發(fā)布時(shí)間：2018-06-19 01:36

  本文選題：語(yǔ)法 + 語(yǔ)法意識(shí)��； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：英語(yǔ)語(yǔ)法始終是外語(yǔ)教學(xué)領(lǐng)域關(guān)注的焦點(diǎn),在我國(guó)高中英語(yǔ)教學(xué)中語(yǔ)法一直起到重要的作用,特別是改革開(kāi)放的發(fā)展給高中英語(yǔ)帶來(lái)很大的影響。自從新課標(biāo)的實(shí)施以來(lái),教育者們認(rèn)為高中英語(yǔ)教學(xué)的最終目標(biāo)是教會(huì)學(xué)生運(yùn)用英語(yǔ)與人交際,培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。語(yǔ)法是語(yǔ)言知識(shí)的組成部分,語(yǔ)言知識(shí)是語(yǔ)言能力的基礎(chǔ),而學(xué)生的語(yǔ)法意識(shí)又是以語(yǔ)言能力為前提的。因此許多老師更加重視語(yǔ)法的訓(xùn)練。自從高中英語(yǔ)新課程標(biāo)準(zhǔn)的頒布和實(shí)施以來(lái),高中英語(yǔ)教學(xué)又面臨新的挑戰(zhàn)。一方面要使學(xué)生掌握牢固的基礎(chǔ)知識(shí),以使他們順利進(jìn)入高級(jí)階段的學(xué)習(xí),另一方面又要培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。之前有很多文章在研究語(yǔ)法教學(xué)方面的問(wèn)題,就目前現(xiàn)狀來(lái)看,英語(yǔ)教學(xué)中最大的困惑是學(xué)生的語(yǔ)法意識(shí)如何和如何更好的提高學(xué)生的語(yǔ)法意識(shí)。只要老師們能夠認(rèn)識(shí)到這個(gè)主要問(wèn)題,才能調(diào)整好語(yǔ)法教學(xué)的位置,以更好地方式完成英語(yǔ)教學(xué)的目標(biāo),這樣有利于提高學(xué)生的綜合運(yùn)用能力。該論文從語(yǔ)法概念入手,說(shuō)明了語(yǔ)法在文章中的重要性。解釋了語(yǔ)法意識(shí)的定義和七種分類(lèi),闡述了語(yǔ)法教學(xué)的三種觀點(diǎn),綜述我國(guó)已有的相關(guān)語(yǔ)法意識(shí)的研究成果,分析了高中生英語(yǔ)新課標(biāo)的標(biāo)準(zhǔn),歸納了高中生需要掌握的語(yǔ)法能力要求,以及要學(xué)習(xí)的語(yǔ)法項(xiàng)目。通過(guò)研究我國(guó)教育部頒發(fā)的高中英語(yǔ)新課標(biāo)的標(biāo)準(zhǔn),筆者設(shè)計(jì)試卷。研究的問(wèn)題是高中生英語(yǔ)語(yǔ)法意識(shí)的現(xiàn)狀,研究的對(duì)象是武漢大學(xué)附中的所有高三年級(jí)學(xué)生。研究的數(shù)據(jù)主要由試卷的結(jié)果產(chǎn)生。通過(guò)分析研究結(jié)果,筆者在數(shù)據(jù)分析中發(fā)現(xiàn)高中生英語(yǔ)語(yǔ)法意識(shí)薄弱。主要的語(yǔ)法意識(shí)問(wèn)題有：語(yǔ)法規(guī)則掌握不明確；高考語(yǔ)法知識(shí)考點(diǎn)存在很多漏洞；學(xué)生使用語(yǔ)法掌握不好句子的形式和功能上的聯(lián)系；學(xué)生的自我分析題目的能力不強(qiáng)；片面的理解交際能力。在充分了解英語(yǔ)新課標(biāo)的標(biāo)準(zhǔn)和當(dāng)前高中生英語(yǔ)的語(yǔ)法意識(shí)情況基礎(chǔ)之上,該論文對(duì)高中生的語(yǔ)法意識(shí)出現(xiàn)的問(wèn)題提出一些意見(jiàn)。從英語(yǔ)教學(xué)方面考慮,老師要以語(yǔ)法規(guī)則作為英語(yǔ)教學(xué)的重點(diǎn)；老師應(yīng)不斷提升學(xué)生的語(yǔ)用意識(shí)；老師提醒學(xué)生要從形式和功能角度保持句子的平衡關(guān)系；老師還要提升自身的語(yǔ)法意識(shí)。從學(xué)生角度出發(fā),學(xué)生要有解決自己?jiǎn)栴}的能力；學(xué)生要找到適合自己學(xué)習(xí)語(yǔ)法的策略。
[Abstract]:English grammar has always been the focus of attention in the field of foreign language teaching. Grammar has always played an important role in senior high school English teaching, especially the development of reform and opening up has a great impact on senior high school English. Since the implementation of the new curriculum, educators believe that the ultimate goal of high school English teaching is to teach students to use English to communicate with others and to develop students' comprehensive language use ability. Grammar is the component of language knowledge, language knowledge is the basis of language competence, and students' grammatical consciousness is based on language competence. Therefore, many teachers pay more attention to grammar training. Since the promulgation and implementation of the new English curriculum standards in senior high schools, English teaching in senior high schools has faced new challenges. On the one hand, it is necessary to make the students master solid basic knowledge so that they can smoothly enter the advanced stage of study, on the other hand, to train the students' comprehensive language application ability. There are many previous studies on grammar teaching. At present, the biggest confusion in English teaching is how to improve students' grammar awareness and how to improve students' grammar awareness. As long as the teachers can recognize this main problem, they can adjust the position of grammar teaching and accomplish the goal of English teaching in a better way, which is helpful to improve the students' comprehensive application ability. This paper starts with the concept of grammar and explains the importance of grammar in the article. This paper explains the definition and seven categories of grammatical consciousness, expounds the three viewpoints of grammar teaching, summarizes the existing research results of grammatical consciousness in China, and analyzes the standards of the new English curriculum for senior high school students. The grammar ability requirements of high school students and the grammar items to be learned are summarized. By studying the standard of the new English curriculum issued by the Ministry of Education, the author designs the test paper. The problem is the present situation of high school students' English grammar awareness, and the object of the study is all the junior high school students in the attached Middle School of Wuhan University. The data of the study are mainly produced by the results of the examination paper. Through the analysis of the results, the author finds that the English grammar awareness of senior high school students is weak. The main grammatical awareness problems include: unclear grasp of grammatical rules; many loopholes in grammar knowledge test of college entrance examination; students' poor use of grammar to master the relationship between the form and function of sentences; the students' ability to self-analyze questions is not strong; A one-sided understanding of communicative competence. On the basis of fully understanding the standard of the new English curriculum and the grammar awareness of senior high school students, this paper puts forward some suggestions on the problems of grammar awareness of senior high school students. From the perspective of English teaching, teachers should take grammatical rules as the focus of English teaching, teachers should constantly enhance students' pragmatic awareness, and teachers should remind students to keep the balance of sentences from the angle of form and function. Teachers should also raise their grammatical awareness. From the perspective of students, students should have the ability to solve their own problems, and students should find appropriate strategies for learning grammar.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：2037752