情境教学在高中英语语法教学中的应用研究

发布时间：2018-01-24 04:02

本文关键词： 高中英语语法教学情境教学语法水平语法学习兴趣　出处：《闽南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：语法作为语言使用的规律,指导着语言的应用和实践,因此熟练掌握语法对语言能力的提高有着积极有效的作用。然而,我国目前的英语语法教学面临许多问题。首先,语法教学的必要性在一定程度上被忽视;其次,有一些教师虽然对语法的重要性有一定的认识,但难以科学地组织教学活动,从而造成学生学习语法的积极性不高、语法难学的局面。针对这一现状,本研究选取某中学高一年级两个班(各50人)进行了为期一学期的情境教学实验。16班是实验班,采用情境教学教授语法;17班是控制班,采用传统的教学方法。实验假设为:(1)情境教学应用于高中英语语法教学可以促进学生的语法学习;(2)情境教学应用于高中英语语法教学可以提高学生的语法水平。实验前后还开展相关调查了解学生对语法学习的态度。基于调查问卷结果则表明情境教学提升了高中学生对英语语法的学习兴趣和期望值。笔者在实验结束后,对两个班的期末考试卷中与语法相关项目的成绩进行独立样本T检验。数据结果表明,实验班和控制班的语法总成绩之间有显著性差异(P=0.0310.05),验证了实验假设二。由此可见,情境教学为英语语法课堂教学注入了生命力,使得语言的学习真正生动起来,学生的英语语法水平在融合的教学情境里得以挖掘渗透。
[Abstract]:Grammar, as the rule of language use, guides the application and practice of language, so mastering grammar has a positive and effective effect on the improvement of language ability. There are many problems in English grammar teaching in China. Firstly, the necessity of grammar teaching is ignored to some extent. Secondly, some teachers have a certain understanding of the importance of grammar, but it is difficult to organize teaching activities scientifically, resulting in students' enthusiasm for grammar learning is not high, grammar is difficult to learn the situation. This study selects two classes (50 students each) in a middle school to carry out a one-semester situational teaching experiment. Class 16 is an experimental class, which uses situational teaching to teach grammar. Class 17 is a controlled class, which adopts traditional teaching methods. The experiment assumes that the application of situational teaching to English grammar teaching in senior high school can promote students' grammar learning. 2). The application of situational teaching in English grammar teaching in senior high school can improve the students' grammar level. Before and after the experiment, relevant surveys are conducted to understand students' attitude towards grammar learning. The questionnaire results show that situational teaching improves students' grammar level. The interest and expectation of middle school students in learning English grammar. The independent sample T test was performed on the scores of grammar related items in the final examination papers of the two classes. The results of the data show that. There is a significant difference between the grammar scores of the experimental class and the control class, which verifies the experimental hypothesis 2. It can be seen that situational teaching has injected vitality into English grammar classroom teaching. So that language learning is really vivid, students' English grammar level can be penetrated in the integrated teaching situation.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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