A Study On English Grammar Teaching In Senior High School Based On Discourse Strategies

In recent years,as one of the important measures taken by the Ministry of Education to comprehensively deepen the reform of the college entrance examination,a comprehensive and systematic reform of the college entrance examination has been carried out all over the country.With the promotion of a new round of English curriculum standards for ordinary high schools,in order to give full play to the positive promotion and feed-back role of the test on teaching,Sichuan Province has adopted the requirements of the new English curriculum standards and started to use the National English Test Paper III from 2017.Compared with the previous sichuan volume,the national volume 3 has added two new types of questions: "discourse grammar filling questions" and "seven choice five questions for reading comprehension"."Discourse grammar fills up the topic",aims to investigate high school students ability to solve the problem of grammar,discourse knowledge not only need high school students have basic knowledge of grammar,but also need high flexible use of macro and micro,and textual cohesion theory and strategy,etc.,for the high school language using ability put forward higher request.After consulting and sorting out a large amount of data,the author finds that although there have been a lot of achievements in domestic research on discourse strategies,most of them are about the discourse strategies in reading comprehension and cloze,but there are very few researches on the relationship between discourse and grammar and the application of discourse strategies in grammar teaching.Because before,for teachers,high school English grammar teaching based on discourse strategy is a relatively rare field.Therefore,when students are required to use discourse knowledge to solve grammar problems in the college entrance examination,most teachers obviously lack necessary cognition on how to help students understand the relationship between discourse and grammar.Through the previous interviews with some high school students,it is found that most of them are not able to solve the discourse strategies,and are even unfamiliar with the distextual grammar fill-in-the-blank questions.Through interviews,the author learned that many teachers do not understand discourse strategies,have no discourse awareness in daily teaching,and do not pay enough attention to discourse strategies.In the author’s opinion,teachers’ weak discourse awareness makes it difficult for students to pay attention to discourse strategies.Therefore,in order to help teachers have a deeper understanding of why the English College Entrance Examination(CEE)introduces the distextual grammar fill-in-the-blank questions,and to help them understand the ability-oriented teaching philosophy behind which rules are learned in application and forms are mastered in context,Therefore,teachers’ teaching methods should be improved accordingly,so as to enhance the awareness of discourse strategy and improve the learning efficiency and academic performance of high school students in this topic.This paper will focus on the study of how discourse strategy can help high school students solve problems and difficulties in grammar learning.It is expected that the research can provide relevant teachers with suggestions for reference.In this study,79 students from two classes of Grade 2 in Tanghu Middle School of Shuangliu,Sichuan Province were selected as experimental subjects to conduct a10-week research experiment on high school English grammar teaching based on discourse strategies,and to guide teachers to use discourse strategies in high school English grammar teaching.In the process of the experiment,the author conducted pre-test and post-test respectively.Through the comparison of the data before and after the test,the author explored whether the grammar teaching based on discourse strategy was effective and whether the grammar scores of high school students could be improved.The experimental results show that compared with the traditional grammar teaching,the grammar teaching based on discourse strategy can effectively improve the discourse awareness and discourse analysis ability of high school students,and then effectively promote the grammar learning and grammar performance of high school students,and stimulate the enthusiasm and motivation of high school students in grammar learning.Therefore,the author puts forward some strategies for teachers to improve grammar teaching and methods for high school students to improve grammar learning.At the same time,the author also summarizes the shortcomings of this experiment and some suggestions for related research.