The Study Of Abstract Thinking Training In Senior High School English Grammar Teaching

In the past few decades in China, the traditional manner of foreign languageteaching has fundamentally been the teacher-centered manner of knowledgeinstilling, in which students are always in the position of passively receivingknowledge as objects.They cannot adequately bring their conscious activities intoplay. This manner has been confining students’imagination and creativity as well asthe teaching quality. Therefore, education reform about thinking is definitely needed.In my opinion, the key point of cultivating abstract thinking is to learn how topractice more thinking methods in English teaching.This dissertation also attempts tohelp teachers to teach their students how to learn grammar and how to think about itsusuage by combining thinking strategy instruction with the content course ofEnglish.In this thesis,the author first defines the term of abstract thinking and reviewscurrent relevant literature and research at home and abroad, then summarizes thefactors that influence it and discusses the necessity and feasibility of developingstudents’abstract thinking in senior high school English learning. Atfer that，aquestionnaire is designed to examine the degrees of the students’grammar learningsituation and teachers’s teaching experiences. According to the results，the authoranalyzes the advantages and disadvantages of the present conditions of the students’abstract thinking. To deal with the learning situation of senior high school students,the author raises the suggestions of cultivating the capabilities of analysis andsynthesis, abstract and generalization, classification and comparison, and the abilityof systematization and concrete.This is a new attempt of English teaching. As far ashow to develop the thinking-centered grammar teaching class, that is what the authorwill research in the future.