高中英语语法学习策略分析

◎秦海宁

随着现代化建设的不断提升，语言的作用也体现出来。英语在当今社会的地位日益提升，英语在日常生活的使用率也在提升。英语语法的教学是学生对英语学习的第一步，如何好的去使用英语，和在学习中英语的水平，都离不开英语语法。是培养学生听、说、读、写等语言实践的基础，是学习英语不可缺少的内容。语法教学，可以让学生们更好地去进行听、说、读、写等学习实践活动。可以更好地培养学生们在进行英语语言实践时的运用能力。而外研版高中英语教材中的语法讲解和语法练习是从学生们的认知特点和实际需要这两个方面出发的。虽然有些教师认为外研版教材与以前教材相比较，语法内容更直接，更简单，语法结构没那么系统化。不方便学生们掌握整体语法知识。其实外研版的教材更为偏向引导学生自己观察，体验和掌握语言规律。在教学中，要合理利用外研版教材，帮助学生形成合适自己的学习策略。

1.引导学生自主认知

认知，是学习的开始。语言的学习，更是要先从思想上去学习。英语语法在高中时期格外重要。虽然，英语的水平不能单单只看着语法的学习。但是语法的掌握程度对英语水平有着很大的影响。认知就是为了学生们为了去完成具体的学习任务提供的方向、步骤和方法。对于高中学生而言，不同于初中和小学。高中学生会有比较强学习欲望和自己那一套方向。针对这一点，教师们可以引导学生通过观察和自我探究等主动的学习方法，充分发挥学生们的自我才能。形成高效的学习策略。有效的提高学生们的自主学习能力。教师要结合外研版教材和学生情况引导学生学习语法知识。因为外研版这本教材中的语法部分针对是学生通过观察、分析等主动探究的学习去掌握语法的过程。

例如：在外研版教材必修1-5册中的语法学习在高中是第一轮语法学习，在语法学习中，外研版的方法的发现式语法学习用英语表现是：Grammar discov-ery approach外研版的发现式语法教学是教师在教学中有教师设计方向让学生学习。再在学习过程中有必要的进行定向指导。目的是让学生们自己对语法实验，有更深的感触。然后学生们再观察分析语法内容。最后假设自己得出结论。是一种以教师为导，学生们为主的教学理念。这种理念更重视学生们自主去学习，让学生们成为课堂的主导者。在必修四当中，第三块：Grammar1Adverbial clause of condition中教师们可以举例出例句，让学生们去观察句子中的语法特点。并用相同的方法去分析和造句。

2.情景带入，生动语法

在语法课程当中，有些教师把语法教学讲的过于枯燥。有时候就是把语法抄在黑板上让学生誊抄，或者用

多媒体播放。这些方法让教师们可以很快完成教学任务，

但是学生们并没有真正的学习到语法核心。只知道表面

结构。所以说，在教学时用上情景带入的策略，让课堂更

生动，让学生们更想去学习，激起学生们的学习兴趣。教

师们可以利用生活环境，真实的或者模拟情景环境来语

法教学。其中有许多方法，教师可以实物和语法结合，也

可以用日常生活中的真实的语境来教学来达到真实对话

的效果。利用情景带入是为了让语法教学更为生动、形象、直观。

例如：在必修四第二模块当中:Imperatives中有一节

内容是：Look at the signs and say what they do.这一节利

用情景教学，带入生活中的交通标牌，让学生们自然联想

到在特点情况下，这些信息代表着什么。通过练习用Imperatives一些交通指示牌来解释。如“Turn right”这一词，译过来就是向右转，学生了解意思后。面对真实情景，

学生学习起来更加生动，更加深化对Imperatives的用法。

这个目的就是让学生们在运用语言的时候理解领悟语法

知识的关键点，教师应当在语法教学中把它与具体的教

学情景结合起来。这些好的情境教学的载体教师们可以

在外研版的英语教材中找到许多。

3.在活动中学习语法

活动的运用就是让学生在一些活动中可以运用语言，来起到调动学生们的认知方式和主观意识。活动可以

让学生们的思维活跃起来以起到加深记忆的效果。在外

研版的教材中，其中有许多设计了活动化的语法教学活动，把枯燥的语法规则活动化。这样的设计会在教学中得

到意想不到的效果。

例如：在必须四第一模块中：The future continuous

前三节是让学生们去观察然后归纳总结将来进行时这个

语法的用法和规律。再进行实践活动的练习。让外研版教

材中会加一节Activity4作用是让学生们运用所学的知识，在实践活动中去和同学们对话来练习。这种练习方式，既可以锻炼学生们的口语表达能力，同时可以增强学

生们对语法的记忆和使用能力。在对话时，还可以增强课

堂的趣味，也方便教师们去教学，以达到培养学生们灵活

运用语法的目的。

4.总结

在实践使用外研版高中英语教材时，教师们可以运

用教材题材多样，语言地道鲜活的特点，结合高中生的兴

趣特点。高中阶段的语法教学，应该从语言运用的角度出

发教学，把语法和语言形式和意义有效地结合起来教学，

发展学生们听、说、读、写的综合语言能力，培养学生英语

的语言表达和用能力。

（作者单位：山东省日照实验高级中学）

教学理论与实践

外语教学与研究2019.5

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