概念型教学法在高中英语语法教学中的应用研究
发布时间：2018-08-19 08:53
【摘要】：语法教学是高中英语教学的重要组成部分,为培养学生的综合语言技能服务。如何有效地进行英语语法教学是我们需要思考的。目前,在国内外不同的教学法流派中存在多种语法教学法,这些教学法中有强调交际功能的,有强调经验规则的,也有关注意义的.其中以任务为基础等关注意义的教学缺乏对相关语法概念的科学理解。在我们实际的高中英语语法教学中,老师普遍采用的是3P教学法,即讲述规则、呈现例句、练习运用,学生知道语法形式,也记忆了大量的语法规则,但对语法的概念和意义不甚清楚。关于近年出现的概念型教学法,国外一些研究者对其进行了一定研究,并将其运用到了西班牙语和汉语的语法教学中,并且证明了它的有效性,鉴于此,本研究尝试将概念型教学法应用到高中英语语法教学中,以促进学生对语法概念深入理解并最终掌握语法。本研究以社会文化理论、概念隐喻理论和意象图式理论为基础,按照概念型教学法的五个阶段:解释、物化、交际活动、言语化和内化进行教学实验,旨在探究以下两个问题:(1)概念型教学法在高中英语语法教学中的效果如何?(2)学生对概念型教学法的反映如何?为了验证概念型教学法的有效性,本人在湖南省永州市某中学高二年级的两个班级进行对比教学实验,这两个班级为平行班,分为控制班和实验班,控制班用传统的规则讲述例句呈现练习运用的教学法,实验班采用概念型教学法,实验时间为一个月。本研究借助前后测、问卷调查法和访谈法这三种实验工具进行定量和定性分析。实验开始前,两个班都进行前测,将成绩数据录入SPSS21进行分析,以证明两个班级的英语水平无显著差异;实验结束后,两个班都进行后测,同样使用SPSS21对成绩数据进行分析,通过比较发现,实验班的成绩比控制班的成绩有显著提升;访谈和问卷调查在实验班进行,通过这两种实验工具的辅助,了解到学生对概念型教学法普遍给予了正面的反馈,能更形象的理解语法概念,也能深入的理解语法的意义。本研究通过实验发现,概念型教学法的教学成果优于传统的3P教学法,并且还能增强学生对语法概念的理解。本研究的主要局限在于由于研究者统计方法掌握不多,使用数据分析方法比较单一,就不能全方位地对数据进行阐释。此外,概念解释是个很复杂的工作,涉及的面很广,很难全面,对老师的专业知识文化的要求较高,这也促使老师注意在教学中加强自身的学习。
[Abstract]:Grammar teaching is an important part of English teaching in senior high school. It serves to train students' comprehensive language skills. How to effectively carry out English grammar teaching is what we need to think about. At present, there are many kinds of grammar teaching methods in different schools of teaching methods at home and abroad, some of which emphasize the communicative function, some emphasize the rules of experience, and some pay attention to the significance. Task-based teaching lacks scientific understanding of relevant grammatical concepts. In our practical English grammar teaching in senior high school, teachers generally use the 3P method, that is, telling rules, presenting examples, practicing, students know the grammatical form, and they also memorize a lot of grammar rules. But the concept and meaning of grammar are not very clear. About the concept teaching method which appears in recent years, some foreign researchers have done some research on it, and applied it to the grammar teaching of Spanish and Chinese, and proved its validity, in view of this, This study attempts to apply the Conceptual approach to English grammar teaching in senior high schools in order to promote students' understanding of grammatical concepts and ultimately master grammar. Based on the theory of social culture, the theory of conceptual metaphor and the theory of image schema, the present study conducts teaching experiments according to the five stages of Conceptual Teaching method: interpretation, materialization, communicative activity, speech and internalization. The purpose of this paper is to explore the following two questions: (1) what is the effect of Conceptual approach in English grammar teaching in senior high school? (2) how do students react to Conceptual approach? In order to verify the validity of Conceptual Teaching method, I conducted a comparative teaching experiment in two classes in a middle school in Yongzhou City, Hunan Province. These two classes are parallel classes, which are divided into control class and experimental class. The control class uses the traditional rules to describe the teaching method of example sentence presentation and the experimental class adopts the conceptual teaching method. The experimental time is one month. In this study, quantitative and qualitative analysis were carried out with three experimental tools: pre-and post-test, questionnaire and interview. Before the beginning of the experiment, the two classes had a pre-test, and the score data were entered into SPSS21 for analysis to prove that there was no significant difference in English proficiency between the two classes. After the experiment, the two classes conducted a post-test, and also used SPSS21 to analyze the score data. Through comparison, it is found that the results of the experimental class are significantly higher than those of the control class, and interviews and questionnaires are conducted in the experimental class. Through the assistance of these two experimental tools, it is found that the students generally give positive feedback to the conceptual teaching method. Can understand the grammatical concept more vividly, but also can understand the grammatical meaning in depth. The experimental results show that the conceptual teaching method is superior to the traditional 3P teaching method and can enhance students' understanding of grammar concepts. The main limitation of this study is that the researchers can not interpret the data in all directions because of the lack of statistical methods and the single method of data analysis. In addition, the concept explanation is a very complicated work, involving a wide range of aspects, it is difficult to comprehensive, teachers' professional knowledge and culture requirements are higher, which also urges teachers to pay attention to strengthen their own learning in teaching.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2191165
[Abstract]:Grammar teaching is an important part of English teaching in senior high school. It serves to train students' comprehensive language skills. How to effectively carry out English grammar teaching is what we need to think about. At present, there are many kinds of grammar teaching methods in different schools of teaching methods at home and abroad, some of which emphasize the communicative function, some emphasize the rules of experience, and some pay attention to the significance. Task-based teaching lacks scientific understanding of relevant grammatical concepts. In our practical English grammar teaching in senior high school, teachers generally use the 3P method, that is, telling rules, presenting examples, practicing, students know the grammatical form, and they also memorize a lot of grammar rules. But the concept and meaning of grammar are not very clear. About the concept teaching method which appears in recent years, some foreign researchers have done some research on it, and applied it to the grammar teaching of Spanish and Chinese, and proved its validity, in view of this, This study attempts to apply the Conceptual approach to English grammar teaching in senior high schools in order to promote students' understanding of grammatical concepts and ultimately master grammar. Based on the theory of social culture, the theory of conceptual metaphor and the theory of image schema, the present study conducts teaching experiments according to the five stages of Conceptual Teaching method: interpretation, materialization, communicative activity, speech and internalization. The purpose of this paper is to explore the following two questions: (1) what is the effect of Conceptual approach in English grammar teaching in senior high school? (2) how do students react to Conceptual approach? In order to verify the validity of Conceptual Teaching method, I conducted a comparative teaching experiment in two classes in a middle school in Yongzhou City, Hunan Province. These two classes are parallel classes, which are divided into control class and experimental class. The control class uses the traditional rules to describe the teaching method of example sentence presentation and the experimental class adopts the conceptual teaching method. The experimental time is one month. In this study, quantitative and qualitative analysis were carried out with three experimental tools: pre-and post-test, questionnaire and interview. Before the beginning of the experiment, the two classes had a pre-test, and the score data were entered into SPSS21 for analysis to prove that there was no significant difference in English proficiency between the two classes. After the experiment, the two classes conducted a post-test, and also used SPSS21 to analyze the score data. Through comparison, it is found that the results of the experimental class are significantly higher than those of the control class, and interviews and questionnaires are conducted in the experimental class. Through the assistance of these two experimental tools, it is found that the students generally give positive feedback to the conceptual teaching method. Can understand the grammatical concept more vividly, but also can understand the grammatical meaning in depth. The experimental results show that the conceptual teaching method is superior to the traditional 3P teaching method and can enhance students' understanding of grammar concepts. The main limitation of this study is that the researchers can not interpret the data in all directions because of the lack of statistical methods and the single method of data analysis. In addition, the concept explanation is a very complicated work, involving a wide range of aspects, it is difficult to comprehensive, teachers' professional knowledge and culture requirements are higher, which also urges teachers to pay attention to strengthen their own learning in teaching.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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