建构主义视角下的高中英语语法教学研究

论文摘要

语法是语言不可缺少的组成部分,同时也是中国英语学习者的一个重点和难点。在当前教学形势下,怎样教语法是值得探讨的问题。建构主义教学模式被认为是能提高学生语言能力的一个行之有效的方法。建构主义理论已经被应用到语言教学中,比如听力,口语,阅读,写作等,但是将其应用于高中语法教学中的研究还很少。本文通过对营口开发区第二高级中学高一学生定语从句的教学实践来探究语法教学中应用建构主义教学模式的可行性和有效性。实验组采用建构主义语法教学模式教定语从句,而控制组采用传统语法教学法。实验时长共十18周,论文采用了逻辑分析法,定量与定性相结合的方法。此项研究通过测试收集数据并采用SPSS社会科学统计程序进行数据分析。实验证实两种教学途径在提高学生英语语法水平方面具有显著性差异,分析结果表明实验组的考试成绩明显好于控制组.这证明了建构主义语法教学模式在提高学生英语语法能力方面优于传统语法教学法;同时在所学知识的持久性方面较之于传统语法教学法建构主义语法教学也有显著优势。尽管目前的研究还有很多局限性,但具有一定的意义。这是一个基于建构主义模型下的高中定语从句教学的有意义实践,论文研究的结果对将来的语法教学研究具有重要的理论价值和教学指导意义。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 Current situation of grammar teaching in Chinese senior high schools
• 1.2 Purpose and significance of this study
• 1.3 Research questions
• 1.4 Theoretical Foundation of the Study
• 1.5 The structure of the thesis
• Chapter 2 Literature Review
• 2.1 Traditional grammar teaching methods
• 2.2 Constructivist Learning theory
• 2.2.1. Definitions and Characteristics
• 2.2.2. Constructivist view of learning
• 2.2.3. Constructivist view of teaching
• 2.3 Teaching Models of Constructivism
• 2.3.1 Cooperative Teaching
• 2.3.2 Situated Teaching
• 2.3.3 Task-based Teaching
• 2.3.4 Scaffold Teaching
• 2.4 Researches on Constructivist approaches to foreign language teaching and learning
• 2.4.1 Application of constructivist theory to senior middle school English teaching
• 2.4.2 The necessity of the present research
• Chapter 3 The research of Senior English grammar teaching based on Constructivist teaching model
• 3.1 Research questions
• 3.2 Hypotheses of the study
• 3.3 Design of the experiment
• 3.3.1 Subjects
• 3.3.2 Instruments
• 3.3.3 Materials and method
• 3.4 Procedures
• 3.4.1 The pre-test
• 3.4.2 Teaching procedures in different methods
• 3.4.3 Immediate post-test
• 3.4.4 Delayed post-test
• 3.4.5 Data collection
• Chapter 4 Data analysis and discussion
• 4.1 Data analysis
• 4.2 Discussion
• Chapter 5 Conclusion
• 5.1 Major Findings
• 5.2 Suggestions
• 5.3 Limitations
• 5.4 Implication
• References
• Appendix A
• Appendix B
• Appendix C
• Appendix D
• Acknowledgements