合作模式下的高中英语语法教学

覃秋斌

[摘要]高中英语语法教学中，传统的“填鸭式”教学方式在现代教学中已逐渐露出弊端：教师讲解形式单一，学生处于被动地接受语法知识的状态。这种教学模式使课堂气氛沉闷，学生对语法学习逐渐丧失了兴趣和信心。合作学习打破了这种单一的教学模式，利用动态因素的互动，促进和谐的课堂氛围。尝试在高中语法教学中运用合作学习，旨在提高学生的学习效率。

[关键词]英语语法教学合作学习

[中图分类号]G633.41[文献标识码]A[文章编号]16746058（2016）060051

长期以来，语法教学是英语教学的核心部分。在传统的教学过程中，往往是教师讲单调的语法规则，学生机械地在下面做笔记，操练。这种 “填鸭式”的教学模式在很大程度上框定了学生的思维，不能将语法知识灵活运用到真实语境中。同时，由于缺乏交流而导致课堂沉闷，学生对语法甚至这门语言逐渐丧失了兴趣和信心。当前英语教学存在的普遍现象是：学生英语基础知识薄弱，对学习英语缺乏兴趣，没有学习的主动性和积极性。要想改变现状，教师应该改变课堂教学模式，促使学生主动参与课堂学习，激发他们的学习主动性，培养合作意识。

“小组合作学习”是指为了完成某项共同的任务，有明确分工，互相协作的一种学习方式。它兴起于20世纪70年代的美国，在80年代中期取得重大的发展。并已经形成有效的、有创意的教学理论和策略。90年代初，合作学习被引入我国，改变了以教师为中心，学生被动接受知识的教学模式。伴随着新课程的实施，小组合作被运用于课堂教学中，并成为课改的闪光点。

一、合作学习的类型

根据合作学习的实践，其活动分为以下3种类型：

1.师生互动型

以教师为主导、学生为主体的教学活动，引导学生积极思维， 充分发挥学生的学习能动性。

2.师师互动型

针对教师之间缺乏交流而提出来的学习类型。提倡教师之间合作进行教学设计，相互帮扶，共同研讨。这有利于教师之间的共同成长与进步。

3.生生互动型

针对传统教学的弊端，现代教学注重生生之间的互动。即通过对学生分组、定组员角色、分工、创设学生积极参与的学习氛围，达成课堂教学的目标。

二、合作学习的方式和步骤

（一）创建学习小组

明确任务和要求之前，根据英语教学特点，综合考虑成员的知识结构、能力水平、性格和爱好等的差异性及互补性，采用教师指定和学生自愿相结合的方法，成立每组6-8人的学习小组。为了推动成员的积极性，组内成员有不同的分工，如：组长、计时员、记录员，他们的职责分别是负责组内活动，协调组内关系；记录活动所用时间；记录小组讨论的成果等。要求成员之间互相学习，团结协作，达到共同学习的目的。

（二）明确任务

学生在参与合作讨论时，往往不清楚该做些什么、怎样做，达到什么标准。所以教师要在课前向学生明确学习目标，让学生之间有明确分工，然后通过查阅资料，准备学习的内容，从而在合作学习中表现自我，提高合作学习的质量。

（三）合作学习的实践步骤

下面以定语从句教学为例，应用和探讨合作学习。

Ⅰ Background information

（1）The analysis of the students：most of students know little of the attributive clause.

（2）The analysis of the content： the attributive clause plays an important role in English study in high school.

ⅡTeaching objectives

（1）Distinguish and find out the 3 elements of the attributive clause.

（2）Solve relative problems by analyzing an attributive clause.

Ⅲ Key point and difficult point

To find out the roles that the relatives（关系词） play by analyzing the structure of the attributive clause.

Teaching procedures：

Step I Lead in： Play a guessing game.

（Using some pictures.）

（1）T： It is a handsome boy who is taking a camera. Who is it？

Ss： It is Luo Zhixiang.

（2）T： He is a boy that is standing by the wall. Who is it？

Ss：He is our classmate.

（3）T： It is a machine which is used for washing clothes. What is it？

Ss：It is a washing machine.

（4）T：It is a stadium whose shape is just like a nest for birds. What is it？

Ss： It is the Bird Nest.

（5）T： He is a popular singer in Taiwan whom we are very familiar with and he is famous for rap music.

Ss：He is Jay.

（Draw the students attention and make them interested in this topic. In the game the teacher give some sentences that include the attributive clause by using different relative pronouns and prepare the students for further learning.）

Step II Presentation：

（1）Ask the students to answer the questions.

①T： Who is Luo Zhixiang？

Ss： He is a handsome boy who is taking a camera.

②T： Who is our classmate？

Ss： He is a boy that is standing by the wall.

③T： What is a washing machine？

Ss： It is a machine which is used for washing clothes.

④T： What is the Bird Nest？

Ss： It is a stadium whose shape is just like a nest for birds.

（Shown on the screen.）

（2）Present the structure of the Attributive Clause.

（Make the students pay attention to different sentences that can express the same meaning， especially their structures. Help them master the structure of the Attributive Clause.）

Step III Discussing and finding：

（1）Ask the students to find out some sentences that include the Attributive Clause， which appear in the text. In the meanwhile， ask them to point out the relatives and antecedents.

（Group work.）

Attributive Clause by reviewing some of the sentences which appear in the text.

（2）Then Ss are asked to fill in the chart by using what they have learned above.

关系词所指先行词在从句中所担的成分

关系代词

that 物，人；主语，表语，宾语

which 物，人；主语，表语，宾语

who 人；主语，表语，宾语

whom 人；表语，宾语

whose 物，人；定语

as 物，人；主语，表语，宾语

（Check if the students can distinguish the Attributive Clause. Make the students focus on the relationship between the antecedents and the relative pronouns. In this way the students can be trained to develop their own learning strategies.）

Step IV Summary：

Let the students sum up the usage of the relative pronouns.

（Group work.）

“Who， whom， whose， and that” can be used to refer to a person. “Which， that， and whose” can be used to refer to a thing. They are used as the subject， object and attribute.

（Train the students to cooperate with others by interacting with each other.Help the students find out and master the Attributive Clause， especially some difficult points about it.）

Step VI Application Race：

Students are divided into 6 groups. It is required that each group make Attributive Clause sentences as many as possible in given time， any group who make the most will be the winner.

（The purpose of learning a foreign language is to communicate with others by using it. In this class the students are trained to improve their listening and speaking.）

Step VII Conclusion：

Teacher will summarize the students progress and point out that Attributive Clause plays an important part in English grammar， which require students to use and master it in constant communication.

教学实践证明，在英语课堂中采用合作学习，有利于小组中每个成员都积极参与活动中，活跃了课堂氛围。学生通过相互交流，掌握定语从句这一语法知识，促进了听、说、读、写水平的提高，还增强了学习英语的兴趣。更重要的是，如果合作学习长期进行，就会培养学生善于听取他人意见的优良品质，培养他们较强的社交能力。

总之，合作学习不是一朝一夕的事情，我们还处在刚刚起步的阶段，需要长期不懈的努力。虽然在这过程中取得了一些成绩，但存在许多值得探索的问题。在今后的工作中，我们将会潜心钻研，积极改善，采用更合理的合作方式，提高小组合作学习的时效性。

[参考文献]

[1]王坦.合作学习的理论与实施[M].北京：中国人事出版社，2002.

[2]周之筑.新课程下的中学英语语法教学[J].中学外语教学与研究，2006（3）.

（责任编辑黄晓）