The Application Of Discovery Teaching Method To English Grammar Teaching In High School

As we know,grammar teaching is an indispensable part of English teaching in senior high school,but meanwhile,it is also regarded as a big problem for both teachers and students.Most students think that English grammar is so difficult that they do not have much interest or confidence to learn it well.And students have been used to passively accepting knowledge in grammar class,which results in low efficiency of grammar teaching and learning.After the new curriculum reform,English Curriculum Standard for Common High School explicitly points out that teachers should focus on improving students' abilities to acquire information,process information,analyze problems and solve problems on the basis of further developing students' comprehensive ability in language application according to the characteristics of high school students' cognitive development.Therefore,teachers should change rigid grammar teaching mode and encourage students to learn and explore independently.According to the investigations and research,although the current grammar teaching which is student-centered has overcome the mechanical and rigid defects in traditional teaching,teachers try to talk less or nothing while teaching grammar since the introduction of new teaching methods such as communicative teaching method and situational teaching method.They think that the class will not take students as the center if teachers talk too much.As a result,grammar teaching has been neglected.Therefore,how to improve the teaching effect of high school grammar has become a widespread concern of scholars and teachers.Based on Bruner's discovery learning theory and Piaget's constructivism theory,this study explores the application of discovery method to grammar teaching of high school,aiming to improve students' interest and autonomy of grammar learning as well as their English scores by using the discovery teaching method.Discovery method is problem-oriented and requires teachers to guide students to infer the unknown based on the known facts by setting the problem situation in the teaching process.During this process,students discover problems by themselves and look for the ways to solve these problems with the help of teacher,in which not only the teacher's role as a guide and helper is played but also students' subjective status is ensured.The research shows that discovery method is effective for high school grammar teaching.Using discovery teaching method can improve the existing problems in current grammar teaching,at the same time,it can also cultivate students' interest in grammar learning and improve learning efficiency.The research questions are as follows:(1)What effect does discovery method have on improving grammar leaning and teaching?(2)How to effectively apply discovery method to grammar teaching in high school?This thesis mainly consists of six chapters.The first chapter is the introduction,which introduces the research background,research significance,research questions and research methods of this study.The second chapter discusses the research status of discovery teaching at home and abroad.Chapter three introduces the theoretical basis of this research.Chapter four is the research design,which is the main part of this study.The author selected students of two classes as the research objects and respectively conducted questionnaires,tests and interviews on the subjects.The fifth chapter systematically analyzes the data and results of this experiment.Chapter six is the conclusion,in which the main findings and limitations of this research as well as suggestions for the further study are discussed.