利用多媒体提高高中英语语法教学

论文摘要

在高中英语教学中,语法教学是一个重要组成部分,也是教学中的难点之一。作为一名高中教师,常听到学生们说语法学习困难,枯燥无味。主要原因是教师在进行语法教学时教法单一,训练方法机械、落后。结果导致很多学生厌倦语法,语言综合运用能力低下。久而久之,产生了厌学英语的情绪。因此,优化语法教学,减轻师生负担,提高学生学习语言的效果刻不容缓。本研究主要探讨如何充分利用多媒体,优化高中英语语法教学。本文的研究问题是：多媒体是否有助于学生英语语法学习?这种新的教学手段能否加强语法教学,补充传统英语语法教学的不足?学生对这种新的教学方法感兴趣吗?以前虽然也有许多关于这方面的研究,但是结果都不够连贯,而且研究也很有限,这就是我选择这个方面的内容来进行研究的原因。全文共分为六章。第一章介绍本研究的背景和意义,阐述了在当前信息技术与教学理论不断发展的背景下,利用多媒体技术进行英语教学是教学改革发展的必然趋势。第二章进行文献综述,提出目前语法教学中存在的问题,阐明了利用多媒体技术进行语法教学改革有利于取得良好的教学效果。第三章介绍本研究的理论基础。本研究以建构主义和语言学习理论为依据。第四章为研究方法和实验过程。笔者选取一所普通农村高中高一两个班作为实验对象,运用问卷调查法,实验法以及教育统计法展开实验研究。利用多媒体为学生创设逼真的情境,将复杂的语法规则简化,帮助学生系统地掌握语法,提高学生学习语法的兴趣。第五章主要是对实验研究的结果进行分析与讨论。在语法教学中引进了多媒体技术的实验班测试成绩明显优于采用传统教学法的对照班。实验结果表明,多媒体技术的应用有利于优化语法教学过程,有助于提高效率和教学质量。第六章为总结与反思,对研究中的不足进行了总结,并提出了下一步需要解决的问题。希望未来对此课题感兴趣的研究者和老师们能够进一步探讨。

论文目录

• 摘要
• Abstract
• Chapter One:Introduction
• 1.1 Background of the study
• 1.2 Research questions
• 1.3 Significance of the study
• 1.4 Organization of the thesis
• Chapter Two Literature Review
• 2.1 Multimedia-assisted foreign language teaching
• 2.1.1. The definition of multimedia-assisted foreign language teaching
• 2.1.2 The characteristics of multimedia
• 2.1.3 The characteristics of multimedia-assisted foreign language teaching
• 2.2 Related findings at abroad
• 2.3 The study on multimedia-assisted foreign language teaching in China
• 2.4 Review of grammar teaching
• 2.4.1 Grammar-Translation Method
• 2.4.2 Direct Method
• 2.4.3 Audiolingualism
• 2.4.4 Summary
• 2.5 Different attitudes towards grammar teaching
• 2.5.1 Views against grammar teaching
• 2.5.2 Views for grammar teaching
• 2.5.3 Summary
• 2.6 Four key principles for teaching grammar
• 2.7 Problems and factors in English grammar teaching
• Chapter Three: Theoretical Basis
• 3.1 Constructivism
• 3.1.1 Cognitive constructivism & social constructivism
• 3.1.2 The learning based on Constructivism
• 3.2 Principles of teaching design in the constructivist learning
• 3.2.1 Emphasis on student-centered
• 3.2.2 Emphasis of the important effects that "situation" have on the meaning construction
• 3.2.3 Emphasis on the key effect the "cooperative learning" has on construction of meaning
• 3.2.4 Emphasis on the design of learning environment
• 3.2.5 Emphasis on the use of various information resources to support "learning"
• 3.2.6 The ultimate goal of the learning process is to complete the construction of meaning
• 3.3 Communicative theory
• 3.3.1 Features of the communicative approach
• 3.3.2 The principles of the communicative approach
• Chapter Four:Research Methodology
• 4.1 Purpose of the research
• 4.2 Subjects of the study
• 4.3 Methodology and processes of the research
• 4.3.1 Methodology of the research
• 4.3.2 Procedures of the research
• Chapter Five Analysis and Discussion of Results
• 5.1 Analysis of test results
• 5.2 Analysis of the results of questionnaire Ⅱ
• 5.3 The analysis of the interview of the teachers
• 5.4 The analysis of the interview of the students
• Chapter Six:Conclusions and Implications
• 6.1 The experiment results and experience
• 6.2 Several issues that should be paid attention to in application
• 6.3 Conclusions
• 6.4 The issues to be further studied
• 6.5 Limitations
• References
• Appendix A Questionnaire Ⅰ
• Appendix B Questionnaire Ⅱ
• Appendix C
• Acknowledgements