浅谈中学英语语法教学中的情境创设（situational creation in grammar teaching in middle school） 12页

浅谈中学英语语法教学中的情境创设（Situationalcreationingrammarteachinginmiddleschool）SituationalcreationingrammarteachinginmiddleschoolJiangningdistrictmiddleschoolWeiDecuiAbstract:InChina"smiddleschoolEnglishteaching,grammarteachingistraditionallyinfluencedbygrammartranslation.Therefore,therearealways"fiveheavyandfivelight"phenomenaingrammarteachinginsecondaryschools,becausethegoalorientation,errorsandmethodsofgrammarteachinginmiddleschoolsaretooinflexibleandinflexible.Therefore,itisnecessarytocreateagoodteachingsituationinmiddleschoolEnglishgrammarteaching.Specificmethodsinclude:first,thecreationofvisualcontext(includingtheuseofvisualaidsandbodylanguagegrammarandcreateaharmonioussituation,theuseofmultimediatocreatethree-dimensionalgrammaticalcontext);two,theestablishmentofcooperationsituation;three,thecreationofaestheticsituation;four,thecreationofproblemsituations;five,thecreationofsituations.Creatingateachingsituationistomaketheteachingofgrammareasyandpleasantinalivingenvironment,andreceivethedoubleeffectofapplyinggrammarrulesflexiblyandflexiblytolearngrammarrules.Keyword：Grammarteaching,situationcreation,visualcooperation, aestheticfeeling,problemactivityInChina"smiddleschoolEnglishteaching,grammarteachingistraditionallyinfluencedbygrammartranslation.Theconceptofone-sidedunderstandingofthegrammarthatwemistakenlybelievethatgrammaristheruleofknowledgeaboutlanguage,isthemorphologicalchangesandthesentencestructure,ignoringthecommunicativefunctionofgrammar,thesyntaxisinterpretedasatestofverbalmeansratherthanverbalmeanstopromote.InallkindsofEnglishtests,wealwayspullingrammartoothintoodead,sointhemiddleschoolgrammarteachingisalwaysa"fivefivelight"phenomenon,namely:heavyknowledge,lightskilltraining;heavydetail,lightpractice;lightweightwrittenexercises,oralpractice;grammaranalysistheuseoflighttoholdtherulesofgrammar;lightmasterinstance.Thisphenomenonismainlyduetothegoalorientationerrorsandthechoiceofteachingmethodsingrammarteachinginmiddleschoolsinourcountry.Therefore,itisnecessarytocreateagoodteachingsituationinmiddleschoolEnglishgrammarteaching.Creatingateachingsituationistomaketheteachingofgrammareasyandpleasantinalivingenvironment,andreceivethedoubleeffectofapplyinggrammarrulesflexiblyandflexibly.HowtocreateahighschoolEnglishgrammarteachingsituation?First,createintuitivesituationItreferstotheteacher"suseofphysicalmodelandlanguageasanintuitivemeansofteaching.Theintuitiveprinciplein teachingreflectsthelawofstudents"cognition.Itgivesstudentsperceptual,graphicandspecificknowledge,whichhelpstoimprovetheirinterests,reducetheirboredomandstimulatetheirmotivationtolearnabstractconcepts.Theintuitiveteachingsituationcanmaketheabstractknowledgeintotheimageofknowledge,staticknowledgeintoadynamicknowledge,helptoshowtheinternalstructureandtherelationshipbetweenthedevelopmentprocess,helpstudentstoformthescientificconcepttobetterdeepenknowledgeanduseknowledge.Ingrammarteaching,grammaticalconceptsandgrammaticalrulesareabstractandtedious,anditisnecessarytocreatevisualsituationstofacilitatethevisualizationofimagessoastoenhancetheinterestintheprocessofteaching.ThecreationofvisualsituationinmiddleschoolEnglishgrammarteachingcanbecarriedoutaccordingtothespecificteachingcontent.Ifthepresentcontinuoustensecanbeusedtoindicate"blame"language(You,are,always,being,late.),Iwillpromotethestudents"understandingbyreadingaloudindifferentpronunciationandintonation.WhenIteachthedifferencebetweenthepresentperfecttenseandthesimplepasttense,Iuselinesegments,whichalwayslookatthepicturetoindicatetheprecedenceoftime.Whencreatinganintuitivesituation,youcanusethefollowingtwomethods.(1)usingvisualaidsandbodylanguagetocreateaharmoniousgrammaticalsituation.Psychologythinks:theemotionofjuniorhighschoolstudentsiseasytobeinfluencedbytheoutside,oftenchangewiththechangeofthesituation,havegreatsusceptibility.Therefore,teacherscanmakeuseof visualaidsanddeportmentlanguagetomakethegrammarclasslivelyandinteresting,andstrivetocreateaHarmoniousEnglishenvironment,soastoimprovetheefficiencyofstudents"learning.Forexample,Professornounspluralformandhowmany,howmuch,teacherscannotanddonotneedtoexplainthepluralrules,teacherscanfindsomecolorfulpicturesfromtheInternet,putthemontheblackboard.Then,accordingtothecontentsofadialoguewiththestudents:T:Look,what"spicturesofthis?SS:It"samango.T:WhataretheseSS:Theyaremangoes.T:Howmany?Mangoeswouldyoulikeinaparty?......Usingtheabovemethodforstudentstolearnandmasterthegrammarissimpleandclear.Inthisway,thetediousgrammarlearningcanbeturnedintoalivelyandinterestinglearningactivity,whichgreatlyreducesthedifficultyinlearningandenablesstudentstoacquireknowledgeandaccomplishtheirtasksinedutainment.SoEnglishgrammarteaching,usingrealmodels,pictures,charts,slides,recorder,bodyandotherteachers,studentsinlearningEnglishgrammarthecreationofdiversesituations,vivid,livelyandvivid,helpsstudentsunderstandEnglishwords,oneisalsoanimportantmeansofoptimizingclassroomteaching.(2)usingmultimediatocreatethree-dimensionalgrammaticalsituation.Usingmultimediatechnology,teacherscanmaketheirowncoursewaretocreateathree-dimensionalgrammaticalsituationforstudents.Fromapsychologicalpointofview,agoodlearningatmosphereandenvironmentcanmakestudents"psychologyinthemostsuitablestateofanxiety.Multimediateachingmeansintegratingsight,listeningandspeaking.Itcanenlargetheexternalenvironmentoflanguageteachingand enlargetheteachingcapacity.Forexample,atthecomparativeandsuperlativelevelsofteachingadverbs,theteachercanusetwominutestoplayacoupleofwonderfulclipsofthe2000OlympicGamesstudentsaremostinterestedin.TheexquisiteperformanceoftheOlympicathletes,accompaniedbyexcitingmusicappearedinfrontofstudents,suddenlyattractedstudents.Then,teacherscandisplaycolorfulphotosofsomeOlympicathletesonalargescreenwithinformationabouttheirage,heightandweight.Atthispoint,theteachercanguidethestudentstoreviewthecomparativeandsuperlativelevelsofadjectives.Suchas:S1:WhoistallerheaviermorebeautifulXorYS2:I...ThinkXYis.?S1:WhatisheshegoodatS2:HeSheisgoodatplaying?Ping-pongswimming...Onthebasisofreviewandconsolidate,teacherscanguidestudentstolearnnewknowledge,namelythecomparativeandsuperlativeofadverbs.Suchas:T:So,all,of,them,quite,well.,Thay,did,much,than,the,other,players.,did,They,did,best,in,the,world.(onscreen:Well-better-best)better.Who,plays,ping-pong,best,in,our,class?SS:Xdoes/playsbest.T:Who,runs,fastest?SS:Ydoes/runsfastest.T:Who,jumps,higher,X,or,Y?SS:X,jumps,higher,X,or,Y? T:Does,X,jump,far?SS:Yes/NO.T:CamIsay,Xdoesgood.Yjumpstallerthan"X.Xjumpslong"?SS:NO.T:Why?......Two,createcooperationsituationThecreationofcooperativesituationmeansthatteachersshouldgivefullplaytotheteachingdemocracy,changetheteachingofstudents"righttolisten,rememberandanswer,andhavetherighttospeak,evaluateandaskforstudentsatthesametime.Thecreationofcooperativesituationrequiresstudentsandteacherstoachieveharmoniousemotionalexperience,whichmeansthatbothteachersandstudentsachieveconsistentsatisfaction.Toachievethisemotionalharmony,teachersmusttaketheinitiativetoshortenthepsychologicaldistancewithstudents,studentsmusttrust,lovestudents,establishademocraticandequalrelationshipbetweenteachersandstudents.Creatingcooperativesituationsingrammarteachingisconducivetochangingthedullandboringacademicspeechteachingandcreatinganactiveandinterestingcommunicativeteaching.Forexample:whenteachingthepasttense,Ididn"twritethestructureontheblackboard,andthenletthestudentsmakesimpleEnglishtranslationorEnglish sentencemaking.Instead,explaintheuseandstructureofthepasttothestudents,thencreateasituationwhereamysteriousmurderlastnightwassuspectedofbeinganeighbor.Thesecondmorning,thepoliceonthesurroundingresidentsoneaskedinventory,askedthemwhattheyweredoingatthetimelastnight,whichrequiresstudentstoperforminthisactivity,mustbeconductedinthepast,suchas:WhatwereyoudoingatthistimelastnightIwassleeping/?....Inthisway,theboringrulesandregulationsofrotelearningintovividknowledge,understanding,applicationexercises,receivedunexpectedresults.Three,createaestheticfeelingItmeansthatteachersusethebeautyofthingsandatmospheretoinfectthestudents"emotionsandedifythestudents"sentiments,soastoachievearelaxedandpleasantpsychologicalexperience,andtoachieveahighdegreeofcoordinationbetweenthepsychologicalstateandteaching.Theloveandpursuitofbeautyishumaninstinct.Beautifulthingsandtheenvironmentcanbringcomfortandpleasuretotheemotionalexperience,formingarelaxedandactivepsychologicalrealm.Englishgrammartendstoappearrigidlyintheformofrulesandregulations.Ifitisoriginallypresentedintheformofstudentsinthisway,howcanweachievegoodteachingresults?AlotofEnglishgrammarteachingmethodthebeautyofsituationalcreation,suchasthepreparationofgrammarandgrammaticalrules,jinglesong,writingontheblackboard,andreasonablerulesofgrammarsystemprovidespecificgrammarrulesapplicationpictures.Forexample,whenteachingthecomparativeandsuperlativelevelsofadjectives, Inorderforstudentstorememberthecomparativeandsuperlativelevelsofgood,Icompiledapoemforthemtorecite,sothattheycouldlearntherhythmofthepoem,thechaptersandthebeautyofthepoetintheprocessoflearninggrammar.Poemsareasfollows:Goodbetterbest,Neverletitrest,Tillgoodisbetter,Andbetterbest.Four,createproblemsituationsThisisateachingsituationwherestudentsareattractedtoproblemsandtrytosolvethemwithouteffortanddifficulty.Weknowthateffectivelearningshouldbeaprocessofthinking.Onlythroughthinkingcanknowledgebeinternalized,thinkingcanbetrained,andintelligencecanbeimproved.Thedesireandmotivationtothinkmustbestimulatedbythegoal.Aproblemisagoal.Putaquestionputforwardameanstosolvetheproblemforthecontentofthetarget,therefore,thecreationofproblemsituationsistoinspirestudentstoputforwardspecificobjectives,thinkingsparks,sothatstudentsinanactivestateofmind,andbecomeacceptedasknowledgetoabsorbknowledge,optimizetheprocessofteaching,enhancetheteachingeffect. Forexample,whenIteachthenewgrammaticalcontentofthepassivevoice,Isetthesituationinthisway.Isaidtothestudents:"students,weoftensay,"I"mhungry,Iwanttoeat.".Ihavefinishedmyhomework.Didyoucleantheclassroomtoday?Peopleinthesouthgrowteaandsoon."thesesentenceslookveryordinary.Thesubjectsare"I,you,thesoutherner",etc.thesesubjectsaretheexecutoroftheaction,thatis,themovementsaregivenbythesesubjects.Butsometimes,wewouldsay,"themealisover.Thehomeworkisready.Hastheclassroombeencleanedtoday?TeaisgrownintheSouthandsoon."andthesearethesubjectofthesentencehasbeenchangedto"dinner,homework,classroom,tea"andsoon,thesearenotsubjecttoact,buttheactionofthebear,whichistheobjectoftheaction,then,totranslatethesesentencesintoEnglish,howtoexpress?Afterputtingforwardtheserelatedquestions,studentssuddenlythink,thinkingquicklyintotheproblemsolvingstate.Butthestudentswhohavenottouchedthepassivevoicecannotthinkofusingthepassivevoice.SoItooktheopportunitytosay,"thisrequiressomeonetohelp.Hernameispassivevoice."Thisintroducesnewgrammaticalfeaturesnaturallyandinterestingly.However,Ididnottellthestudentshowtousethemdynamically.Instead,Iaskedthestudentstoopentheirtextbooks,readthepassivevoice,andfindwaystotranslatethesentencesinfrontofthem.Atthesametime,writesomeChinesesentencesontheblackboardandaskthestudentstotranslateinafewminutes.Afterthestudent"stranslation,Icorrectedthemistakeonthespot,andaskedthestudentstosumuptherulesofusingthepassivevoicefromtheseexamples.Thesettingofdynamicquestionsituationmakesiteasyforstudentstograspthegrammaticaldifficultyofthepassivevoiceinaclass. Five,createactivitysituationItreferstotheteacherasmuchaspossibletostudentstomove,hands-onopportunities,asmuchaspossibletoenablestudentstocooperatewithavarietyofsensoryactivities.Therefore,thecreationofactivitysituationhaspracticalsignificance.ThemostfundamentalwaytocreatetheactivitysituationinmiddleschoolEnglishgrammarteachingistoletthestudentsdoasmanycommunicativeactivitiesaspossiblesothatstudentscanmasterthegrammaticalrulesincommunicativeactivitiesandapplygrammaticalrules.Forexample:whenitcomestotheuseofmodalverbs(can,may,need,must,should,andhave,to),manystudentsfinditdifficulttounderstand,soIcreateacommunicativesituation.FirstIuseChineselayoutofasituation:Xiaohualate,callreportatthedoor.Becauseshewaslateseveraltimes,theteacherwassoangrythatshewasnotallowedtocomeinatonceandaskedherwhyshewaslate.Xiaohuatoldherthatherbrotherbrokehislegisnotgoodinthegames,sheeverydaytheycometotheschooltosendhimtoschool,sohewaslate.Shefinished,andaskedwhethertheteachermustcopyfivehundredwords,theteachersaidno,andtoldherwhatspecialcircumstancesshouldbereportedtotheteacherinatimelymanner.Accordingtothissituation,IhadagoodfoundationforthestudentstoactasXiaohua,followingdialoguewithme,anditwillberecorded.A:May,I,come,in?B:You"re,late,again,You,can"t,come,in,Why,are,you,, so,late,again?A:I"m,sorry,My,younger,hurt,his,leg,the,sports,meeting,and,hasn"t,become,better,yet.,I,have,to,help,in,him,go,to,school,first,,every,day.,So,,I"m,words,late,again.,brother,Must,5oo,I,copyB:Oh,sorry.,Well,no,you,needn"t,copy,words.,do,remember,if,you,have,something,special,you,should,But,let,me,know,,in,time.,OK,回到座位上去。很自然地，对话中六个情态动词都用上了，学生一看就明白这六个词该怎样区别使用。为了强化，我还另请了几对学生上台进行了以此为背景的模拟表演，取得了明显的教学效果。总之，在中学英语语法教学中，创设良好的教学情境十分必要。这样特意创设教学情境，使语法的教学能在一种活的环境中轻松愉快地进行，收到潜移默化地学得语法规则、灵活自如地应用语法规则的双重效果。参考书目：1、张大均《教学心理学》，西南师范大学出版社，1997年；2、魏永红《任务型外语教学研究》，华东师范大学出版社，2004年；3、Krashen，S.（1982）原理和第二语言的收购，bractice牛津：pergramon出版社。 一