistsamongmanystudentsinseniorone,whodonotadapttotheintensityofhighschoollearning.Inaddition,itiseasierforstudentstounderstandtheconcreteknowledgethantheabstractknowledge,whichrequiresthesituatedteaching.3.4AnalysisoftheTextbooksThetextbooksareNewSeniorEnglishforChina,whicharepublishedbyPeople’sEducationPress.Thefourgrammaritemsintheteachingcasesarecontainedinthetextbooksfromobligatoryonetoobligatoryfour,whicharethespecifiedtextbooksofsenioroneandseniortwo.Ineachunit,grammaritemsarepresentedinthereadingpartsothattheteachersandthestudentsareveryclearaboutitandthedegreeofdifficultyfitstheaveragelevelforhighschoolstudents.Moreover,thegrammarpointsarepresentedsystematicallyinthe“discoveringusefulstructures”parts,appendixpartandpractices.Theformsofgrammarpracticeareblankfilling,translation,mistakecorrectingandsentencecombining,whicharepresentedinthe“usingstructures”partstohelpthestudentsconsolidatetheknowledge.3.5ResearchProceduresBeforedoingtheresearch,searchingintheCNKIcomesfirst,anditisfoundthatsocialconstructivismhasbeenappliedinmanyaspectsofEnglishteaching.TheseresearcheshaveshownthattheapplyingsocialconstructivismtoEnglishteachingiseffective.Therefore,socialconstructivismischosenasthefoundationofthisthesis.Throughreadingthose-18- 辽宁师范大学硕士学位论文researches,itisconcludedthatmanyresearchesareempiricalstudy.Inordertofillintheblankinthisfield,theauthorchoosestheteachingcasesanalysisinthisthesis.Duringtheprocessofcollectingteachingcases,theauthorattendssomerealclassteachingasanobserver.Beforeclass,thegrammaritemsofthelessonandteachers’teachingplanswillberesearchedfirst.Asanobserver,itisimportanttoexaminetheteachers’preparation,suchastheirgoals,thereferencebookandwheretheyfindtheexercises.Duringclass,theauthorrecordstheteachingprocess,students’responding,andthegroupwork.Afterclass,italsoneedstocheckthestudents’homeworkandtheteachers’reflections.Aftercollectingthecases,theauthorselectsfourtypicalgrammar-teachingcasesandanalyzesthemindetailinordertocheckifitfitstherequirementsofsocialconstructivism.Sixelements(developingsituations,buildingbridges,askingquestions,groupingstudents,arrangingexhibitsandleadingreflections)providedbyGagnonandCollay(2001)(mentionedin2.1.3)willbeusedtoexplaintheteachingcasesinthefollowing,checkingtheapplicationofsocialconstructivisminteachingandanalyzingthefourfactors(teacher,learner,task,contexts)intheteachingcases.Basedontheanalysis,someadvicewillbeprovidedforimprovingthefutureEnglishgrammarteachingundertheperspectiveofsocialconstructivism.Attheendoftheresearch,aface-to-faceinterviewisconductedtothethreeteachersinordertofindoutthecauses.Oneoftheresearchquestionsishowtoimprovetheeffectivenessofteachingbasedonsocialconstructivism,andthefirstthingistofindoutthereasonsoftheexistingproblems.Thereasonscomefromtwoparts,oneisfromobservationandtheotherisfromtheinterviewees.Informalinterviewwillbeusedtoaskquestionsfromtheteachersincludingtheirunderstandingofthesocialconstructivismandtheirsuggestionsforgrammarteaching.3.6TheCriteriaofCasesAnalysisBasedonSocialConstructivismConstructivistLearningDesign(Gagnon&Collay,2001)isregardedastheguidelineinteaching,andthesixelementsnamelyaresixstepsinclassroomteaching.Inordertoanalyzethefourgrammar-teachingcases:theattributiveclause,theemphaticpattern,thedirectspeechandindirectspeechandthemodalverb,thewholeteachingstepsshouldbeconsidered.Therefore,CLDischosenascriteriatoevaluatethegrammar-teachingcases.Ineachcaseanalysis,thesixsteps(mentionedin2.1.3)willbepresentedinordertocheckwhethertheteachingprocessfitstheconceptofsocialconstructivismornot.Inaddition,theteachers’rolesandbeliefs,students’roles,thefunctionofthetasksandthecontextswillalsobeevaluatedinthesixsteps.-19- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismChapterFourTeachingCasesAnalysisInthischapter,teacher,learner,task,andcontextswillbeanalyzedaccordingtothesixstepsofCLDundertheperspectiveofsocialconstructivismtocheckwhethertheteachingfitsthetheoryofsocialconstructivismornot.Fourgrammar-teachingcaseswillbepresentedinthischapterandallofthemarethetypicalgrammarpointsinthehighschool.Theteachingprocess,whichischosen,isnotthewholeprocessbutsometypicalprocessrelatedtothegrammarteaching.Ineachcase,theteachingcaseispresentedatfirst,andthencomestheteachingcasesanalysis.4.1CaseAnalysisoftheAttributiveClauseTeachingTheattributiveclauseisoneofthemostimportantanddifficultgrammarpointsinhighschool.Theknowledgegoalistoletstudentsunderstandthebasicconceptoftheattributiveclause,thefunctionofrelativepronounsandusethemcorrectly.Forstudentswhohavegoodlearningabilities,theyareexpectedtolearnotherpartsoftheattributiveclausebythemselves.Inaddition,theemotionalgoalistostimulatestudents’interestsandcultivatingexploratorylearning.4.1.1TeachingprocesspresentationThecasebelowisselectedfromMissZhang’sEnglishclassinseniorone.Thegrammarcomesfrombookone,unit4,whichintroducesthesimplepartoftheattributiveclause.Consideringthecurrentlevelofstudents,onlyrelativepronounsareintroducedinthiscase.Theteacherusestwentyminutestoconducttheteachingprocessandfifteenminutestopractice.Duringtheteachingprocess,theteacherfocusesonexplainingtheusageofrelativepronounsandthenassignshomeworkforstudentsandencouragesthemtoexplorethispartbythemselves.Stepone:Newknowledgeteaching(abouttwentyminutes)Theteacherpickedupanattributeclausesentenceinthetextbookandthenwroteitdownontheblackboard.Workersbuiltsheltersforsurvivorswhosehomeshadbeendestroyed.Thentheteacheraskedstudentstoanalyzethesentence.Afterthediscussionamongstudents,theteacherpresentedtheconceptoftheattributeclause,antecedentandrelative.Then,theteacherusedseveralexamplesentencestopresenttheattributeclause.Duringtheprocess,students’dutyistolistentotheteacherandwritedownwhattheteachersaidandwrote.Herearetheexamplestheteacherprovided.1.ThisisthebookthatIwanttoread.2.TomistheonlyoneofthegueststhatcomesfromtheUSA.Afterwritingdownthetwosentences,theteacherexplainedthattheword“that”couldrepresentboth“human”and“thing”.3.TheletterwhichIreceivedyesterdaywasfrommyfather.4.Thedogwhichwaslosthasbeenfound.-20- 辽宁师范大学硕士学位论文Theteacheraskedastudenttosummarizetherulebutfailed.Finally,theteacherexplainedthattheword“which”represents“thing”.5.Herecomesthegirlwhowantstoseeyou.6.Mr.Liisamanwhoweshouldlearnfrom.Theteachergavethestudentsthetaskofconcludingtheruleof“who”andonestudentrepliedthattheword“who”represents“human”.Sixmoreexamplesentenceswereprovidedbytheteacherabouttheword“whom”,“whose”and“as”.Afterpresentingthesentences,theteacheraskedthestudentstofindouttherulesandthentheteachercorrectedstudents’answers.Finally,inordertosummarizethemeaningandtheuseof“who,whom,which,that,whose”,theteacherdrewatableontheblackboardandaskedthestudentstofillintheblanksingroups.Forexample,thestudentsareexpectedtofill“person”inthefirstblankof“who”andfill“subject”“object”inthesecondblankof“who”,for“who”representspersonintheattributiveclauseandactssubjectandobjectinthesentence.Hereisthetable.Table4.1ThemeaninganduseofrelativepronounintheattributiveclauseRelativePronounAntecedentbeforeitPartofspeechservedinthesentencewhowhomwhichthatwhoseasSteptwo:Theprocessofpracticing(aboutfifteenminutes)Afterexplainingtheknowledge,anothertwotaskswereassignedforthestudents.Onetaskistofillintheblanksuchas“Herearemyneighbors________homewasdestroyedbytheearthquake.”Theothertaskisthatthestudentsarerequiredtoworkingroupsoffourandeachgroupmakesupashortsentencebyusingtheattributiveclauseswiththat,which,whoorwhose.Anexamplefortasktwowasprovided.Example:Theboyboughtabicycle.S1:Theboyboughtabicyclethatwasstolenfromhisneighbor.S2:Theboyboughtabicyclewhichwasnewlyrepaired.S3:Theboywhoiswearingaredjacketboughtabicycle.S4:Theboywhoseglasseswerebrokenboughtabicycle.Timeforpracticingwasabouttenminutesandthentheteacherconductedexhibits.Stepthree:HomeworkTheteacherreviewedtheknowledgetogetherwithstudentsandthenassignedthehomework.First,studentswereaskedtocombinetwosimplesentencesintoonesentenceby-21- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismusingtheattributeclause.Second,studentsneededtofindtheexceptionalcasebythemselvesofusingtherelativepronoun.4.1.2DetailedanalysisIntermsofdevelopingsituations,socialconstructivismbelievesthatteachersshouldcreateasituation,inwhichisfullofrichinformationandprovidesareallanguageinput(Feng,Yufang,2006).Inthiscase,theteacherdidnotcreatearealsituationforstudentsatthebeginningoftheclass,butuseasentencetoleadintheattributeclause,whichisnotaneffectivewaytoarousethestudents’interestsforlearning.Inaddition,theteacherpresentedtheconceptoftheattributeclausedirectly,butstudentsstilldonotunderstandwhytheyuseitorhowcantheyuseit.Thewaytheteacherpresentstheattributeclauseagainstthetheoryofsocialconstructivism.Itcouldbebetteriftheteacherusevariouswaystodevelopsituations,forexample:music.Inthiscase,theteachercouldplayasongwhichcontainstheattributiveclauseinthelyricslike“lemontree”.Providingtheattributiveclauseinthesongcouldincreasestudents’interestseffectively.AskingquestionsisthemostdifficultoneforteachersinChina.Constructivismthinksthatthequestionsshouldnotbespecificquestionsbutopen-endedquestions,whichcouldmotivatethestudents’deepthinking(Piaget,1973).Severalquestionslike“whatistheruleoftheattributiveclause”or“Canyouanalyzethesentence?”werepresentedinthecase,whichwerespecificquestions.Thesequestionsarehelplessfordevelopingstudents’creativity.Accordingtosocialconstructivism,thequestionsshouldbeheuristicandgainstudents’thirstforknowledge,whichcannotbefoundinthiscase.Forexample,theteachercouldaskstudentstosingsongslikelemontree.Thisisathoughtfulquestion,whichleadsthestudentstorecallthesentencesoftheattributiveclause.Regardingthebuildingbridgeprocess,socialconstructivismholdstheideathatthestudentsconstructtheirmeaningofnewknowledgethroughtheirunderstandingontheirpreviousknowledge.Bridgesshouldbebuiltforstudentstounderstandthenewknowledge.Inthiscase,theteacherhasmeritaswellasshortcomings.Ononehand,attheprocessofpracticing,anexamplewasprovidedforstudentstomakeupsentences,whichcanberegardedasbuildingbridgesandthisexamplegavethestudentsawaytothinkhowtousetheattributiveclauseandmadeiteasierforthestudentstounderstandit.Ontheotherhand,students’previousknowledgeandexperiencefailedtobemobilizedtounderstandthenewknowledge.Toovercometheshortcomings,theteachershouldconductsimplesentencessoastomakeiteasierforstudentstounderstandthecomponentsofonesentence.Socialconstructivismencouragesstudentstoworkingroupsandlearnfromeachother,whichtheycouldbenefitalot.Inthiscase,thegroupswereorganizedandtaskswereassignedforgroupmemberstoexplore,whichisgood.However,theteacheronlyconsideredtheseatsduringgroupingstudents,whichhasobviousweaknesses.First,itmayleadtoafailurebecauseallofthemembersarepooratlearningEnglish.Second,thesamegroup-22- 辽宁师范大学硕士学位论文membersinfixedgroupsmaydecreasethefreshnessofideas.Instead,theteachercoulddividethestudentsintodifferentlearninggroupsaccordingtotheiracademicperformancefromlowerleveltohigherlevel.Attheprocessofarrangingexhibits,theteacheraskedtwogroupstoshowtheirsentencesintheprocessofpracticing,whichencouragedstudentstolearnbetter.Duringtheshowingprocess,theteacherpointedoutthemistakesinthesentenceandintensifiedtheknowledge.Students’courage,self-confidenceandspoken-Englishareimproved.However,becauseofthelimitationoftime,onlytwogroupsarecalled,whileotherstudentsdonothavethechancetochecktheiranswers.Anotherproblemexistingingroupsisthattopstudentsdidmuchmoreworkthanotherstudents,sothereisaneedforteacherstoencourageeverystudentinthegrouptoworkhardandencouragethestudentswhoarenotittopleveltopresenttheirgroupwork.Inthiscase,foursentencesneedtobedisplayedineachexhibit,whichcouldrequireeachmembertospeakone.Respectingleadingreflections,Socialconstructivismbelievesthatlearningisnotapassiveacceptationprocess,butlearnersneedtoconstructtheirmeaningandreflecttheirbehaviorafterthelearningprocess.Inthiscase,thereflectionprocesswasignored.Therearesomemethodsthatteachercoulduseinthereflectionprocess.Forexample,theirsentencescouldbeexchangedandcorrectedinthelastpracticeprocesswithanothergroup.Whatismore,aportfoliocouldbeestablishedtorecordstudents’behaviorsforthemtoreflect.4.2CaseAnalysisoftheEmphaticPatternTeachingTheemphaticpatternisaneasyoneforstudentstounderstandandmaster,becauseitsstructureisclearandaccessible.Thegoalofteachingistomastertheusageoftheemphasisstructure.Therefore,thestudentsarerequiredtousetheemphaticpatternindifferentsituations.Astothepracticeprocess,thestudentsareexpectedtobuildupconfidence.4.2.1TeachingprocesspresentationTheemphaticpatternisimplementedbyMissZhang,andcomesfrombookone,unit1.Theteacherinthiscaseonlyexplainstheemphasisondeclarativesentences,whichassignsstudentshomeworktolearntheemphasisonspecialinterrogativesentenceandpresentsitinthenextclass.Theteacherusesabouttenminutestoconducttheknowledgeandgivestudentsfifteenminutestopractice.Stepone:Newknowledgeteaching(abouttenminutes)Atthebeginningoftheclass,theteacherusedtheknowledgethestudentshadlearnedinmiddleschooltoleadtotheemphaticpattern.Theexampletheteachersusedis“IlikeEnglish”and“IdolikeEnglish”.Thestudentswerefamiliarwiththeword“do,did,does”expressingemphasis.Andthentheteachersaskedaquestion,whichis“howtostressotherpartsofonesentencesuchassubject,objectandadverbial?”Afterfewseconds,theemphaticpatternwaspresented.-23- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismWhenintroducingthegrammar,arealsituationwasdeveloped.Theteachersaidthatshesawastudentinthisclassplayingbasketball,soshewrotedownasentenceontheblackboard:“LiJianzheplayedbasketballontheplaygroundyesterday.”Thentheteacheranalyzedthesentenceconstituenttogetherwithstudents.Next,thestructureoftheemphaticpatternwasgivendirectly.Steptwo:Theprocessofpracticing(aboutfifteenminutes)Afterprovidingthestructureoftheemphaticpattern,thestudentswereaskedtowritedownfoursentencesbyemphasizing“LiJianzhe”,“basketball”,“ontheplayground”and“yesterday”.Then,studentsexchangedtheirsentenceswithpartnerstocheckiftheywereright.Anotherpracticeisjudgingwhetherasentenceistheemphaticpatternornot.Threegroupsofsentenceswereprovidedwhileoneistheemphaticandtheotherisnotineachgroup.1.Itwas1978whenIwasborn.2.Itwasin1978thatIwasborn.3.Ididnotgotosleepuntilteno’clock.4.Itwasnotuntilteno’clockthatIwenttosleep.5.Hecamebackwhenthewarwasover.6.Itwaswhenthewarwasoverthathecameback.Stepthree:HomeworkThehomeworkwasfindinganotherthreestructuresoftheemphaticpatternandstudentwouldbecalledtoteachthegrammarinthenextclass.4.2.2DetailedanalysisOndevelopingsituations,accordingtosocialconstructivism,ifstudentsfeeltheknowledgeisclosetothem,theywilllearnbetter.Theteacherusedarealexampleofthestudentintheclasstomakeupthesentence,whichgetsstudentscloser.WhentheteacherwrotedownthenameofLiJianzhe,thestudentsespeciallyboyswereexcitedandinhighspiritstolistentotheteacherandansweringquestions.Theexamplesentencestheteacherusedarerealdescription.Forexample,theteacherwasbornin1978sothatshegavethesentence“Itwas1978whenIwasborn”.Inregardtoaskingquestions,socialconstructivismclaimsthatstudentsshouldbethecenteroftheclass.Studentsneedtoexploreproblemsbythemselves,whichindicatestheircentralpositionintheclass.Whileinthiscase,thequestionstheteacherprovidedarenotgoodandallofthemaboutspecificknowledge,whereisnoroomforstudentstothinkalotandfindanewangle.Theteacherisdominantanditisharmfulforstudentstodevelopcriticalthinking,whichdonotfittheconstructivistviewsofteachersandlearners.Inthiscase,theteachercouldcarryoutthepracticetwofirst,andaskstudentstofindthedifferencesbythemselves.Inthisway,studentscouldsummarizethegrammarrulesbythemselvesthrough-24- 辽宁师范大学硕士学位论文questionsprovided.Accordingtosocialconstructivism,whenlearnerslearnanewknowledge,previousknowledgehelpsthemtounderstandthenewknowledgeandcreateaknowledgesystem,whichistheprocessofbuildingbridges.Inthiscase,theteacherbuiltabridgeforstudentstounderstandwhytheyneedtousetheemphaticpattern.Studentshavelearnedhowtostresspredicateverbandtheteacherleadedoldknowledgetotheemphaticpattern,whichfitsthesocialconstructivism.Thereisanothermethodforteacherstouse.Inpracticetwo,threegroupsofsentenceareshown,whichcontainstheadverbialclauseandtheemphaticpattern.Therefore,conductingpracticetwofirst,theemphaticpatternisapparenttobeunderstood.Cooperativeteachingisoneoftheimportantteachingmodelsofsocialconstructivism,whichencouragesgroupwork.Butinthiscase,groupswerenotorganizedduetotheteachingbeliefstheteacherholds.Theteacherinthiscaseplayedtheleaderrole,wherestudents’corpusfunctionswereneglected.Oncestudentswereignoredintheclassroomteaching,theirlearningmotivationandlearningoutcomewouldbedeclined.Cooperativeteachingshouldbeencouragedinclassroomteaching,whichisthestrivingdirectionformanyfirst-lineteachers.Theteachershouldguaranteestudentstoworkingroupsandexploretherulesbythemselves.Aftertellingthedifferencesinpracticetwo,thestudentscouldsummarizethestructureoftheemphaticpatternthroughcooperativeteaching.Intermsofarrangingexhibits,theconstructivistviewoflearnershowsthatlearnerscouldlearnbetterittheythinkthesituationisundercontrol.Thehomeworkisexploringanotherfivestructuresoftheemphaticpatternandstudentsneedtoshowtheirworknextclass,whichprovidedanopportunityforstudentstoarrangeexhibitsthroughhomework.Studentsalsoaretheteachersintheprocessofarrangingexhibits.Theself-learningprocessisundertheircontrolandtheycouldgainconfidence,learningabilitiesintheprocess.Theteacher’sbehavioronarrangingexhibitsiscommendableasitimprovesindependentlearning.Oneofthekeyassumptionsoftask-basedinstructionisfocusingonprocessratherthanproduct.Therefore,processassessmentismoreimportantthanoutcomeassessmentforgaininglearningabilitiesduringtheprocessofleadingreflection.Studentswereaskedtoexchangetheirsentenceswithpartnersandcorrectthem.Itisundeniablethatthestudentscouldfindtheirownproblemsandstrengthentheirunderstandingofknowledgeinthisprocess.However,students’attitudes,learningmethods,problem-solvingabilitieswereoverlooked.Intheprocessofreflection,theteachercouldgivesomefeedbacktostudentsontheirattitudesandhardworkingeventhoughtheirsentencesarewrong.4.3CaseAnalysisoftheDirectSpeechandIndirectSpeechTeachingThisgrammarofdirectspeechandindirectspeechisnottheimportantpointinthecollegeentranceexamination.Studentsneedtounderstandtheconceptofdirectspeechandindirectspeech.Furthermore,studentsareencouragedtospeakinEnglishbyusingdirectspeechandindirectspeech,inwhichtheylearntochangepersonandtense.During-25- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismcommunicationprocess,studentsareexpectedtolearnfromeachotherandhelpeachother.4.3.1TeachingprocesspresentationUnit2inbookoneintroducesthedirectspeechandindirectspeech,whichisconductedbyMissZhao.Theteacherpresentstheknowledgedirectlyandcarriesoutthreepractices.Only“personchange”and“tensechange”arementionedinthiscaseastherepresentativecasebecause“timechange”and“placechange”arepresentedinthesameway.Stepone:Newknowledgeteaching(aboutfifteenminutes)Inordertoexplainthedirectspeechandindirectspeech,ashortstorywastoldbytheteacheraboutherdaughter.Thestorywasthattheteacherhadafightwithherhusbandandtheycommunicatedthroughherdaughter.Fromthestorytelling,directspeechandindirectspeechwereshownandexplainedtostudents.Next,foursentenceswereusedtoshowtherulesof“personchange”and“tensechange”.Thereisachartabouthowisthetensechangeprovidedbytheteacher.Seethefollowingchart.Table4.2TherulesoftensechangeinthedirectspeechandindirectspeechDirectspeechIndirectspeechSimplepresenttenseSimplepasttensePresentcontinuoustensePastcontinuoustensePresentperfecttensePastperfecttensePresentperfectcontinuoustensePastperfectcontinuoustenseSimplepasttensePastperfecttensePastcontinuoustensePastperfectcontinuoustenseSimplefuturetenseSimplepastfuturetensePastperfecttensePastperfecttenseSteptwo:Theprocessofpractice(abouttwentyminutes)Threepracticeswereconductedfromeasytodifficult.Thefirstpracticeisfillingintheblanks.Severalsentencesweregiven,like“Itisreallycold,”shesaidtome.&Shetoldmethatit______reallycold.Therearesixgroupsofsentencesinthepracticeone,andthestudentswerecalledtostanduptofillintheblanksdirectly.Thesecondpracticeischangingthesentencesfromdirectspeechintoindirectspeechortothecontrary.Forexample,“Ineedtopackupmythingsinthesuitcaseveryquickly,”thegirlsaid.Maryaskedhermotherwhentheywouldgobackhome.Thereareeightsentencesinthepracticetwo,andthestudentswererequiredtochangethesentencesdirectly.Practicethreeisarole-play.Thestudentswereencouragedtomakeadialogue.Onestudentneedstobeachildandtheotheroneisthegrandmother.Thegrandmotherislisteningtoaweatherreportwithhergrandchild.Underthissituation,studentsneedtomakeadialoguebyusingdirectspeechandindirectspeech.Tenminuteslater,fivegroupspresenttheirdialogues.Stepthree:Homework-26- 辽宁师范大学硕士学位论文Thehomeworkistofinishtheexercisesontheexercisebook.4.3.2DetailedanalysisSocialconstructivismstressesthatdevelopingsituationsisimportanttomeaningfulconstructionandsituatedteachingneedstocreateasituation.Inthiscase,theteacherdevelopedtwosituations.First,theteachertoldherownstoryaboutherfightwithherhusbandsothatherdaughterhadtousedirectspeechandindirectspeechtocommunicatethem.Thesituationisclosetostudents’lifeandcouldattracttheattentionofthestudentsquickly.Second,thepracticethreeisalsoasituationforstudenttomakeadialogue.Thosesituationscomefrompersonallifeandmakestudentsspeakalot.Comparedwithtwosituationscreated,thesituationoneisnotasgoodassituationtwobecausestudentsdidnotjoininthesituationone.Thepurposeofdevelopingsituationsisbringingstudentsintothesituationsothattheycouldusetheirexperiencetoconstructthenewknowledge.Theteachercouldchangesituationoneintoaskingstudentstohavearole-play,whoactsthechildtotalkwiththeparentsbyusingdirectspeechandindirectspeech.Intheprocessofaskingquestions,theconstructiveviewoflearnersisthatstudentsarethekeyoflearningprocessandtheconstructiveviewofteachersisthatteachersshouldchangetheirrolesandbeamediator.Butinthiscase,valuablequestionswerenotprovidedandtheteacheristhecenteroftheclass.Thegrammarruleswerepresenteddirectly,whichinhibitstheindependentthinkingofstudents.Whattheteachershoulddoisaskinginspiringquestionsandencouragingstudentstoexploretheanswersbythemselves.Throughtherole-play,theteachercouldaskstudentstoexperiencethetimechange.Ordrawingthetimelineisanothermethodforstudentstofindingtherulesof“timechange”bythemselves.Inshort,studentsarethecenteroftheclassandtheirthinkingshouldbevalued.Accordingtosocialconstructivism,buildingbridgesrequireteachertoputstudents’needsinthefirstplaceandconsidertheirknowledgelevel.Inthiscase,theimportanceofbuildingbridgeswasignoredandthenewknowledgewasshowndirectly,whichmakestudentsbeconfusedabouttense.Infact,theteacherheredidnotconsidertoomuchaboutstudentsconditionsandignoredtheircapabilities.Inthiscase,becausethestudentsinsenioronedonothaveagoodEnglishknowledge,itisbetterforteacherstoreviewthetensefirst.Reviewingthetensebuildsabridgeforstudentstounderstandthetensechange.Oneoftheteachingmodelsofsocialconstructivismiscooperativeteaching,whichrequiresassortstudentsintogroups.Inthiscase,cooperativeteachingwasconductedinpracticethreebutitisinsufficient.Reviewingthewholeclass,theteachertaughtalotbutonlymakethestudentsworkinpairsinpracticethree.Thegroupsshouldbeorganizedinthebeginning,andgetmorechancestoworktogether.Itisbetterforteachersdonotpresenttherulesofthegrammardirectly,butgivestudentssomesentencesbyusingthegrammar,andthenguidestudentsworkingroupstofindouttherulesbythemselves.Onlyinthisway,canstudentshaveadeepunderstandingandimpressiononknowledge.Tobemorespecific,the-27- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismteachershoulddividestudentsintogroupsbeforetheclass,andthenconductstudentsmakearole-playtousedifferenttense.Socialconstructivismbelievesthatstudentsareinaninteractiveenvironmentandtheycanlearnfromeachotherthrougharrangingexhibits.Fivegroupspresentedtheirdialoguesinthefrontoftheclassroomandtherole-playisagoodformofusinglanguage,whichfitstherequirementsofsocialconstructivism.However,thereisstillsomeshortcomingsexistingintheexhibitsprocess,forexample,feedbackwasnotprovided.Andfurthermore,thearrangingexhibitsprocessisjuststayonsurface,whichneedsteacherstothinkmoremethodstogodeeply.Duringtheprocessofarrangingexhibits,theteachercouldgiveashortfeedbackontheirperformance.Thefeedbackisnotjustabouttheaccuracyandfluencyofusinglanguage,butalsoencouragingstudentswhoareshyinclassandhelpingthembuildupconfidence.Thepurposeofreflectionistofindtheshortcomingsandmakeappropriateplansandstrategiesfornextstep.Inordertoachieveteachinggoals,theteachercouldencouragestudentstodoself-reflectionandhelpthemtofindproblems.Inthiscase,thevalueofreflectionsdidnotberealizedbyboththeteacherandstudents,whichleadtonoreflectiontimeforstudents.Thisisacommonproblemexistingintheclassroomteaching.Therearesomesuggestionsprovidedforimprovingit.First,theteachercouldaskstudentstorecallthegrammarmistakestheyhavemadeinthewholepracticeprocess.Second,studentscoulddiscussingroupstoknowtheirperformanceevaluatedbygroupmembers.Third,studentsneedtomakeaplanonhowtoovercometheirshortcomingspresentedbybothpeersandteachers.4.4CaseAnalysisoftheModalVerbTeachingTheusageofthemodalverbisusuallytestedinthecollegeentranceexamination,whicharousestheattentionofteachersandstudentsinhighschool.However,themodalverbisrelativelyabstractanddifficultforstudentstounderstand.Basedonabovereasons,theteachingdesignofthemodalverbisespeciallyimportant.Beforedesigningtheteachingprocess,teachinggoalsneedtobepresentedfirst.Theknowledgegoalistounderstandthedifferentmeaningsandfeaturesofthemodalverb.What’smore,studentsareexpectedtoaskforpermissionbyusingthemodalverbandusepropermodalverbsindifferentsituations.4.4.1TeachingprocesspresentationThecaseofthemodalverbisconductedbyMissDuan,inseniortwo.StudentsinseniortwohaveabetterlearningabilitiesandhigherlevelofEnglishthanstudentsinseniorone.Theteacherusestwenty-fiveminutestoexplainthebasicusageofthemodalverbandtwentyminutesforstudentstopractice.Stepone:Newknowledgeteaching(abouttwenty-fiveminutes)Asituationwascreatedforstudentsatfirst:onestudentwantstoholdapartyandinvitefriendstocome,butfirstheneedstogetpermissionfromhismother.Underthissituation,the-28- 辽宁师范大学硕士学位论文brainstormwasstartedthathowtotalkwithmothertogetpermit.Thestudentswereaskedtoanswerthequestions.Whenonestudentspokeonesentencebyusingmodalverb,theteacherwouldwriteitdown.Andthen,groupsdiscussediftheusageofmodalverbswereright.Whentheyfinishdiscussing,somestudentswereaskedtocorrectthesentences.Then,theteacherexplainedtheusageofword“can”,“could”,“must”,“will”“shall”andsoon.Duringtheexplainingprocess,theteacherwasthecenteroftheclassandthestudentswrotedownwhattheteachersaid.Steptwo:Theprocessofpracticing(abouttwentyminutes)Theteacherprovidedadialogue,inwhicharesomeblanks.Studentswererequiredtousemodalverbstofillintheblanks.Hereispartofthedialogue:Tom:It’sraininghard.______youmindsharingyourumbrellawithme?Rose:Ofcoursenot.Bytheway,oneofourrulesisthateverystudent______wearschooluniformwhileatschool,right?Tom:Yes.Youmustbeanewcomerhere.Severalstudentsfilledintheblanks.Andthenanotherpracticewasshown,whichismakinganewdialogue.Theteacherassumedasituationwhichisstudentsneedtoaskher/hismotherforpermissiontogotothecinemawithfriend.Workingwithapartnertoplaychildandmother,studentshavetomakethedialoguebyusingeachmodalverbatleastonce.Aftermakingthedialogue,severalgroupspresentedtheirdialogueandcorrectedthemistakes.Stepthree:HomeworkThehomeworkisfinishingusingstructuresonpage50ofworkbook.4.4.2DetailedanalysisTheteacherinthiscasemeetsthecriteriaofdevelopingsituations,whichreachestherequirementsofsocialconstructivism.Thesituationrunsthroughthewholeteachingprocess.Atthebeginning,thesituationisaskingpermissionofinvitingfriends.Inthissituation,studentslearnhowtoexpresstheirfeelingsthoughtheymayusewrongmodalverbs.Butstudentsgetthechancetomakemistakesandthencorrectthem,whichconsolidateswhattheyhavelearnedinclass.Atthepracticepart,asimilarsituationwasdevelopedforstudentstousemodalverbs.Byhavingtheexperiencebefore,thestudents’performanceisbetter.Thesituationishelpfulforstudentstoknowhowtousethemodalverbsanditshowsthedominantpositionofstudents.Theteacherisstillthecenteroftheclassandbreachestheconstructivistviewsofteachersandstudentsinthequestion-askingprocess.Itisapitythattheteacherdidnotprovidemorequestionstoleadstudentstothink.Fromthelearningprocess,weknowthattheteachertoldstudentstherulesdirectlyanddonotmakestudentsconcludebythemselves.Theteacherisusedtobeingaleaderandcontrollingthewholeclass,whichisagainstthesocialconstructivismtheory.Inthiscase,thestudentsareaskedtogetapermissiontoholdaparty-29- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismbyusingthemodalverbs.Aftertherole-play,theteachershouldaskstudentstosummarizethemeaningandusageof“can,may,would”.Andsentencesshouldbegiveninaspecificsituationsothatstudentscouldthinkthemeaningofdifferentmodalverbs.Socialconstructivismrequiresbuildingabridgeforstudentstounderstandthenewknowledge,andtheteacherdiditinthiscase.Inthebeginningoftheclass,studentswereaskedtomakesentencesbythemselvesusingmodalverbsunderstandaspecificsituations,whicharousestheirpreviousknowledge.Forstudentsinseniortwohaveabetterunderstandingofmodalverbsandtheyarenotstrangetomodalverbs.Thisisaprocessofrecallingstudents’knowledgeaboutmodalverbsanditisalsoachanceforteacherstoknowtheircomprehensivedegree.Incooperativeteaching,sometasksareregularlearningactivitieswhileothersrequirestudentstoexploreordiscoverbythemselves.Inregularlearningactivitiespart,agrouptaskwasarrangedforstudentstoworktogetherinpracticetwo,whichfitsthesocialconstructivismtheory.Butdiscoverytaskswerenotconductedinthiscase.Forexample,theteachershouldnottellthemtherulesofmodalverbsdirectly,butguidestudentstoconcludetherulesingroups.Integratingsystemcouldalsobeusedtoencouragegroupstoworkharderandgivegroupssomepunishmentoraward.Themethodsofarrangingexhibitsshouldbevarious.Inthiscase,theonlymethodusedwasmakingdialogues,whichisthemostcommonmethodforteacherstouseinclass,butmakesstudentsfeelalittlebitboring.Theteachercouldconsideruseothermethodsandgivestudentsmoretimeafterclasstocollectinformationandthenpresenttheexhibits.Forexample,theteacherinthiscaseonlyexplainstheusageofword“can”,“could”,“must”,“will”,and“shall”.Anothermethodsshouldbeadoptedtohelpstudentsconsolidatetheusagetheylearnedinclass,forexample,ataskofexploringtheusageof“oughtto”“haveto”shouldbegiven,andstudentshavetogivealectureonhowtousethiswords.Itishelpfulforstudentstomakeapowerpointtoshowtheirlearningresults.Accordingtosocialconstructivism,teachersshouldnotonlypayattentiontothelearningresultsbutalsofocusonstudents’attitudes,behaviorsduringtheprocessofleadingreflections.Afterdialoguespresentedbystudents,theteacherpointedoutthemistakes,butthiscannotleadstudentstoreflect,that’sbecausetheteacheronlycorrectedgrammarmistakes.Whattheteachershoulddoisleadingstudentstothinkabouttheirbehaviorsduringtheprocess.Theteachercouldaskstudentstowritethereflectivejournalorrecordtheirperformance.Studentsingroupsshouldexchangetheirjournalsatregularintervalssothattheycouldreceivemoreadvicefrompeers.4.5AnalysisoftheFace-to-faceInterviewInthepresentstudy,itisnecessarytoknowtheteachers’teachingmethods,theirattitudesontheroleofteachersandstudents,theirunderstandingonsocialconstructivism.Inordertoknowthethingsmentionedabove,theauthorcarriesoutasemi-structuredinterview-30- 辽宁师范大学硕士学位论文amongthethreeteachers.Thisinterviewalsocontributestoprovidingsomesuggestionsforimprovinggrammarteachinginthefuture.Thefivequestionsintheinterviewaredesignedasfollows.Table4.3QuestionsfromItem1toItem5fortheInterviewItem1Whatkindsoffactorsdoyouconsiderwhenyoudesignyourgrammarclass?Item2Howabouttheeffectsonyourgrammarteaching?Arethereanyproblems?Item3Doyouknowaboutsocialconstructivism?Item4Whatdoyouthinkoftherolesandpositionsofteachersandstudentsintheclassroom?Item5Doyouhaveanysuggestionsforimprovinggrammar-teachingclassinthefuture?Concerningthefirstquestionintheinterview,allthethreeteachersmentionthattheydesigntheirgrammarclassesunderthedirectionofthecollegeentranceexamination.Oneoftheteachersexplainsthenormalgrammarclass,“WhenIprepareagrammarclass,IwillcheckthecollegeentranceexaminationtestpapersothatIcandeterminethekeypointsanddifficultpointsofteaching.Ialsoemphasizethefalliblepointsformystudents.”Ingeneral,allthefactorsthattheteachersconsiderareaboutthegrammarpoints,butnottheteachingmethods,thelevelofthestudentsortheinterestsofthestudents.Withregardtothesecondquestion,alltheteachersthinktheirteachingiseffective,buttheyadmitthatsomeproblemsstillexists.Asfortheeffectiveteaching,oneteachertellsmethatthestudentscouldchangeasentenceintotheemphaticpatternsuccessfullywhenshegivesthestructureoftheemphaticpatterntothestudents,whichshowsthatherteachingiseffective.Atthesametime,oneteacherrealizestheproblemsexistedingrammarteaching.Theteacherthinksthattheteachingprocessistoorigid.Asaresult,thestudentshavealowwillingtolearn.Intermsofthethirdquestion,oneofthreeteacherswhoisapostgraduateknowssocialconstructivismwhileothertwoteachersdon’t.WhenIaskfurtherquestionsaboutthesocialconstructivism,itturnsoutthattheteacher’sunderstandingonthesocialconstructivismisinadequate.Shethinksthekeyfactorwithinthesocialconstructivismistheteacherwhileinfactitshouldbethelearner.Resttwoteachersexpressthattheydonotlearnthesocialconstructivismwhentheywereincollegeanditisnotnecessaryforthemtolearntheoriesanddoresearchesinworking.Asforthefourthquestion,threeteachersholdthatthestudentsshouldbethemainbodyoftheclassbutithasnotbeenrealizedyet.Whileinrealclassroomteaching,teachersareusedtobetheleaderoftheclass.Hereistherepresentativeanswerfromoneteacher,“Manyteachingtheoriesclaimthatlearnersshouldbethecenterandquality-orientededucationhasbeeninitiatedinrecentyears.Butinfact,itishardtomakestudentscontroltheclass.Ifthe-31- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismcollegeentranceexaminationdoesnotchangeinthefuture,theteachersarestillthecenteroftheclass.Furthermore,itisawasteroftimeconductingdiscussioninclass.Iftheteacherprovidestudentsmoretimetodiscussintheclass,theteachingtaskswillnotbefinished.”Regardingthefifthquestion,allthethreeteachersgiveconstructivesuggestionsforimprovinggrammarteachinginthefuture.Oneteacherthinksthatweshouldconsidertheinterestsofstudentsbyusingthetopicstheyarefamiliarwith.Anotherteacherrecommendsusingtheinductivemethodsothatstudentscouldgetachancetosummarizethegrammaticalrulesbythemselves.What’smore,oneteachersuggestsdevelopingasituationforstudentsbyprovidingsomeexamples.-32- 辽宁师范大学硕士学位论文ChapterFiveConclusionAtpresent,althoughtherearesomeproblemsanddisputesexistingincurrentEnglishgrammarteaching,itisundeniablethatgrammarisstillanindispensablepartinhighschool’sEnglishteaching.Andstudents’grammarlevelwillessentiallyrestricttheirperformanceindailycommunication.Therefore,it’snoteasytoimprovetheteachingqualityofEnglishgrammarclass,whichneedsteachers’continuousexploringandresearching.Thischapteraimstoanswerthetworesearchquestionsandprovidesomeusefulsuggestionsforthefutureresearchinthisfield.5.1ProblemsinSeniorHighSchoolGrammarTeachingOneoftheresearchquestionsiswhataretheproblemsinhighschoolEnglishgrammarteachingbasedonsocialconstructivism.Byanalyzingthegrammarteachingcases,eightproblemsarepresentedinthispartfromtheperspectiveoffourfactorswithinthesocialconstructivismandelementsofconstructivistlearningdesign.Consideringthefourfactorswithinthesocialconstructivism,herearetheproblemsexistedinhighschoolgrammarteaching.First,someteachersdonothavetheirownteachingapproachandtheireducationalthoughtisoutofdate.Asweknow,thequalityofclassroomteachingisthemostimportantpartofthequalityofschooleducation,andthentheteachers’choiceonteachingapproachesdecidesthequalityofclassroomteaching.Teachers’beliefswillreflectonteachingprocess.Someteachershaveawrongbeliefthatstudentswhocangetahighergradeinexamaregoodlanguagelearners,whichagainsttheideaofsocialconstructivism.Someteachersthinktheyshouldteachasmanylanguagepointsaspossibleinclassandthestudentscouldlearnwellbyrote,whichignoresthesubjectivityofthestudents.Teacherswhoholdthisideawilltakemoretimetoteachgrammarrulesinclassbuttheteachingeffectsarenotsatisfactory.Second,theprincipalstatusofstudentsisignored.Socialconstructivismholdstheideathatlearnersarethecenterinthelearningprocess.However,someteachersdonotrealizethatlearnersshouldbecomethemainpartintheclass.Manyoftheminhighschoolareusedtobetheleaderandtheywilltalkalotintheclassnomatterstudentscouldunderstanditornot.Someteachersdonotcommunicatewithstudentstoknowtheirunderstandinglevels.Theconsequenceofignoringstudentsisthatthestudentswillgetnointerestinlearningandtheycannotusethelanguageverywell.ThiscanexplainwhymanystudentsinhighschooldislikelearningEnglish.Third,tasksteachersprovidecannotmeetallstudents’needs.Tasksshouldbegivenfromeasytodifficultlevel,butsometeachersdonotprovidesystematictasks.Themostcommonwayofpresentingtaskisofferingonesingletasksuchasmakingadialogue,ormakingsentences,orwritinganarticle.Finishingtaskisnotthefinaltargetbutausefulwayofhelpingthestudentslearninglanguagepointseffectively.Teachersshouldknowhisorher-33- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismaimswhendesigningthetasks,andthetasksarebridgesthatconnectteacherswithstudents.Awell-designedtaskcanleadstudentstoafurtherunderstandingofknowledgeandexpandtheirskillsbothinusinglanguageandbeingabetterperson.Fourth,manyteachersdonotpayattentiontocontexts.Contextswillinfluencetheresultsoflearning.Therearetwopartsthatteachersusuallyignoreaboutcontexts.Thefirstoneislanguageenvironment.SometeachersgivelessonsinChineseinclassandtheydonotbelievethatstudentscouldunderstandEnglish.TeacherswhospeakChinesethinkthatthereisnoneedtospeakEnglishinclass.However,agoodlanguage-usingenvironmentwillprovidegoodexamplesforstudentstoimitateandincreaselanguageinput,whichwillhaveapositiveeffectonlanguageoutput.Ifthispartismissing,theteachingeffectswillnotbepleased.Thesecondoneisemotionalenvironment.Onlyafewteacherswillencouragestudentsinclassandgivethemusefulfeedback.Someteachersdonotrealizethattheyshouldhelpstudentstocreateahealthyandpositiveemotionalenvironment.Fromtheelementsofconstructivistlearningdesign,herearetheproblemsexistedinhighschoolgrammarteaching.First,regardingaskingquestionsstage,manyteachersandstudentsdonotknowhowtoaskquestions.Orthequestionsaskedbytheteacheraretoospecific,sometopstudentsdonothavetothinkalottoanswerthequestions.Agoodquestionmustbethoughtfulandinspiring.Ifteachersdonotaskquestions,thestudentswillloseachancetothinkindependently.Theconsciousnessofaskingquestionscouldcultivatestudents’innovationabilities.Whatismore,somestudentsdonotknowhowtoaskquestionsandonlycopythenoteorrecordtheteachingpointswithoutdoubts,whichturntobeaseriousproblem.Second,inarrangingexhibitsstage,topstudentsgetmorechancetobecalledinthegrouptoarrangeexhibits,butstudentswhodonotperformwellneedmorechancesthantopstudents.Thestudentswereaskedtofinishexercisesandthenshowit,butsomeexercisescomefromthecollegeentranceexaminationpaperandstudentscouldnothaveafurtherunderstandingofgrammarorimprovetheirabilitiesofusingthelanguage.Studentsneedtofindtheirblindspotsatpracticeprocessandteachersneedtouseexercisestoverifyteachingefficiency.Oncefindingaproblem,boththeteachersandthestudentsneedtoworktogethertosolveit.Afterexhibits,thefeedbackthatteachersgiveinthearrangingexhibitsshouldnotbetoomuchandbefocusedontheveracityofgrammar.Third,inleadingreflectionsstage,someteachersstaysonformtraininganddonotgivestudentsenoughhelptomakeself-reflection.Thereisnoevaluationbetweengroupsorself-evaluation,whichisnothelpfulforstudentstodoself-reflection.Theteachershouldorganizeevaluationactivity,andstudentscouldknowtheirbehaviorsfromotherperson.Afterreceivingthevoicesfromothers,thestudentscouldcheckthemselvesandknowhowtoimprove.Lastbutnotleast,someteachingactivitiesarefarawayfrompracticalusing.Makingsentencesandfillingblanksarethetwobasicteachingactivitiesthatteachersuseinclass,but-34- 辽宁师范大学硕士学位论文teachersdonotadjusttheteachingactivitiesbasedonstudents’learningstylesandpersonalities.Studentslearnknowledgeaccordingtotheirpresentexperienceandtheypreferthewaythatismeaningtothem.Iftheteachingactivitiesarenotclosetotheirreallife,theywillhavedifficultyinlearningandloseinterests.Thisthesisdiscussestheproblemsfromtwosides,onesideisthefourfactorswithinsocialconstructivismandtheothersideisthesixelementsofconstructivistlearningdesign.Buttherearestillmanyproblemsexistinginhighschoolgrammarteaching,whichwillnotbediscussedhereduetothelimitedspace.Atthefollowingpart,reasonsoftheproblemsandsometeachingadvicewillbepresented.5.2CauseAnalysisInordertoexplorethereasonsoftheseproblems,asurveywasmadebyinvestigatingwiththeteachersduringtheinternship.Inthispart,thereasonsoftheproblemswillbestatedcombiningwiththeinterviews.First,someteachersdonothaveafull-scaleunderstandingofsocialconstructivism.Accordingtotheinterview,someteachersthinkthatknowledgeisobjectiveandstudentsgetknowledgemainlyrelyingonteachers.Socialconstructivismbelievesthatstudentsneedtoconstructtheirownmeaningandconstructaknowledgesystembyregroupingoldknowledge.Someteachershavetheconsciousnessthatstudentsneedtobetheleaderoftheclass,butthisconsciousnessonlystaysonsurfaceandmanyteacherscannottakestudentsasleadersinrealclass.Studentsareencouragedtoworkingroups,butduringtheinterview,somestudentsthoughtthoseactivitieswereboringandtheyjustfollowedtherulestodoit.Tobearealmasteroftheclass,studentsshouldbeencouragedtofindtheanswersbythemselvesratherthanwritedownanswersbygrammarrules.Manytasksteachersprovidecannotmeetstudents’diversifiedneeds,whiletasksshouldbethebridgebetweenstudentsandteachers.Oneofthemostseriousproblemsisteachersdonotplacethemselvesinrightpositions.Inlanguageteaching,teachersshouldnotjustprovidetasksandpromotetheinteractionbetweenstudents,theycouldplayamoreimportantrole.Agoodlearningatmosphereshouldbecreated,whichcouldincreasestudents’confidenceanddevelopbetterlearningstrategies.Second,collegeentranceexaminationhasanegativeinfluenceonlanguageteachingandlearning.Manyteachersinhighschoolonlyconsidercollegeentranceexaminationintheirteaching.Exam-orientededucationtakesthepassrateofexamsseriouslyandtheaimischoosingstudentswhocouldgethighscoresinfurthereducation.Theexam-orientededucationevaluatesthelearningandteachingeffectsdependingonscoreandenrolmentrate,whichlimitsstudents’developmentinanall-aroundway.Inordertogethighscoresincollegeentranceexamination,studentsarerequiredtorecitegrammarrulesandignorethespeakingandlisteningabilities.Exam-orientededucationpaymoreattentiontoexamresultsandtakenocountoflearningprocess,asaresult,bothteachersandstudentsfocusontestquestionsandignorepracticaluse.Manypracticesinclassaretranslationandmakingsentences.Some-35- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismteachersrealizedtheproblem,buttheyhavetogiveupsometeachingprocessduetotheexams.Someteachersalsoexpresstheircontradictionintheinterview.Third,somestudentshavedifficultiesinlearningEnglishandtheyhavealowwilling.Someteachersshowthatafewstudentscannotfinishtheeasiesttasks.Thenteachersexpresstheirworries,whichismanystudentsdon’tknowwhattodooncetheygetfreedominclass.Somestudentsexpressthattheydonotwanttobetheleaderinclass.Otherstudentsthinkthattheyjustneedtolistentotheteacherinclass,oncethepatternischanged,theywillnotknowwhattodonext.Finally,bothteachersandstudentsarenotaccustomedtointeraction.InChina,itisanintacteducationsystembeginningwithkindergarten.Studentsareeducatedthattheyshouldlistentotheteachersandteachersarealwaysright.Fromthebeginningofourschool,wedonotcultivatestudents’criticalthinkingabilitiesandevensometeachersdonothavecriticalthinkingabilitiesaswell.Teachersareusedtobeleadersintheclassandstudentsareusedtodoastheteacherstold.Iftheirpositionsareexchanged,bothofthemwillfeeluncomfortable.5.3WaystoImproveGrammarTeachinginSeniorHighSchoolThesecondresearchquestionofthethesisishowwecanimprovegrammarteachinginhighschool.Tofindaneffectiveteachingway,casesareanalyzedfromtheperspectiveofsocialconstructivismandtheproblemsaresummarizedfromthefourfactorsofsocialconstructivism,whicharelearners,teachers,tasksandcontexts.Herearesomewaystoimprovegrammarteachinginhighschool.1)Learnersshouldbethecenteroftheclass.Thisisnotaslogan;itneedstobeputintopractice.Thatrequiresstudents,teachersandschoolsworktogethertomakeit.Attheschoollevel,teachersshouldhavemorefreedomtodesignclasswithouttoomuchlimitation.Andtheschoolshouldsparkplugtheideathatstudentsneedtobethemasteroftheclass.What’smore,theschoolneedstocarryoutmulti-evaluationtopayattentiontostudents’languageusingabilities.Attheteacherlevel,teachersneedtostudysocialconstructivismbetterandapplyitintheactualteaching,forexample,convertingtheirrolesintheclassandplacingthestudentsasthecenterofclassinsteadonlyprovidingdialoguesforthemtopractice.Teachersshouldcultivatetheconfidenceofstudentsandprovidethemmoreopportunitiestofindproblemsandsolvethembythemselvesinclass.Atthestudentslevel,thoughmanystudentshavepoorabilitiesofusingEnglish,theyneedtobeconfident.Learningisnotaone-dayprocess,butneedstoworkhardeveryday.Studentsneedtochangetheideathattheydonothavetothinktoomuchbutrememberwhattheteachersaid.Instead,studentsneedtofindthegrammarrulesbythemselvesandunderstandtherulesbasedontheirpreviousknowledge.Andstudentsshouldbeactiveinclass.Themoreyoutakepartin,themoreyouwillget.2)Teachersneedtofocusonpracticaluseandenrichtheteachingmethods.Teachersshouldhaveadeepthinkingandunderstandingofsocialconstructivism.For-36- 辽宁师范大学硕士学位论文example,teachersneedtoknowtherelationshipofthefourfactorsinsocialconstructivismandrealizetheirownpositions.Theorylearningshouldconsidertherealsituationoftheclassandchoosethemostsuitableteachingmethodsintheteachingprocess.Inthepresentationstage,teacherscannotfocusontheformsbutcaresmoreaboutgrammarmeaning,createthesituationforstudentsandhelpthemtoconstructthemeaning.Teacherscouldusediscourses,whicharecloselylinkedtostudents’lifeandmakestudentsunderstandthemeaningofgrammarbetter.Inpracticestage,thegoalofpracticeisnotgettingpointsinexams,butimprovingstudents’abilitiesofusinglanguage.Theformofpracticeneedstobeenriched.Translationandsentence-makingpracticeshouldbedecreased,butsomepracticesareconnectingwithgrammarusinginreallife.Inproductionlevel,thegrammarteachingshouldbecombinedwithlistening,speaking,readingandwritingactivities.Theproductioncouldbediversifiedandfocusonpracticalusessuchaswritingacoverletter,negotiatingarealproblemandsoon.3)Collaborationshouldbeemphasizedinclass.Collaborationcouldprovidestudentsamoreharmoniousenvironment,whichshouldbeemphasizedinclass.Therearetwokindsofcollaborationforms,amongstudentsandbetweenteachersandstudents.Thereisnodoubtthatcollaborationisimportantbuthowtorealizecollaborationlearningisakey.First,thewholeclasscouldbedividedintoseverallearninggroups,nottoobigortoosmall,fourtosixpeopleinonegroupisappropriate.Andthestudentsineachgroupneedtocontainfromthelowleveltohighlevel.Second,tasksareassignedforeachgroupsuchasdiscussingagrammarruleandfindingthecommonofsomesentences.Duringtheprocessoflearning,studentscoulddealwiththeproblemsbythemselves,oncetheyhavedifficultiesinlearning,teacherscouldencouragethemworkingroupsfirstandthengivethemsomeinspiration.Next,collaborationincludestalkingabouttheirdisadvantagestogether.Theycouldevaluate,superviseandprovideadviceforeachotherinthegroupandmakeprogresstogether.4)TasksneedtobecoherentandreflectteachingaimAccordingtosocialconstructivism,tasksareimportantandshouldbecoherent,whichreflectstheteachingaims.Whendesigningteachingactivitiesandprovidingtasks,theteachingaimsshouldbeconsideredatfirst.Theteachingaimscouldnotjustbesatisfiedwiththecollegeentranceexamination,butfocusonstudents’languageusingabilitiesandthedevelopmentofwholeperson.Thetasksteacherschoosearenotcasual,butbecoherent.Teachersneedtounderstandthedifficultyofeachtask,anddividetasksintodifferentlevel.Whenprovidingtasks,students’levelandknowledgeshouldbeconsidered,andthenpropertaskscouldbepresented.Fromeasytodifficult,differentguidanceneedtobegivenandhighlevelstudentsshouldhelplowlevelstudentstocompletethetaskstogether.5)GrammarteachingshouldbeinarealsituationArealsituationwillhelpstudentstolearnthelanguagepointsquicklyandhelpthemtoconstructtheirownunderstandingofknowledge.Accordingtosocialconstructivism,when-37- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismstudentsmeetwithdifficultiesinlanguageusing,theirteachersshouldnotcaremoreaboutthefluencyandaccurateoflanguageusing,butencouragestudentstospeakmore.Inlearningactivities,whenstudentsusegrammartoexpresstheirideas,theywon’tregardgrammarasboringrules,butatoolandanecessaryparttohelpthem.Whatteachinginclasslackisthatgrammarteachingisoutofdailylifeusing.Grammarteachingshouldbetaughtinaseriesofteachingactivities,andteachersneedtocreateanappropriateenvironmentforstudentstouseEnglish.Foraspecificgrammarrule,teachersshouldnotjustpresentitinacollegeentranceexaminationtestpaper,butchangeitslinguisticandexperientialenvironment.Teacherscoulduseallkindsofinformationresource,suchasmovies,music,ornewspaper.Studentsneedtolearnlanguagestructureinaplentifuldiscourse.6)TeachersandstudentsneedtoconstructgrammartogetherGrammarlearningisnotjustaknowledgereceivingprocess,butanactiveconstructingprocess,inwhichstudentsneedtotakepartinlearningactivitiesandconstructtheirownmeanings.Teachinginclassisnotonlyprovidingknowledge,butprovidelearningactivities.Inlearningactivities,studentsneedtoexperience,practiceandconstructknowledge,whichgivesstudentschancestosummarizegrammarrulesbythemselves.ManyEnglishteachersonlyusemoreformstopresentgrammarknowledge,andthestudentsmerelylistentoandrecordwhattheteacherspresent.Fromtheshort-term,somestudentsmaybefamiliarwiththegrammarrules.Butfromthelong-term,theknowledgedoesnotconvertintostudents’ownknowledgebecausetheydonotactuallyunderstandthemfromheartanddonotknowhowtouseit.Teacherscouldconductstudentstolearninagroupandencouragegroupstodiscussthegrammar,wherestudentsneedtofindthegrammarrulesunderthehelpofteachersandpeers.Groupworkingshouldnotbecomeformalistic,forexample,makingadialogue,buttheyshouldexplorethelanguagerulesbythemselvesduringtheteamwork.7)WeshouldimplementproceduralandparticipatoryevaluationInoureducationsystem,weevaluatestudents’learningeffectsonlybythescorestheygetinexams.Thestandardofevaluationshouldnotbesingle,proceduralandparticipatoryevaluationalsoshouldbeimplemented.Constructivismattachesimportancetothediversityofevaluationmethods.Therearemanyevaluationmethodslikejournalswrittenbystudents,portfolio,recordsofobservationanddiscussion.Notonlyteachersaretheevaluators,studentsalsocanbeevaluators,whichcouldconquertheproblemsintraditionalevaluationprocess.Whenstudents’grammarlevelsarejudged,students’learningprocess,learningcontestsandlearningresultsareneedtobeconsidered,aswellasstudents’self-evaluationandself-reflection.Ifstudentscouldevaluatetheirgrammarlevel,thentheywillknowwhichdirectiontheyneedtoworkhard.Proceduralevaluationneedstorunthroughthewholelearningprocess,foritcanmotivatestudentstomakelearningplansatnextstage.5.4LimitationsoftheStudyAlthoughtheauthorcarefullyselectedtheteachingcasesandanalyzedthemunderthe-38- 辽宁师范大学硕士学位论文perspectiveofsocialconstructivism,therearestillsomelimitations.First,becauseofthelimitedtimeandconditions,ifthereismoretimeprovidedtoresearch,moreteachingcaseswillbecollectedandthereflectiononhighschoolgrammarteachingwillbemoresufficient.Second,iftheresearcherhasmoreteachingexperience,thesuggestionswillbemorepractical.Third,theteachingcasesareselectedfromthreeclasseswhichareinthesameschool.Ifthesourceoftheteachingcasesismorevarious,theresultswillbemorerepresentative.5.5SuggestionsforFuturestudiesThepresentstudytriestocollectrealteachingcasesanddiscussthemundertheperspectiveofsocialconstructivism.InordertoimproveEnglishgrammarteachinginhighschool,moreresearchesshouldbeconductedinthefuture.Herearesomesuggestionsforthefuturestudies.First,iftheresearchersaddthesourcesoftheteachingcasesandexpandtheexperimentalsamples,theresultwillbemorereliable.Second,theapplicationofsocialconstructivismtoanalyzeteachingcasesshouldnotberestrictedtothefieldofgrammarteaching.ItcanbeexpandedtotheotherfieldsofEnglishteaching,suchasreading,writingandsoon.Thepresentresearchisapreliminarystudythatisbasedonsocialconstructivismandanalyzefourtypicalgrammarteachingcasesinhighschool,aimingtofindouttheproblemsexistsincurrentgrammarteachingandprovidesomesolutionsforimprovinggrammarteachinginhighschool.Atthesametime,itishopedtooffersomeenlightenmentforfuturestudiesinthisfield.-39- 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CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismAppendixA访谈提纲：1.你在准备语法课的时候，会考虑什么因素?2.你认为你现在的语法教学效果如何，存在什么问题？3.你对社会建构主义理论有了解吗？4.你是如何看到老师和学生因素在课堂中的地位和角色的？5.你认为目前高中英语语法课中还有那些需要改进的地方吗？你有什么好的建议吗？-42- 辽宁师范大学硕士学位论文AppendixB关于定语从句的教学设计授课题目定语从句授课班级高一一班授课教师张老师所用教材必修一unitfour参考书优化学案教学目标知识目标：了解定语从句基本概念能力目标：正确运用定语从句情感目标：激发学生学习语法的兴趣，培养学生探索精神教学重点对关系代词的理解与掌握教学难点定语从句的运用教学方法讲授式，归纳法教学过程一、从定语从句例句中，引出定语从句、先行词、中心词等概念。定语从句是在复合句中起定语作用，修饰某一名词或代词的从句。被定语从句修饰的词叫先行词。引导定语从句的关系词有关系代词（that,which,who,whom,whose等）和关系副词(where,when,why等)。二、给出六组例句，引出不同的关系代词。三、让学生讨论并消化不同关系代词的运用规则，然后总结。关系代词指代的先行词充当从句的成分Who人主语、宾语whom人宾语which物主语、宾语That人、物主语、宾语whose人、物宾语四、填空练习。五、分组运用定语从句造句。六、完成优化学案语法练习的作业。-43- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismAppendixC关于强调句型的教学设计授课题目强调句型授课班级高一一班授课教师张老师所用教材必修一unitone参考书优化学案教学目标知识目标：掌握强调句型的基本结构能力目标：能够区分强调句型和其他句型情感目标：帮助学生建立自信教学重点陈述句强调句型的基本结构教学难点举一反三，区分强调句型和其他句型的不同教学方法合作探究教学过程一、用初中学过的强调谓语动词引出强调句型。二、讲解强调句型的基本结构。Itis/was+被强调部分+that/who+其他部分三、学生根据结构，改写句子。四、给出三组句子，判断是否为强调句型。1.Itwas1978whenIwasborn.2.Itwasin1978thatIwasborn.3.Ididnotgotosleepuntilteno’clock.4.Itwasnotuntilteno’clockthatIwenttosleep.5.Hecamebackwhenthewarwasover.6.Itwaswhenthewarwasoverthathecameback.五、课下探究学习一般疑问句、特殊疑问句、not…until…的强调句型。-44- 辽宁师范大学硕士学位论文AppendixD关于直接引语间接引语的教学设计授课题目直接引语间接引语授课班级高一二班授课教师赵老师所用教材必修一unittwo参考书优化学案教学目标知识目标：了解直接引语间接引语的基本用法能力目标：可以在不同情境下使用直接引语间接引语情感目标：学会在小组中合作学习教学重点人称与时态的变化教学难点时态的变化教学方法讲授式，小组合作教学过程一、创设情境，使学生理解直接引语间接引语的概念。引述别人的话语一般用两种方式:一是原封不动地引用原话,放在引号内,叫直接引语(Directspeech);一是用自己的话加以转述,这叫间接引语(Indirectspeech)。二、用例句引出时态和人称的变化。直接引语里的第一人称和第二人称，变间接引语时，人称要做相应调整。三、直接引语间接引语变化练习。四、角色扮演练习。Pairwork.Oneofyouwillbeachildandtheotherthegrandmother.Thegrandmotherislisteningtoaweatherreportwithhergrandchild.Trytouseindirectspeechinyourdialogue.五、完成优化学案语法练习的作业。-45- CaseAnalysisofEnglishGrammarTeachinginSeniorHighSchoolunderthePerspectiveofSocialConstructivismAppendixE关于情态动词的教学设计授课题目情态动词授课班级高二三班授课教师段老师所用教材必修三unitone参考书优化学案英语报纸教学目标知识目标：了解情态动词的不同含义与特征能力目标：能够正确运用情态动词表达请求情感目标：鼓励学生大胆的说，运用语言教学重点对情态动词不同含义与特征的学习了解教学难点在不同情境下正确运用情态动词教学方法讲授式教学过程一、创设请求举办生日派对的情境，使学生使用情态动词二、讲解不同情态动词的含义与特征三、情态动词运用练习。Tom:It’sraininghard________youmindsharingyourumbrellawithme?Rose:Ofcoursenot.Bytheway,oneofourrulesisthateverystudent_____wearschooluniformwhileatschool,right?Tom:Yes.Youmustbeanewcomerhere.Rose:That’strue.ImovedherelastMonday.Areyougoingtoseethefilminourschooltonight?Tom:Yes.Ourforeignteacher___________comewithustonight,butheisn’tsure.Hemaybeathisoffice.Let’saskhimtogowithus.Rose:Isawhimleavehisofficehalfanhourago.He______beworkingthereatthistime.四、合作对话。五、完成练习册上相关语法练习。-46- 辽宁师范大学硕士学位论文AcknowledgementsRecallingallthetimeofmygraduatelearning,Ihavereceivedmanyhelpfrombothteachersandstudents.Iwouldliketoexpresssincerethankstothem.First,Iwouldliketogivemydeepestgratitudetomysupervisor,ProfessorGaoYujuan.Sheisaresponsibleteacher,whopaysmuchtimeandpatienceonmythesis.Herattitudesonthework,specializedknowledge,andgoodpersonalitieswillhaveapositiveeffectonmywholelife.Itismyhonortobeherstudentandreceiveherguidance.Second,mythankswouldgotomyseniorfellowapprentice,LiuJianing,forhehelpsmetocorrectmythesisandprovidememanyusefulsuggestions.Lastbutnotleast,Iwouldliketothankallmyclassmatesandfriend,whoencouragesmeandhelpsmealot.-47- 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