Action Research On The Application Of The Guided Discovery Method To English Grammar Teaching In Junior High School

The New English Curriculum Standard(2011 Edition)clearly states that English grammar teaching should focus on the creation of specific contexts,so that students can experience the ideographic functions of grammar items in practical applications.However,in the real grammar classes,the focus of teaching was only on the mechanical training of grammar rules,neglecting the practical application of grammar.The effect of grammar teaching is far from satisfaction.On the strength of this background,the author will apply the guided discovery method to English grammar teaching in junior high school,in order to explore the effectiveness of the guided discovery method in grammar teaching,and provide a valuable reference for the future grammar teaching practice.Based on Piaget's constructivist learning theory and Bruner's discovery learning theory,this study mainly studies the following three questions:(1)What are the effects of the guided discovery method on students' participation in English grammar class?(2)What are the effects of the guided discovery method on the effectiveness of English grammar teaching in junior high school?(3)How to use the guided discovery method to make the English grammar class more efficient?To answer the above three questions,the researcher uses observation,test,and interview as research instruments to conduct an 18-week action research in a natural class at a junior high school in Binhu New District,Hefei.This action research is divided into two rounds.At first,in order to better understand the current situation of English grammar teaching in junior high school,the researcher conducts a preliminary investigation on grammar teaching before implementing the action plan.Secondly,in the two rounds of action research,the researcher adopts the teaching mode of the guided discovery method proposed by Wang Qiang for grammar teaching.In the end,the researcher uses research instruments to collect and analyze data,then summarizes the results.The results of this study indicate that:(1)The guided discovery method returns the dominant position of the classroom to students,attaching great importance to the initiative and enthusiasm of students in learning,so as to improve the participation of students in the English grammar class in junior high school.(2)The guided discovery method can improve the effectiveness of English grammar teaching in junior high school.(3)In the hope of applying the guided discovery method to English grammar teaching in junior high school more effectively,the students' learning initiative and enthusiasm should be fully mobilized in the first place.Secondly,in following Wang Qiang's teaching mode of the guided discovery method,teachers need to further perfect the design of specific teaching activities and improve classroom techniques.The enlightenment of this study on grammar teaching is that in grammar teaching,teachers should guide students to perceive grammar in specific context;promote students' active learning of grammar form and meaning through “guided-discovery”;and use grammar through communicative language activities,in order to realize the ideographic functions of grammar.