Reflective Grammar Teaching In Middle School English Teaching

Presently, Chinese English teachers are in an embarrassing situation, for the present English teaching reformation has laid much emphasis on tasked-based teaching approach or communicative language teaching. Besides, the role of grammar in middle school English teaching has always been controversial, and this results in the ups and downs of grammar in relation to its role in foreign language teaching and learning. Thus, it is no wonder that the outcome of such teaching is a sort of students, who are capable of speaking fluent English but dull of analyzing a sentence and a sort of teachers, who are totally dependent on his/her teaching experiences. Meantime, reflective teaching has been gaining more and more attention in educational circle. Though it emphasizes a process of reflecting, analyzing and evaluating one's own teaching practice, this new idea opens the door to advances in the self-development of teachers and students as well. This thesis makes an attempt to explore reflective English grammar teaching from a fresh perspective. Based on the theory of cognitive psychology and constructivism, reflective grammar teaching involves the' reflection from the teaching and learning practice conducted by teachers and students. It is carried out through the realization of the following two principles: students are the principal part and teachers are the ruling part. In other words, both students and teacher play an equally important role in the improvement of English teaching. The author has put her ideas to the grammar teaching in this way: students should develop a good habit of grammar learning and make use of metacognitive learning strategy, and meanwhile teachers should take students' cognitive abilities into consideration while teaching grammar. And the effectiveness of reflective grammar teaching has been verified through the experiment on 42 students taught by the author herself, a survey of 70 students from other seven classes taught by another five teachers, and an interview with 20...