三维语法视角下上海版牛津高中英语教材语法板块的分析研究

发布时间：2018-09-10 15:43

【摘要】：高中一线教师普遍认为上海版牛津高中英语教材中的语法板块过分侧重于语法的形式维度,且内容简单,无法达到课程标准的要求,不能满足实际语法教学的需求,因此,英语教师很少按照教材中语法板块的内容编排进行授课。本文主要针对上海地区高中英语语法教学中,教学内容和教材内容不一致的现象进行研究,探讨这一现象背后的原因。本文首先对研究所涉及到的术语如进行界定,然后对拉森-弗里曼的三维语法理论提出的背景和三维语法理论的内涵进行详细介绍,随后以三维语法理论为依据,对课程标准中的语法要求进行分析,分析发现,无论是课程目标还是教材编写建议,课程标准重视对语法用法维度的要求。其次,本文以三维语法理论为依据,对教材语法板块中的语法项目呈现和语法习题分别进行分析研究。研究发现,在语法项目呈现方面,除了关于句子成分的语法板块没有涉及到语法的用法维度外,其余的语法板块都涉及到了语法的形式、意义和用法三个维度。六册教材中的语法习题中,其中侧重于形式维度的习题占比49%,侧重于意义维度的占比39%,侧重于语法维度的占比12%。总之,不管是语法项目呈现还是语法习题,上海版牛津高中英语教材的语法板块设计不只是侧重语法的形式维度,而是兼顾到了语法的形式、意义和用法三个维度。因此,教材语法板块在语法的维度方面设计合理。至于不同的语法板块更侧重于语法的哪个维度,与该语法板块所展示和练习的语法内容以及学生的认知难点有关。如果该语法内容的形式维度是学生掌握的难点,那么侧重于形式维度的设计会多一些;如果该语法内容的语法维度是学生掌握的难点,那么侧重于用法维度的设计会多一些。同时,针对教师认为教材语法板块内容简单的问题,本文仍从语法项目呈现和语法习题两个方面出发进行分析研究。本研究将教材语法板块中的语法项目与课程标准中的语法项目进行分析对照,发现教材中的语法项目,作为语言输入,只涉及到课程标准所要求掌握的语法项目的67%,且编排比较分散,缺乏连贯性和系统性,因此其设计存在不足,需要改进。语法习题作为语言输出,形式多样,注重语境设置,但习题数量过少,需要教师额外补充。最后,根据对教材语法板块的上述分析,笔者对编者编写教材、教师如何利用教材进行语法教学和学生如何学习语法提出了建议。尤其建议英语教师加强对拉森-弗里曼三维语法理论的学习,这样在实际的语法教学中才能高屋建瓴,高瞻远瞩。
[Abstract]:Senior high school teachers generally think that the grammar plate in Shanghai edition of Oxford Senior High School English textbook is too focused on the formal dimension of grammar, and the content is simple, which can not meet the requirements of curriculum standards and can not meet the needs of practical grammar teaching. English teachers rarely teach according to the grammar section of the textbook. This paper focuses on the inconsistency between the teaching content and the teaching material in the grammar teaching of senior high school in Shanghai, and discusses the reasons behind this phenomenon. This paper first defines the terms involved in the study, then introduces in detail the background of the three-dimensional grammar theory put forward by Rason-Freeman and the connotation of the three-dimensional grammar theory, and then takes the three-dimensional grammar theory as the basis. Based on the analysis of the grammatical requirements in the curriculum standards, it is found that the curriculum standards attach importance to the requirements of the grammar usage dimensions, both in terms of curriculum objectives and suggestions for the compilation of teaching materials. Secondly, based on the theory of three-dimensional grammar, this paper analyzes the presentation of grammar items and grammar exercises in the grammar section of textbooks. It is found that in the presentation of grammatical items, except for the grammatical plate of sentence elements, which does not involve the usage dimension of grammar, all the other grammatical sections are concerned with three dimensions of grammar: form, meaning and usage. Among the grammar exercises in the six textbooks, 49 are focused on the formal dimension, 39 on the meaning dimension and 12 on the grammatical dimension. In a word, no matter whether it is grammatical items presentation or grammar exercises, the grammatical block design of the Shanghai edition of Oxford Senior High School English textbook not only emphasizes the formal dimension of grammar, but also takes into account the three dimensions of grammar form, meaning and usage. Therefore, the textbook grammar plate in the grammar dimension design is reasonable. As to which dimension of grammar is more emphasized in different grammatical sections, it is related to the grammatical content displayed and practiced by the grammar section and the cognitive difficulties of the students. If the formal dimension of the grammatical content is difficult for students to master, then the design focusing on the formal dimension will be more; if the grammatical dimension of the grammatical content is difficult for students to master, then the design will be more focused on the usage dimension. At the same time, in order to solve the problem that teachers think the content of grammar section is simple, this paper analyzes and researches from two aspects: presentation of grammar items and grammar exercises. In this study, the grammatical items in the textbook grammar section are compared with the grammar items in the curriculum standard, and the grammatical items in the textbook are found as language input. It only involves 67aspects of grammar items required by the curriculum standard, and the arrangement is rather scattered, lacking of coherence and systematization, so its design is insufficient and needs to be improved. As a language output, grammar exercises focus on context setting, but the number of exercises is too small. Finally, according to the above analysis of the grammar plate of the textbook, the author puts forward some suggestions on how to compile the textbook, how to use the textbook to teach grammar and how to learn the grammar. In particular, it is suggested that English teachers should strengthen their study of Larson-Freeman 's three-dimensional grammar theory, so that they can have a high position and foresight in practical grammar teaching.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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