An Investigation And Research Of The Junior English Grammar Teaching In Communicative Teaching Context

This study takes the middle school grammar teaching in the context of communicative teaching as the survey object and uses a combination of questionnaires and classroom observations to investigate the situation of English grammar teaching of three junior high schools in Lunjiao Town.The questionnaires are divided into teachers' volumes and students' volumes.The contents of the teachers' volumes are: teachers' teaching concepts,teaching behaviors,the concepts and operation of grammar teaching.The contents of the students' volumes are: students' basic personal information,English learning circumstance,students' English grammar learning circumstance.The object of classroom observation is: 24 lessons of 18 teachers of three junior high schools.This study analyzes the English grammar teaching and learning of the investigated school,and then discusses the problems of English grammar teaching in the communicative teaching context of the three schools combing with the observation and analysis of the grammar of the classroom unit,the paper proposes solutions to the problems and suggestions for teaching reform.A total of 58 teachers' volumes were distributed in this study and the questionnaire collection rate was 100%.The students' volumes were 419,and one invalid volume was removed.The questionnaire recovery rate was 99.8%.After statistical analysis,it is found that teachers have the awareness of communicative language teaching,but they are not fully reflected in practical teaching.In English and English grammar teaching,preference is given to adopting traditional methods.There is inconsistency between teacher's teaching programs that are best at and the items that students are most interested in.There is inconstancy between teachers and students for understanding of grammar.Students English tests can't get high scores consistent with students' mastery of grammar items;There are differences between boys and girls in methods and effects of English learning.Classroom observation randomly selected from four classes in Grade1,fifteen classes in Grade2 and five classes in Grade3,participated in a teaching and research group meeting in each of the three schools and four preparation activities for Grade2 teaching and research group.After classroom observation,it was found that teacher's grammar items still remain in the state of “explanation of grammar for grammar teaching”.Teacher's grammar teaching is not systematic,and they often deal with grammar items in unit order;teacher's grammar teaching is not properly balanced in all grades.Through the analysis of questionnaire results and the summarization of classroom observations,from the perspective of teacher's teaching and student's learning,thecommunicative teaching has the cognitive difference between teachers “teaching” and students“learning”.According to the results of the questionnaire analysis and the situation of classroom observation,this study puts forward corresponding suggestions: From the perspective of teacher grammar teaching,the education and research department should respond to the teacher's communicative outlook and organize various types of teaching to carry out targeted training;focusing on the key and difficult points in teaching communicative situations,adopting forms of active communication to guide students in learning and mastering grammar;From students' grammar learning,striving to make students become the masters of learning;forms of group cooperation;allowing students to use in middle school,learning to use;From the perspective of cognitive differences,organize student-centered classroom teaching and interactive discussion;change students' evaluation system;education researchers should enter the first-class classroom and work out effective ways to improve the effectiveness of communicative grammar teaching by combining practical discussions;Suggestions for classroom observation 1.Teachers should instruct students to learn to speak and act in English;2.Teachers should implement teaching materials to write intentions and follow the principles of language communication,and use communicative ideas to guide and organize students to practice speech in English learning.