基于情景认知理论的高中英语语法教学

发布时间：2023-10-02 02:00

　　随着全球经济一体化的发展，英语成为学生进入社会后最具实际意义的学科。在高中英语教学中，语法的教学是最基础的。2003年教育部颁布了《普通高中英语课程标准(实验)》（以下简称“新课标”）对高中英语语法教学的地位、目的、方法和原则等各方面都做了明确要求和具体阐释。新课标中提倡通过语法教学使学生掌握语言规律，提高学生听、说、读、写的能力，进而全面提高学生的语言运用能力。 由于高考的压力，高中英语语法教学无论对于学生的学还是教师的教，都是一项难点。教学普遍存在“填鸭式”与“题海战术”的现象。课堂往往是教师将课堂主导与主体二合一，死抠细节，学生则死记硬背语法规则，这使学生对于语法学习具有恐惧心理和抵触情绪。一些年轻教师，虽然重注了教学过程中情境的创设与学生的互动，但是由于教学经验的缺乏和学科知识的局限，忽略了语法知识的归纳与整理。这些都使教学效果大打折扣。 特定的情境是语言运用的土壤。国内外学者及教师对英语情景教学的研究逐年增长，但其中针对在高中英语语法课堂上运用此理论的深度研究还比较有限。本文以情景认知理论为基础，以虚拟语气为研究内容，针对教学过程中存在的问题，进行调查研究，提出将情景认知理论...

【文章页数】：52 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
1 Introduction
    1.1 Research Background
    1.2 Research Purposes and Significances
    1.3 Research Questions
    1.4 Theoretical Foundation
    1.5 Research Methods
    1.6 Outline of the Thesis
2 Literature Review
    2.1 Relevant Concepts and Terms
        2.1.1 Situational Cognition
        2.1.2 Grammar
        2.1.3 New Curriculum Standard
    2.2 Theoretical Foundations
        2.2.1 Situated Cognition Theory
        2.2.2 Cognitive Apprenticeship
        2.2.3 Anchored Instruction
    2.3 Reviews of Studies on Situated Cognition Theory
        2.3.1 Origin and International Development of Situated Cognition Theory
        2.3.2 Domestic Researches on Situated Cognition and Situated Teaching
    2.4 Reviews of Studies on Grammar Teaching Pedagogy
        2.4.1 The History and Development of Grammar Teaching Methods
        2.4.2 Recent Studies on Grammar Teaching based on Situated Cognition
    2.5 Summary: Existing Problems and Questions for Further Study
3 Application of Situated Cognition Theory into High school English grammar teaching
    3.1 Build English Environment: Macro and Micro
        3.1.1 Introduce Available Real-world English Resources
        3.1.2 Build the Culture and Atmosphere of English in Class
    3.2 Tools and methods: Teaching Practices based on Situated Cognition Theory
        3.2.1 Attraction: Tools and Activities
        3.2.2 Presentation: Return the Class to Students
        3.2.3 Reciprocal teaching: How prior to What
4 Empirical Research: Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Research Instruments
    4.4 Procedures of the researches
        4.4.1 Questionnaire
        4.4.3 Classroom observation
        4.4.4 Posttest
        4.4.5 Data analysis
    4.5 Implementation of the experimental class
    4.6 A teaching plan of Subjunctive Mood based on Situated Cognition
        4.6.1 Class 1 Introduction of Subjunctive Mood
        4.6.2 Class 2 Intensive Learning and Practicing with Activities
        4.6.3 Class 3 Exercise Correction& Further Study
        4.6.4 Class 4: Production Presentation
5 Data Analysis
    5.1 The results of pre-experiment survey
    5.2 The results of interviews with teachers
    5.3 The results of classroom observations
    5.4 The results of post-experiment test
6 Conclusion
    6.1 Major findings of the study
    6.2 Implications of the study
    6.3 Limitations of the study
    6.4 Prospects for future study
Reference
Appendix
    Appendix1
    Appendix2
    Appendix3
Acknowledgements



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