The Study Of Learning Progressions On English Grammar In High School

In recent years,there is a new visual angle,Learning Progression,from National Science Education in the United States of America,which is becoming a new study area in Pedagogy because of its connecting with specific subjects.Learning Progression has a close relationship with the areas of learning,curriculum and evaluation,which can strongly promote the advancement of students' learning and teachers' teaching as a result of being paid extensive attentions from scholars.It depicts students' Cognitive development path from the shallower to the deeper,the easier to the more difficult and complicated,for specific knowledge hierarchy during a certain time range.Based on students' specific learning performances and their cognitive developments,the study of Learning Progressions,a process from theoretical research to empirical study,which has a strong basis both in theory and practice,aims to establish advanced structure and target of knowledge with scientific and reasonable features,possessing high reality and feasibility.Firstly,by means of document analysis method,the thesis makes a brief description of the research status on both English grammar teaching and learning progressions at home and abroad and then puts forward the point of penetration in this study(Chapter 1).Meantime,the study makes a theoretical review on Learning Progressions.Through literature research method,the thesis gives a brief interpretation of relevant contents on learning progression,including the concepts,features,ways of construction and theoretical bases of learning progression,which makes a solid foundation on the following study(Chapter 2).Secondly,Knowledge Hierarchy on Attributive Clauses should be constructed based upon the interpretation and analysis on grammar target analysis in English Curriculum Standards for Common Senior High School and the content arrangement of attributive clause in textbooks of senior high school so as to lay a strong theoretical foundation to the framework hypothesis of learning progression for attributive clauses(Chapter 3).Thirdly,the construction of learning progression hypothesis for attributive clauses should be based on the law of students' cognitive development and learning performances on attributive clause.To be specific,the research makes a survey and analysis about students' learning performances on attributive clauses in senior high school grade two by testing them for two times.This is an empirical study that combines learning progressions with knowledge hierarchy of attributive clauses in order to construct a framework of learning progression on attributive clauses.Briefly speaking,this study tries to construct a framework of learning progression on attributive clauses according to core concepts in attributive clause and then clearly states students' advanced levels on attributive clause by exploring students' different learning performances on attributive clause after analyzing the testing results,aiming to provide valuable references to English grammar teaching.In conclusion,the study on English grammar based on learning progression theory can effectively promote students' learning as well as teachers' instruction.To enhance students' learning ability and their cognitive development,teachers are supposed to make a further interpretation and analysis on attributive clauses of different levels.At the same time,they should have a precisely comprehension on students' actual proficiency and the advanced level in a certain intellectual stage during teaching.On this basis,teachers adopt proper teaching contents,setting up goals according to students' advanced levels so as to improve students' learning and abilities.