概念型教学法在高中英语时体教学中的应用研究

发布时间：2018-03-15 04:11

本文选题：高中英语语法　切入点：时体教学　出处：《信阳师范学院》2017年硕士论文　论文类型：学位论文

【摘要】：目前,高中英语时体教学过程中还存在着一些问题,主要表现在多数教师未能摆脱重形式轻意义的观念,对英语时体的概念及其运用背景的解释大多不尽合理。这种重规则,轻概念;重教授,轻认知的教学方式使学生死记硬背规则和特例,逐渐失去英语时体学习的兴趣,导致英语时体教学效果不理想。针对这些问题,本文在认知语法和体验哲学理论的指导下,将概念型教学法应用于高中英语时体教学中,从概念识解的多维度性,师生主体地位的交替性以及教学设计和实施的体验性三个方面详细阐述了概念型教学法在时体教学中的具体运用过程。认知语法与传统语法的最大区别在于其关注意义,注重认知和体验。概念性教学法秉承认知语法的核心观点,信奉体验哲学,提倡中介观,以概念为出发点,科学阐释语法的本质和相关概念,将教学过程分为解释、物化、交际活动,言语化和内化五个步骤。在此基础上,本研究以罗山县高级中学一年级的两个教学班为实验对象进行5个月的对比教学实验研究。这两个班级为平行班级,分为控制班和实验班。控制班采用以往的教学法,注重规则讲述和语法练习的操练。实验班采用概念型教学法,注重科学概念解释和思维能力的提升。本研究实验方法为访谈法,问卷调查法,测试法和数据分析法。研究发现,在高中英语时体教学过程中,概念型教学法在一定程度上改善了高中英语时体教学的效果,更好地激发了学生学习英语时体时的认识思维活动。数据分析也表明概念型教学法的教学效果要优于以往的教学法。
[Abstract]:At present, there are still some problems in the process of English tense teaching in senior high school, mainly because most teachers are unable to get rid of the idea of emphasizing form and light meaning, and the explanation of the concept of tense and aspect and its application background are mostly unreasonable. The teaching method of "light concept" and "emphasis on knowledge" makes students memorize rules and special cases and gradually lose their interest in learning English tense and aspect, which results in unsatisfactory teaching effect. Guided by the theories of cognitive grammar and experiential philosophy, this paper applies the Conceptual approach to the teaching of English tense and aspect in senior high school. The alternating status of teachers and students and the experience of teaching design and implementation elaborate the concrete application process of Conceptual Teaching method in tense and aspect teaching. The biggest difference between cognitive grammar and traditional grammar lies in its significance. The conceptual teaching method adheres to the core viewpoint of cognitive grammar, believes in the philosophy of experience, advocates the view of intermediary, takes the concept as the starting point, scientifically interprets the essence of grammar and related concepts, and divides the teaching process into interpretation, materialization, and so on. On the basis of the five steps of communicative activity, speech and internalization, this study takes two classes in the first grade of Luoshan Senior Middle School as the experimental objects for a 5-month comparative teaching experiment. The two classes are parallel classes. The control class is divided into control class and experimental class. The control class adopts the former teaching method, pays attention to the rule telling and grammar practice, and the experimental class adopts the conceptual teaching method. The experimental methods of this study are interview, questionnaire, test and data analysis. To some extent, Conceptual approach has improved the effect of English tense teaching in senior high school. The data analysis also shows that the teaching effect of Conceptual Teaching method is better than that of previous teaching methods.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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