英语教学论文On Teaching Methods for English Grammar in Chinese Primary Schools

2022年安徽省中小学教育教学论文评选OnTeachingMethodsforEnglishGrammar inChinesePrimarySchoolsAbstract：Asweallknow,grammarisakindoflanguageexpressionruleandthebasisoflanguagelearning.Understandingthegrammarcansolvetheproblemoflanguagesenseorlackofvocabularyinreading.Grammarteachingisanimportantpartoflanguagelearning,anditisalsoimportantinelementaryschool.ItisnecessaryforstudentstolayagoodfoundationforEnglishgrammarlearningtoprepareforsubsequentlearning.WiththereformofprimaryschoolEnglishteachinginthecompulsoryeducationstage,grammarteachinghasbecomeadifficultproblem,andmanyfront-lineeducatorsareconfusedinpractice.Thisarticlemakesadetailedanalysisofthisproblemandproposesstrategiesforprimaryschoolgrammarteaching.Itishopedthattherewillbesomeenlightenmenttothefront-lineprimaryschoolEnglishteachers,soastostimulatestudents'interestinlearning,bettermasterEnglishgrammar,andimprovecomprehensivelanguageability.KeyWords:Grammarteaching;Primaryschool一、IntroductiontogrammarinstructioninChina1．IntroductionThestudyandmasteryofprimaryschoolgrammarcanlayasolidfoundationforthemiddleschoolstageandisthecornerstoneofimprovingcomprehensivelanguageability.Grammarteachingshouldbeaprocessinwhichteacherscanguidestudentstolearngrammarknowledgeinaconsciousandplannedmannerbasedonthecharacteristicsofprimarypupils’cognitivedevelopment.Itisateachingandlearningprocessinwhichstudentshaveaninterestingrammarlearningandultimatelyformtheabilitytolearnindependently.Grammarteachingisaprocess,butalsoameanstocultivatestudents'grammaticalawareness,acquiregrammaticalability,andultimatelyimprovelanguagefluencyandaccuracy.2．Theimportanceofgrammarinstruction12022年安徽省中小学教育教学论文评选ThelearninginElementaryschoolisthebasicstageofEnglishlearning.Childreninelementaryschoolareinthechildhoodperiodofpsychologicaldevelopment.Childhoodisanimportantperiodforstudentstolaythefoundationofknowledgeandlearningability.EnglishgrammaralsoplaysanextremelyimportantroleinourlearningandapplicationofEnglish,justlikethewalkingsticksusedformountaineeringgiveusimportantsupportwhenclimbingsteepmountains.OnlybylayingagoodfoundationforEnglishgrammarlearningattheelementarylevel,canwefirmlygraspandusethereallanguagecommunicationandwritingskillsinthelaterjuniorhighandhighschoolEnglishlearning,andthenwecandowellinthelaterEnglishlearning.3．AnalysisofthecurrentsituationofgrammarinstructionTherearemanyproblemsincurrentgrammarteaching:thesingleandmechanicalgrammarteachingmakeselementarystudentsfeelthatEnglishgrammarlearningisboring;thestudents’limitedunderstandingalsomakesgrammarteachingintoadilemma.Letusanalyzefromthefollowingtwoaspects. （1）Teacheranalysis

Teachershaveinsufficientunderstandingofgrammarteaching,andthestatusofgrammarteachingistooweakenedorpaidtoomuchattention.ScholarZhongChenpointedout:Teachershaveanarrowunderstandingofgrammarteachingmethods,andteachersthemselveslacktheoreticalknowledge,sotheyaredifficulttograsptheteachingofEnglishgrammar.Themonotonousgrammarteachingbyteacherscanhardlyarousestudents'interestinlearning,makingstudentslackthemotivationtolearnEnglishgrammar.ScholarsHuangMingminandWuJingangpointedoutmorespecificallytheproblemsthatteachershaveinprimaryschoolEnglishgrammarteaching:teachersone-sidedunderstandingofthesyllabusanddespisinggrammarteaching;grammarteachingformatting,emphasizingonteachingbutnotpracticing;grammarrulesareseparatedfromspecificgrammarusage;Grammarteachingistoocumbersome,whichaffectsstudents'enthusiasmforlearning.22022年安徽省中小学教育教学论文评选 （2）Studentanalysis

Duetothelivingenvironmentandagecharacteristicsofelementaryschoolstudents,wecannottreatthemasnativelanguagelearnersoradults.ScholarWangQinpointedout:Childrenundertheageof14havenotyetfullymasteredtheformalarithmeticability,andcanhardlyunderstandthegrammaticalrulesexplainedbytheteacher.Comparedwiththestudyofvocabulary,manyelementaryschoolstudentsdonotlikethestudyofgrammar.Intheprocessoflearning,theyhavefeelingsofresistanceandfear.二、GoalsandprinciplesofgrammarteachinginprimaryschoolsIntheteachingprocess,teachinggoalsplayaveryimportantrole.Teachingactivitiesareguidedbyteachinggoalsandarealwayscarriedoutaroundtherealizationofteachinggoals.Teachingprinciplesarethebasicrequirementsthatmustbefollowedforeffectiveteaching.Teachingprinciplesplayaguidingandrestrictingroleinvariousactivitiesinteaching.ThegoalsandprinciplesofcurrentprimaryschoolEnglishgrammarteachingareasfollows.1．Goalsofgrammarteaching ThegoalofprimaryschoolEnglishgrammarteaching:Thenewcurriculumstandardsrequirethatpupilsshouldreachthesecondleveloflanguageknowledgewhentheygraduatefromthesixthgrade.Thegoalsofthegrammarpartare: （1）Knowthatnounshavesingularandpluralforms;

（2）Knowthedifferencebetweenmainpersonalpronouns;

（3）Knowthatverbswillchangeinformindifferentsituations; （4）Knowtheprepositionsindicatingtime,placeandlocation;

（5）KnowthebasicformsandideographicfunctionsofsimpleEnglishsentences.2．Principlesofgrammarteaching32022年安徽省中小学教育教学论文评选ThegoalsofprimaryschoolEnglishgrammarteaching:（1）Principleofphases.OneofthetasksofprimaryschoolEnglishteachingistotrainstudentstoacquiresomeperceptualknowledgeofEnglishsemantics,andlaythefoundationforfurtherstudyinjuniorhighschool.TheprimaryschoolEnglishstageisactuallythestageofperceptualaccumulationofEnglishknowledge.Fromthispointofview,therearecharacteristicsoftheinitialstageinprimaryschoolEnglishgrammarteaching,whichshouldbegraspedwell.Inteaching,teachersshouldgraspthestagesofstudents'learning,andhelpstudentsmovefromthemasteryoftheoryandconceptstopracticalapplication.（2）Thecommunicativeprinciple.ThecommunicativenatureofprimaryschoolEnglishgrammaristhatthelanguageisvisualizedandcommunicative.Grammaticalcompetenceisanintegralpartofcommunicativecompetence.Grammarteachingshouldnotbecarriedoutinisolatedsentences.Instead,fragmentarygrammaticalpointsshouldbecombinedwithrealandeffectivecontextsincommunicativeactivities,startingwithseeing,listening,speaking,andlistening.Speakingpracticeenablesstudentstodiscoverandmasterthelawsoflanguage.Combininggrammaticalpointswithcommunicativecontext,allowingstudentstoperceive,understandandlearnlanguageinlanguagematerialsclosetolifepractice.Inlanguagecommunicationpractice,theywillmaturethelanguagestructure,developlanguageskills,anddevelopinitialcommunicativeskills.Abletoexpressandcommunicatetheirthoughtsandemotionscreativelyandfreely.（3）Theprincipleofdiversity.ThroughoutthevariousversionsofprimaryschoolEnglishtextbooks,wewillfindthattheteachingcontentofprimaryschoolEnglishbasicallyappearsintheformofwords,dialogues,andsentencepatterns,andeveryperceptualmaterialandspecificsituationisacertainlanguageitemorgrammar.Learntolaythefoundation.Thisrequiresteacherstodesignavarietyofmethodsintheactivitiesofcultivatinglanguagecommunicativecompetence,andintegrategrammaritemsintolanguageactivities.42022年安徽省中小学教育教学论文评选Thediversityofgrammarteachingismainlyreflectedinthedesignofavarietyofdifferentactivityformsforonegrammarproject,orthedesignofavarietyofdifferentactivitymethodssuitableforavarietyofdifferentgrammarprojects.Letstudentsfeelasiftheyareinarealcontext,therebygeneratinginterestinlanguagelearninganduse.（4）Theprincipleofinteraction.Areasonableclassroomteachingmodelshouldbethatstudentsandteacherscommunicateequally,communicateandlearn,andmakeprogresstogether.Inteaching,itisnecessarytostrengthentheinteractionbetweenstudentsandteachers,sothatstudentscanlearnefficientlyinarelaxedandhappyatmosphere.（5）Practicalprinciples.Languagelearningisinseparablefrompracticeandrepeatedpractice.Foreignlanguagelearningisbasicallyaprocessofforminghabits.Therefore,thepracticalityoflanguageknowledgeandthediversityofexercisesmustbeemphasizedinteaching,especiallyingrammarteaching.PrimaryschoolEnglishgrammarmainlyappearsinwords,sentencepatterns,andshortarticles.Therefore,grammarteachingmainlycombinesthesespecificlearningactivitiestoletstudentsfeel,understandandmastersomebasicgrammarknowledge.三、Generalmethodsofgrammarinstructioninprimaryschool1．GrammaticalinductionInductivemethodreferstoobtainingamoregeneralrulefromspecialevents.Thismethodwillcarryoutamoredetailedanalysisofthecollecteddataandfinallygetaconclusion.IntheteachingprocessofEnglishgrammar,inductionisgoodatobserving,analyzingandcomparing,andthenderivingthelawsoflanguage.Theabovemethodsareconducivetoimprovingtheabilityofprimaryschoolstudentstomasterthelanguage.Whentheteacherasksstudentstounderstandthelearningcontentofgrammar,somesentencesareproposedunder52022年安徽省中小学教育教学论文评选specificcircumstances,thepurposeistoguidestudentstofigureoutthesesentencesandsentencepatterns,andanalyzetheircommoncharacteristics,andfinallythegrammarrules.Thisprocessisadvancedstepbystep,stepbystep.Onlybylayingagoodfoundationcanahigh-risebuildingbebuilt,whichhelpselementaryschoolstudentstomasterthemostbasicgrammarrules.2．GrammaticaldeductionTheteachingprocessofdeductivemethodemphasizesthegeneraltothespecial,thatis,theteacherdirectlyexplainsthegrammar,andthenanalyzesitsusagewithexamples.Itisamethodofderivingspecialconclusionsfromgeneralconclusions,becausethescopeisrelativelywide,anditcanalsobenarrowedtoaspecialscope,anditcanbeverifiedwhetherthehypothesisisvalidthroughconversionorreasoning.ElementaryschoolEnglishteacherscandirectlyexplainthebasicrulesofgrammarwhenteaching.Itsfunctionistohelpstudentsbetterunderstandtheuseofgrammar.Whentheteacheranalyzesitsspecificrolewithexamples,studentswillbefamiliarwiththeusageofgrammar.3．AdvantagesanddisadvantagesofinductionanddeductionInductioncanmakefulluseoftheknowledgethatstudentshaveacquired,fromtheshallowertothedeeper,sothatstudentswillbemorelikelytoacceptnewknowledge,notonlythat,butalsoensurethetimelinessofEnglishteachingandhelpdevelopstudents'potential.Atthesametime,undertheenlightenmentofteachers,studentscanalsoimprovetheirabilitytodealwithproblemsandbroadentheirthinkingskills,whichcanmobilizestudents'consciousnessandimproveself-confidencetoacertainextent.However,inductionhasitsownshortcomings.Manyknowledgepointsinthegrammarsystemaremoretime-consumingifinductionisused,andthereisnotsomuchenergyandtimeinclass.Inotherwords,ifyouwanttotrulylearnEnglishgrammar,youmustcombinededuction.Themostsignificantadvantageofthedeductivemethodisthatitisverysystematic,andbothteachersandstudentscantrulyunderstandtheimportance62022年安徽省中小学教育教学论文评选ofgrammar,insteadofsimplytakingpicturesofthem.Iftheteacherusesthedeductivemethodtoteach,itwillnotonlysavetime,butalsomastertheaccuracyofgrammar,andtoalargeextentcanimprovelearners'self-confidence.Thedisadvantageofdeductivemethodisthatexcessiveuseofdeductivemethodwilldevelopstudents'negativelearningattitude.Forthegrammaticalknowledgeinstilledbyteachers,studentsrelymoreonmemory.Abuseofdeductivemethodissometimescriticizedasfillingduckteaching.四、EnglishGrammarteachingstrategiesinprimaryschools1．PresentationTheprimaryschoolEnglishlearninginourcountrylackstherealcontext.ThelinguistSchmidtmentionedinhis"attentionhypothesis"theory:Inlanguagelearning,attentionplaysavitalrole.Withoutattention,theinputandprocessingofinformationAndextractionisimpossible.ProfessorEllispointedout:Althoughgrammarteachingcanimprovestudents'languagewrittentest,thereisnotenoughevidencetoshowthatpuregrammaticalstructurelearningisconducivetomorefluencyinlanguageuse.Thismeansthatifgrammarteachingonlyteachesstudentsgrammarknowledge,itwillnotbeconducivetostudents'languageuse.Therefore,inthegrammarteachingprocess,wemustpayattentiontointegratingwithreality.Presentationisthecentralpartoftheclassroom.Itisaprocessinwhichteachersimpartnewknowledgetostudentsandguidestudentstoabsorbandmasternewknowledge.Inthislink,teachersshouldworkhardtofindateachingmethodsuitableforstudentsandthecharacteristicsofthecourseaccordingtothecharacteristicsofthecoursestheyteach.InEnglishgrammarteaching,teacherscanusemultimediatocreatemini-storyandlifesituationsforstudentsasmuchaspossible.Forexample,whentheshowisinprogress,studentscanwatchthepre-recordedvideoofthestudents’inter-classactivitiesintheclass.When72022年安徽省中小学教育教学论文评选thestudentsseethemselvesappearingonthebigscreen,theywillimmediatelyconcentrateandincreasetheirenthusiasm,andthenask:Whatareyoudong?Studentswillunderstand.Thusleadingtotheteachingcontent. （1）Self-inquiry

Intheteachingofgrammar,studentsshouldfirstfeelthegrammaticalstructureinthedialogueortextandtrytounderstand,andthenthroughtheexamplesorcontextsthatcanbeobservedanddiscovered,letthestudentsdiscoverandsummarizebythemselves,andthenmasterthelaws.Forexample,inteachingthepluralformsofnouns,theteachercangiveaseriesofpluralformsofnouns,allowingstudentstofindtherulesthemselves,andsummarizethem,andthencorrectandsupplementthestudents'answers.Suchateachingmethodcanarousetheenthusiasmofstudentstolearnactively,letstudentslearntothinkforthemselves,andthroughtheirowndiscoveryandsummary,deepentheunderstandingandmemoryofrelatedgrammaticalpoints.Learningisanautonomousactivity.Onlyunderthispremisecanstudents'learningefficiencybethehighest. （2）Simplifyexpression

Thepurposeofteachingistohelpstudentslearntounderstandandunderstandtheclassroomknowledge,andthekeytogrammarteaching,undoubtedly,istoletstudentsunderstandandunderstandthegrammarcontent,andfinallycanbeusedinactualsituations,sothisrequiresteachersThelanguageoftheexplanationshouldbein-depth,simpleandeasytounderstand.Basedonthecharacteristicsofgrammarteachingcontent,teacherscannotusecomplexlanguageteaching.Specifically,itisrequiredthattheteachinglevelofteachersshouldbesuitableforstudents,useprofessionalterminologyaslittleaspossible,learntogiveexamples,usemultimedia-relatedteachingaids,andcombinerealisticcontexttohelpstudentsunderstand.ForelementaryschoolstudentswhohavejustcomeintocontactwithEnglish,teachersshouldalsoappropriatelyusenativelanguageknowledgeasamediumtohelpstudentsunderstandanddigestaccordingtotheactualsituation.Thedevelopmentof82022年安徽省中小学教育教学论文评选primaryschoolstudents’logicalthinkingisstillimmatureandisstilldominatedbyimagethinking.Therefore,teachersmustknowhowtodecomposeprofessionaltermswhenexplaininggrammaticalstructures.ThegreateducatorComeniusalsomentioned:"Youshouldnotexplorethereasonsandoriginsofwords,idiomsandsentences,ortrytofindoutwhythisorthatstructureisnecessary,butshouldsimplyexplainthatitiscorrect.Howcanwechoosethatstructure." （3）Mnemonicstrategy

Manyofthegrammarsareconventionalandcannotbeexplainedinwords.Itisverydifficultandboringforstudentstorememberonthebasisthattheycannotunderstand.Therefore,intheteachingprocess,teachersshouldputgrammarknowledgeinthelanguageknowledgethatstudentshavelearnedasmuchaspossible,letstudentsfindgrammarrulesfromthem,andsummarizethem,sothatgrammarteachingissimplified.（1）TheSimpleformula.Showsomemeaninglessgrammaticalknowledgepointswithsimple,catchymantras,andletstudentsremembertheminthewayofmantras.Suchas:beverbshaveam,is,are.Iuseam,youuseare,isforhim,her,andit,allpluralsuseare.Simpleandeasy-to-understandformulascanwellmotivatestudentstolearn.Thecatchyrhetoric,evenastudentwhodoesnotliketolearnEnglish,afterhearingotherstudentsreaditafewtimes,hehasanimpression,anditisnotdifficult,sohewillbehappytorememberit.Inthisway,youcaneasilymasterthisimportantgrammarknowledgepoint.（2）TheInterestingformulas.Whenteachingthepresentprogressivetenseofgrammar,thepresentparticipleformofverbshasalwaysbeenadifficultproblem.Studentseitherusethepresentparticipleformoftheverbandforgetthebeverb;orusethebeverb,whichhasbecometheoriginalformandforgettoadding.Facedwithsuchaproblem,theteachercanhelpthestudentstocomposeafunnystoryforthestudentstoremember:"Thecurrenttimeiswhatyouaredoingnow.Beandingarefriends.Ifsomeonewantstodosomething,beandingwillappeartogether."Usingsuchinterestingstoriestomemorizecannotonly92022年安徽省中小学教育教学论文评选helpstudentsmastergrammarknowledge,butalsocultivatetheircreativeability.Studentscanalsotrytocompileinterestingstoriesbythemselvestomemorizegrammaticalknowledgeandorganizeandsummarizethelawsoflanguage.2．RepeatedPractice Exercisesplayanimportantroleforstudentstoconsolidatetheknowledgelearnedintheclassroom,forteacherstochecktheirclassroomteachingeffectsintime,modifyteachingplans,andguidestudents'learning.LinguistSusanHousepointedoutthatthegrammarlearninggoalsofbeginnersshouldbelimited,andtheirgrammarlearningshouldbe"repetitiveexercisesinaspecificsituationprovidedbytheteacher."

（1）Recitation

Memorystrategyisanimportantpartofcognitivestrategy.Instudents'grammarlearning,understandingandapplicationarefundamental,butthememoryofgrammaristhefoundation.Withoutthememoryofgrammar,thereisnounderstandingandapplicationofgrammaticalrules.TherearemanytypesofEnglishgrammar.Ifstudentsmemorizebyrote,itmaybetroublesome.Inaddition,thegrammaritselfisrelativelyboring,anditisdifficultforstudentstohavefuninlearning.Therefore,teachersneedtohelpstudentsmastercertainmemorymethods,suchasEbbinghausThememorymethodcansavetimeandefficiency.（2）SupportingexercisesIngrammarteaching,wemustensuretheeffectivenessofthestudents'firstlearningmaterials,andwemustnotignoregrammarexercises.TeachersshouldencouragestudentstouseEnglishorallywithasfewerrorsaspossible,andtomanipulatethelanguagesystemasspontaneouslyandflexiblyaspossible.Secondly,weshouldappropriatelystrengthenthespecialwrittengrammarexercises,keepabreastofthestudents'grammaticalcognitionandmaketimelyadjustments,andfeedbackthemasteryofgrammarknowledgethroughspecialexercises.Therefore,teachersshouldguidestudentstodomore102022年安徽省中小学教育教学论文评选exercises,memorize,summarize,andconsolidatetheknowledgelearnedintheexercises.Consolidationofgrammarexercisescanbecarriedoutbyclassificationandspecialpractice.Forexample,theuseofarticlescanbelearnedandtrainedinthespecialexercisesofarticles.Thenlearn,summarize,andsummarizethroughmixedquestiontypestoachievethepurposeofmasteringgrammar.（3）CheckthegapsStudentssetupfilesofwrongquestions,comprehendinternalizationintime,andcheckforomissions.Analyzingthereasonsforthedeficiencies,somearesubjective,andsomeareobjective.Onlybycarefullyanalyzingthereasonscanwemakeupforthedeficienciesinatargetedmanner.Ifitisduetosubjectivereasons,suchasconte