演绎法与归纳法在小学英语语法教学中的对比研究

发布时间：2018-03-14 10:13

本文选题：小学　切入点：英语　出处：《华北电力大学》2015年硕士论文　论文类型：学位论文

【摘要】：《新课程标准》要求外语教师在教学过程中以兴趣为导向来教授英语,导致小学出现了为避免破坏学生的英语学习兴趣而不教语法的现象。以兴趣为导向固然重要,但这并不意味着语法在小学英语教学中就不能教授,成为小学生不能触及的内容。事实上,在小学英语教学中,问题不在于能不能教语法,而在于用什么样的方式教授语法。只要教学方法得当,符合小学生的心理特点,语法教学并不会破坏学生的英语学习兴趣,甚至还可以促进他们的英语学习。作为两种最常见的语法教学方式,演绎法与归纳法在语法教学中各有利弊。然而,以往对演绎法与归纳法的研究,其研究对象主要是大学生、高中生或初中生,几乎没有以小学生为对象的研究。根据这种情况,本论文重点讨论小学英语语法教学的可行性和有效性,通过教学实验,对比演绎法与归纳法的效果,以找出更适合小学生的语法教学的方式。本实验研究在一所北京的小学进行,实验对象为一至五年级的小学生。在每个班级都有两个平行班,其中一个班以演绎法进行语法教学,另一个班以归纳法进行语法教学。整个实验过程分为前、中、后三个阶段。实验前期的主要任务是准备一至五年级测试所需要的“语法点”和相关测试题；实验中期则是在各个年级的两个平行班进行“前测”,教学实践,“及时测验”与“延时测验”；实验后期主要是收集并分析数据,得出实验结论,并针对小学英语语法教学的有效途径提出可行性建议。教学实验研究结果表明：(一)与演绎法相比,归纳法更能唤起小学生在课堂中的注意力以及学习兴趣；(二)与演绎法相比,归纳法在提高学生的分数方面更为有效；(三)由于归纳法在课堂上更能抓住学生注意力,符合小学生喜欢探索、善于发现的特点,所以,归纳法比演绎法更适用于小学英语语法教学。由于受客观条件限制,本研究覆盖面较小,仍有一定的局限性,许多问题仍有待于进一步探讨,对此,本文也提出了几点相关的建议。
[Abstract]:The New Curriculum Standard requires foreign language teachers to teach English with interest in the teaching process, which leads to the phenomenon of not teaching grammar in primary schools in order to avoid undermining students' interest in English learning. However, this does not mean that grammar cannot be taught in primary English teaching and become something that pupils cannot touch. In fact, in primary English teaching, the question is not whether grammar can be taught or not. As long as the teaching method is appropriate and in accordance with the psychological characteristics of primary school students, grammar teaching will not undermine students' interest in English learning. It can even promote their English learning. As two of the most common grammar teaching methods, deductive method and inductive method have their own advantages and disadvantages in grammar teaching. According to this situation, this thesis focuses on the feasibility and effectiveness of English grammar teaching in primary schools. Through teaching experiments, the effects of deductive method and induction method are compared. This experiment was conducted in a primary school in Beijing. The subjects of the experiment were pupils in grades 1 to 5. There were two parallel classes in each class. One class teaches grammar by deduction, the other by induction. The whole experiment is divided into two parts: first, middle. The main task in the early stage of the experiment is to prepare the "grammar points" and related test questions needed for the first to fifth grade tests; In the middle stage of the experiment, two parallel classes of each grade are carried out "pre-test", teaching practice, "timely test" and "delay test", and the later stage of the experiment is mainly to collect and analyze the data, and draw the conclusion of the experiment. Some feasible suggestions are put forward for the effective ways of English grammar teaching in primary schools. The results of teaching experiments show that: (1) compared with the deductive method, Induction can arouse pupils' attention in class and interest in learning. (2) compared with deductive method, induction is more effective in improving students' scores (3) because induction can catch students' attention more in class. In accordance with the characteristics of primary school students who like to explore and be good at discovery, induction is more suitable for English grammar teaching in primary schools than deductive method. Due to the limitation of objective conditions, the study covers a small area and still has some limitations. Many problems still need to be further discussed, and some suggestions are put forward in this paper.
【学位授予单位】：华北电力大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

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