A Study On English Grammar Teaching Through Interdisciplinary Thinking In Senior High School

The teaching of English grammar has always been a controversial topic in Englishteaching. Domestic and foreign scholars have been confused about whether we shouldteach it or not and how should we teach. In China, English grammar teaching isconsidered as inefficient and time-consuming. Even though teachers spend much timeexplaining them again and again and students do large amount of exercises, they wouldstill fail to master the essence and end with lots of errors. Therefore, English teachers feelit hard to teach grammar but they have to continue and students feel it dull and dry tolearn and some of them even give up learning because of it.Thus, traditional teaching concept and method need to be changed to rescue presentinefficient situation. Teachers ought to probe into grammar teaching strategies, in order todevelop and reflect students’ subjective initiatives and to cultivate their ability ofautonomic learning. According to the English Curriculum Standard, students are requiredto analyze and solve problems through methods such as reasoning and inducing. Englishteaching of senior schools are especially demanded to cultivate students’ logic thinking.We can conclude it as a great pity in English teaching when we find that students feel ithard to do English grammar. Here I would like to treat interdisciplinary thinking as thebest knowledge owner of cultivating logic and scientific thinking and the best way ofsolving all sorts of subjects. Therefore, this thesis puts forward to add interdisciplinarythinking into English grammar teaching of senior schools, aiming at providing a newmethod of grammar teaching and increasing students’ activity and learning enthusiasm. Inthis way, we can get the achievement of improving students’ grammar and promoteinterdisciplinary development.The grammar teaching strategy proposed in this thesis never fails to lack theoreticalfoundation, such as multi-intelligent theory, sustainable development theory andinterdisciplinary theory and so on. Among them, the multi-intelligent theory offers us acompletely new angle of view, which leads us to think about how to improve teachers’teaching strategy and behavior. In order to make the teaching strategy equipped with more efficiency and pertinence,the writer first made an investigation on present teaching situation. Through thequestionnaire on application of students’ learning strategy, the writer concludes students’situation of using learning strategies. With this, experimental research of Englishgrammar teaching of senior schools based on interdisciplinary thinking is carried out.This research lasts4months, from September,2013to January,2014. Throughmethods of pre-test, post-test, questionnaire and interview survey and so on, the writeranalyzes the data collected with SPSS16.0to solve following problems:(1) Is grammarteaching through interdisciplinary thinking workable for students in learning grammar?(2)Is it possible that senior middle teachers teach grammar with high proficiency viainterdisciplinary ways?(3) Will the students improve their grammatical skills underinterdisciplinary teaching ways?Students of grade two of Pei Xian senior school in Jiangsu province are treated asexperimental subject. Class One with55students is considered as controlled class andClass Two with53students is treated as experimental class. Before the research, to insurethe creditability of the result, the writer has a pre-test in these two classes to make surethat they are equal in grammar competence. Then traditional grammar teaching is carriedout in controlled class and proposed teaching method, which is based on interdisciplinarythinking, is implemented in experimental class.The result of the research proves that grammar teaching through interdisciplinarythinking in senior schools would improve teachers’ teaching concept, and, furthermore,enhance students’ self learning consciousness, improve their performance and promotestudents’ independent learning ability. It shows that this research have obvious effect onboosting students’ capability of applying grammar and learning strategies, which woulddeserves reference value for English grammar teaching of senior schools.