高中英语语法教学的整合模型研究_英语论文.doc

Abstract:English grammar teaching is one of the most basic, important and difficult parts of English teaching. How to apply an efficient model for teaching English grammar well is one of the problems which perplex the English teachers for a long period. From the traditional lecture approach to the translation approach, and to the communicative approach and the situational approach, the grammar teaching does have made great improvements. 

　　　But each new approach does not simply replace the preceding one. Many factors prove that the reformation of education should be accumulative which means that the new model should be combined with the advantages of the old ones instead of just replacing it. So we need an integrated model to do the English grammar teaching which will improve the efficiency of English teaching and learning.

Key words: English grammar teaching; reformation of teaching approach; the integrated model

摘要:语法教学是英语教学的重要组成部分，也是长期困扰外语教学的主要难题之一。如何运用有效的教学方法组织英语语法教学，是英语教师在现今的教学中应该予以重视的课题。从传统且基本的讲授教学法到之后的翻译教学法，再到20世纪70年代提出的具有革命性变革意义的交际法，直至如今在新课程改革的教育背景下被倡导的情境教学法，这一系列的变革使语法课堂教学变得比以往更加丰富多彩。

　　　但是，事物发展的规律告诉我们，教学改革应当是累积性的——新的模式中包含着旧有模式的合理性，新的模式不是对旧有模式的简单替换而是对其进行有效的整合。所以，我们需要一个整合性模式来进行语法教学，这将有助于提高语法教学的有效性。

关键词：语法教学，教学法变革，整合性模式

　　　There are some major problems in English language teaching in our country. Firstly, the foreign language teaching system does not have enough time to adapt itself to the national conditions of our country because the foreign language education of our country started later than other countries. Secondly, it is not easy to promote practice and activities in class which are students-centered because there are too many students in every class of our country. Thirdly, there are not enough qualified English teachers. And teachers are the pivot who has the key to success of the language learning. Teachers should not only be the instructors of knowledge and the supervisors of learning procedure but also the organizers of teaching activities and the stimulators of students’ enthusiasm. Fourthly, the examination is still put in an important position which is like a baton conducting the teaching activities. Teachers pay more attention to the skills to pass an exam than to the development of the comprehensive capability of using language. Fifth, many students still cannot use the language correctly after learning all the rules mainly because the different cultures and ways of thinking.