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小学英语语法教学研究初探

2009-03-11

关键词:课例语法教学小学英语

张 丹

摘 要:英语学习是一个长期积累的过程,词汇和语法是英语教学中的重中之重,特别是语法,它是语言运用能力的重要基础,是学生在语言交际活动中发挥创造力的基本依据与手段。新课程要求我们不应弱化甚至抛弃语法教学,而应优化语法教学。如何扎实、隐性地实施小学阶段的语法教学为学生奠定英语学习基础尤其值得研究。

关键词:小学英语;语法教学;课例

中图分类号:G623.31 文献标识码:A 文章编号:1009-010X(2009)02-0029-04

英语学科蕴含着丰富的育人价值,它首先是一种能够满足人与人之间交际需要的学科。在我国,作为中小学必修科目的英语学科,其区别于其他学科的独特育人价值在于它能够在培养学生自主学习意识、思维转换能力和学习毅力的过程中使得学生获得开放的理念与批判性接受文化的意识,使学生感知中外文化的差异,逐步增强世界意识,形成健全的品格。英语学科独特的育人价值要求我们切实关注到每一个孩子的生命成长,努力激发孩子的英语学习兴趣,遵循孩子自身发展的规律,提供最适合他们发展的“脚手架”。

英语学习是一个长期积累的过程,词汇和语法是英语教学中的重中之重,特别是语法,它是语言运用能力的重要基础,是学生在语言交际活动中发挥创造力的基本依据与手段,脱离了语法的支持,再大的词汇量也很有可能出现词不达意的现象。新《英语课程标准》指出,课程改革的重点之一是要改变英语教学过分重视语法和词汇知识的讲解和传授,忽视对语言运用能力的培养倾向。因此在学校中教师们往往越来越关注语言的交际功能,语言形式的对错经常被忽略,对于学生交际中的语法错误常常不加纠正。很多人认为,特别是小学英语语法教学则更是无足轻重,英语教学由“重知识轻能力”转向了“重能力轻知识”这另一极端。但我认为,语法教学是语言教学不可或缺的部分,即便在小学阶段,也已经出现了一些简单的语法现象和语法规则。语法是指导调节人的语言理解和语言表达背后的隐性原则,而小学阶段是打基础育感知的奠基阶段,如果此阶段因语法教学未落实而使得学生在交际中固化一些语法错误那将是极其可怕的。因此,我认为与其弱化或抛弃小学的英语语法教学不如思考如何优化英语语法教学。

传统的英语语法教学受语法翻译法的影响,十分注重语法知识的传授,这是一种理性认知的方式,是一种抽象语法的直接告知,有悖于小学生的认知规律,显然不适合用于小学英语语法教学。而根据行为主义的“刺激——反应”理论影响我国英语语法教学的交际法又太过于注重感知经验,忽视总结与归纳语言形式和语法知识,使得学生浮于语言表面,不能扎实地掌握和运用语言,因此常常会犯语法错误,长此以往固化下来也成为英语教学质量提高的障碍。特别是我国学生不可能有像以英语为母语的学习者那样的学习环境,没有大量丰富的“刺激——反应”,因此仅使用交际法教学语法也是不足取的。那么如何既能照顾到小学生的认知规律,激发他们的学习兴趣,又能够使他们掌握一定的语法规律就成为我们需要研究的问题。

小学生处于具体思维阶段,他们已经开始逐渐学会事物分类,理解因果,学会时空等抽象概念。但小学阶段儿童还未形成抽象思维,他们一直难以摆脱从自己的身体、行为、观点来理解外部现实,因此英语教学,特别是语法教学,必须寓于与儿童生活有联系的情境交际之中加以融通。教师设计的情境必须贴近儿童经验世界,具有直观性、真实性、趣味性。语法教学则渗透于大量反复的情景对话之中,学生在情境中体验语言,自主发现归纳语法规则,这是一种隐性语法教学。在孩子们自主探索之后再适度点拨即可,以提高孩子语言表达的准确性。另外,在给孩子提供归纳语法规则的材料时,要注意规则的阶段特征,应从一般到特殊,先呈现具有共性的材料,再拓展具有特殊变化的材料。

本文以Cambridge Young Learners English Movers A Unit 2.Is this book yours?的教学设计为例,试图体现以上阐述的理念。

一、教学目标的设定

教学目标的设定应考虑到学生已经掌握知识的程度和学生已经形成的思维方式及思考水平,即学生的起始状态。如果是英语兴趣班,教学设计则更加灵活,并不完全按照教学进度进行,目标也不完全与每一单元一致。依据孩子们掌握知识的情况及时调整,问题设置也比较开放,鼓励他们大胆表达,不会表达时大胆提问,因此孩子们十分主动积极,思维能够真正地活跃起来。这为上课提供了很好的动态资源。

鉴于此,为本单元设计的教学目标为:通过本单元的学习:(1)学生能够初步掌握名词性物主代词的用法;

(2)学生能够熟练使用句型Is this …yours? Yes /No, its (not) mine / his / hers / ours / theirs. Maybe you can ask … You should ask … This … is not yours. His … is …, but his …is … (3)学生能够用这些句型自己编小对话;(4)学生在提问和对话等不同的语言练习形式中形成主动、积极运用英语进行思维的能力;(5)学生在两人结对、四人小组等不同形式的合作学习中,形成合作互动的学习能力和交际能力。

二、教学过程的设计

结合本教学的实践过程,从以下几个方面谈本课教学为达到上述教学目标而做的尝试。

(一)考虑儿童认知起点,使用难易适中的问题导入,激发学生的表达欲望。

课堂实录:

T:Ok, morning, boys and girls. I know all of you have much stationery. I have some, too. Look, Ive got a pen. This pen is mine. Ive got a rubber. This rubber is mine. What have you got?

S1:Ive got a pencil. This pencil is mine.

S2:Ive got a ruler. This ruler is mine.

S3:Ive got a school bag. This school bag is mine.

S4:Ive got a pencil-box. This pencil-box is mine.

S5:…/S6:…/…

设计意图:这是一句比较简单的表达,每个学生都有很多文具,这个起点不难,为避免学生出现因难却步而不肯开口的状况,在课的开头充分调动每一个学生。

(二)契合儿童认知特点,句型结构层层递进,在情境中丰富儿童语言表达的多样性。

课堂实录:

T:Ok, youve got a lot of things. But sometimes you maybe take others things by mistake.(动作示意)Now here is a pencil. (讲台上的一支铅笔) Its not mine. Is it yours?

S1:No, its not mine. Mine is here.

T:Is this pencil yours?

S2:No, its not mine.

T: Is this pencil yours?

S3:No, its not mine. Mine is here.

T:Ok, this pencil is not yours. Maybe I can ask Jin Yu. Jin Yu, is this pencil yours?

S4:No, its not mine. Mine is here.

T:Oh, what a pity. It is not yours. Maybe I can ask Wang Siqi. Wang Siqi, is this pencil yours?

S5:No, its not mine. You can ask Wu Yanxiang.

T:Great! You can say “maybe you can …” Ah, yes.

I should ask Wu Yanxiang. He was on duty yesterday. Wu Yanxiang, is this pencil yours?

S6:No, its not mine. Its Yang Shaohans pencil.

T:Yang Shaohan, is this pencil yours?

S7:Yes, its mine. I find it everywhere.

T:Yeah, we find it. Wu Yanxiang, thank you very much.

设计意图:在情境中不断重复新学句型并适时加入新句型,如Maybe I can ask …, I should ask … 并在加入新句型时放慢语速,能力比较强的学生,如学生5就学会了及时运用,但少了maybe,我为她做了提示,使句型得到进一步巩固。在这段对话后让学生6人一组进行group work收到了不错的效果。

(三)遵循语言学习规律,便于儿童自主归纳语法现象,在主动探索中提升思维能力。

课堂实录:

T:Now Id like some of you to come here with your stationery. …Ok, show your stationery to us saying “Ive got … This … is mine.

S1:Ive got a ball pen. This ball pen is mine. /S2:…/S3:…/…

T:Ok, look here. She has got a pencil-case. He has got a ruler. He has got a ruler, too. She has got a rubber. … Look carefully, whats different between the same kinds of thing? For example, this ruler is his, it is long. And this ruler is hers, it is short. So his ruler is long, hers is short. Ill give you one minute to remember the different place they have. Then I will ask you to find out whose stationery they are and give me your reason. … (1 minute later) Ok, now who would like to have a try?

S1:This rubber is black. This rubber is white. This black rubber is his, hers is white.

T:Well-done! Yes, the color is different. Anyone else?

S2:This bag is big. This bag is small. Her bag is small. This one is not his.

T:yeah, youre so smart! Be brave, have a try?

S3:This book is her. This book is his. Her book is new. Its not his.

T:This book is hers, not her, all right?

S3:This book is hers. Hers is new.

T:Great! Ok, all go back to your seat, please. Now we can do some pair work. Compare your stationery with your desk mate, and make a dialogue using these

sentences, ok? Go.

T:Thats all for that. Now listen to me carefully. Our classroom is clean and tidy. Their classroom is full of

pictures, it is beautiful. This classroom is ours, and that

classroom is theirs. Clear? So which one is beautiful, ours or theirs?

S1:Ours. Our classroom is colorful.

S2:Theirs. Their classroom has many pictures.

S3:Ours. Our classroom is warm and bright. Theirs are not.

S4:…/S5…

T:You are so kind. You can find many good points of our classroom and their classroom. Ours and theirs are both beautiful.

设计意图:先请一些同学带着自己做了标记的文具到教室前面给大家作展示,以巩固先前所学主要句型Ive got … This … is mine. 然后给1分钟时间要求大家看清楚这些同学的文具,注意同样文具之间有什么不同。先作示范,引出句型:This … is… , his / hers … is …让学生学会对比,并给出理由。看完后同学们把自己的文具都放在讲台上,为下面的对话活动和故事创编创造条件。接下来孩子们和同桌进行对话练习,在巩固新句型的同时又复习了前面学过的mine和yours。

(四)符合儿童记忆特点,突出趣味性,用说唱绕口令等形式获得对语法知识的掌握。

课堂实录:

T:Ok, lets have some funny. Lets play a tongue twister. “His is his. Hers is hers. His is not hers, and hers is not his. But hers is ours not theirs. And theirs is not ours, its yours.” Id like to see who can be the fastest one. And make sure you will not make any mistakes, ok? Lets do it!

设计意图:歌曲、说唱或绕口令通常简单易懂,节奏感强,便于记忆,非常符合小学生的认知和记忆特点。在一系列对话之后稍加休息,用轻松的绕口令代替对话,既有趣味性又不乏知识性,从而巩固所学的语法知识。

(五)联系学生生活实际,运用身边的素材进行拓展练习,培养学生的观察力。

T:Homework! Now open your book, lets look at Part Nine. Bob and Peter are brothers. They often cant find their socks in the morning before they go to school. Now they are again talking about something. Can you make your stories in your daily life?

Bob:Where are my socks?

Peter:Mine are here, but I dont know yours.

Bob:Peter, my socks are black and white, but yours are green and yellow.

Peter:Right. These socks are yours, but where are my socks?

Bob:Look! Yours are under the bed.

Peter:Thank you. Yes, these green and yellow socks are mine. Thank you.

设计意图:通过创编小故事,充分激发学生的想象力,培养学生对生活的洞察力。同时又是对所学知识的综合性运用,特别是为了提高对语法现象的敏感度和对语法结构的熟悉度。

三、教学反思

结合新的理念,教学过后,对此作了一些反思。本节课的设计有以下不足之处需要改进。本课最大的问题在于教师的思维方式转变不够彻底。因为教师不能替代学生自主发问,应该放下话题,引导学生自我发现。本课的开始导入部分问题不够开放,只考虑到难易程度,关注了全体学生。但是问题开放度不够,难免有些机械训练的意味,有些学习能力强的学生觉得没有挑战性,因此实际上并没有照顾到个体间差异。另外,在教学过程中,问题设计依然不够开放、灵活,牵着走的痕迹重。老师经常给出练习框架,这是一种半开放状态。这虽然也能生成一些丰富的资源,但学生的思维没有达到深度地活跃状态。据此可以设计较为开放的topic,这样学生不仅可以运用本节课的语法结构,也可以综合运用以前学过的语法结构,从而更有利于综合能力的提高,使得前后所学知识融会贯通。

纵观本课例的研究,它是一次对教学目标、教材内容、教学过程的全程性关注。英语语法教学的迫切性要求我们一定要关注教学全程的语法性,但在小学阶段又不能将语法教学明晰化,应营造学生在大量的信息中感知语法现象,促进学生自主归纳、发现并获知语法规律,并在灵活运用中巩固隐性的语法知识。

参考文献

[1]叶澜.新基础教育论关于当代中国学校变革的探究与认识[M].北京:教育科学出版社,2006.

[2]傅春敏.英语语法在小学英语启蒙教学中的再认识[J].四川师范大学学报(哲学社会科学版),1999,S1.

[3]叶畅.初探小学英语语法教学[J].淮阴师范学院教育科学论坛,2007,1.

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