A Thesis Of English Syntax Teaching Strategy In Senior High In A View Of Mathematical Thinking

The cultivation of English syntactic competence of Chinese senior high school students have been paid more attention, but how to carry out syntax teaching of high school effectively and how to improve the student’s language ability and language proficiency from the real sense, we have to take a systematic research and careful investigation.This paper is mainly based on the theory of learning transfer and the theory of constructivism. The paper sorts the basic theoretical framework and application research of learning transfer theory, especially several genres of learning transfer theory, such as formal discipline theory, common element theory, generalization transfer theory, relational transformation theory, learning set theory and so on. The paper summarizes the theoretical framework of learning transfer theory suitable for senior high school English syntax teaching, and puts forward targeted solutions through theoretical thinking on learning transfer theory and combination with the problems found in the practice of inquiry. General overview of this paper:The first part of the thesis is introduction. The part tells the background of the issues, the purpose and significance of the research, the research status at home and abroad. The chapter carries out the demand analysis of senior English syntax teaching firstly and the writer think it important and vital to form effective syntax teaching system in senior high school. Secondly, the writer concludes the performance achieved in syntax teaching and discussed some problems and deficiencies existed in current English syntax teaching of our country primarily. Then the writer proposes the purpose and significance of the research.The second part is theoretical basis. The chapter starts from the theory of learning transfer, and summarizes the research results of learning transfer theory in foreign language teaching, and the promotion on English syntax teaching by the organic combination of learning transfer theory and constructivism educational thoughts.The third part is the design of research. The research focuses on senior English syntax teaching. On one hand, the research puts forward five main factors which have effect on the implementation of syntax strategies in mathematical thinking. On the other hand, the writer does the quantitative analysis of more than 200 pieces of questionnaire in the experimented school to verify this hypothesis by SPSS software.The fourth part is research findings and discussion.The fifth section is the solution to the problems found in the research. The part discusses senior English syntax teaching strategies in mathematical thinking from the following aspects: the consolidation and enhancement of mathematical knowledge and mathematical ability, the cultivation of transfer ability, the use of appropriate teaching methods, the variety of exercise intensity and diversity, the correct learning attitude and strong communication needs. The discussion’s focus is on the analysis of practical application of syntax teaching strategies and the concern of the development of students’ individual syntax ability in mathematical thinking.The sixth part is the shortcomings and deficiencies. The writer re-examines the paper and judges whether the conclusion is consistent with the original intention and what the shortcomings are.The creative points of this thesis are that we combine input hypothesis and output hypothesis, and come up with specific English syntax teaching strategy in mathematical thinking, which is based on the learning transfer theory and constructivism theory. Then we use the strategies to promote the integration between English and mathematics, and increase students’ interest in learning the two disciplines to get better teaching performance.We hope that some points from this thesis can help oral English teachers to refine their teaching design and improve their teaching approaches. Furthermore, senior high school students’ English syntax ability and integrated language competence will be effectively improved.