The Application Of "Double Teaching Method" In English Grammar Teaching In Junior Middle School

Foreign language teaching plays an important role in basic education.Grammar teaching,as one of the basic abilities of foreign language teaching,has attracted the attention of many teachers.However,in practical teaching,teachers face the problem of students’ different levels and low participation in class.The dual teaching method combines the hierarchical teaching method with the group teaching method.Teachers can divide students into different groups according to their grammar foundation and learning characteristics,set “i+1”learning goals for students of different levels,and improve students’ participation in class through group activities.Based on the theory of the zone of proximal development and multiple intelligence,this study applies the double teaching method to English grammar teaching in junior middle school,aiming to explore the application effect of the double teaching method.The specific research questions are as follows:1.How to apply the double teaching method more effectively when carrying out the practice of teaching English grammar in junior high schools?2.What aspects can the double teaching method improve in terms of English grammar learning for junior high school students?The paper takes XX class of XX Middle School in Nanyang city as the research object,adopts the methods of questionnaire,interview and achievement test,and finally draws the conclusion through the change of students’ situation before and after the application of dual-point teaching method.Firstly,the paper designs the application of dual teaching method in junior high School English grammar teaching.In the design stage,firstly,according to the zone of proximal development and multiple intelligence theory,and combined with relevant research,the principles of grammar teaching design for the junior middle school under the guidance of dual teaching method are summarized: dynamic goals and student-oriented.Secondly,based on the preliminary analysis of students,teaching materials,teaching objectives,etc.And the theory of multiple intelligence,the paper firstly analyzes the different learning characteristics of students brought by different intelligence characteristics,stratifies students according to their learning characteristics and grammar basis,and balances the grouping according to the stratification of students.On the basis of the same classification and stratification of grammar knowledge in junior high school,the paper sets reasonable grammar goals of “i +1” for students at different levels according to the theory of zone of proximal development,and finally achieve the result that each student can learn something in grammar class by means of cooperative learning within the group.Finally,based on the cooperative learning classroom observation scale,the cooperative learning situation of students is evaluated to maintain students’ enthusiasm for participating in cooperative learning.In the teaching practice stage,the current situation of grammar teaching is firstly understood and the current situation of students is further analyzed through pre-test questionnaire and case inteviews of students.On this basis,students of the study class are stratified and their specific goals are set.Study groups are selected to carry out group cooperation.Secondly,taking the passive voice as an example,the teaching implementation is carried out in three stages: the preview guidance,the grammar analysis of the sentences in class and the hierarchical assignment of homework.After a period of implementation,some problems were found in the classroom setting.Then,taking attributive clauses as an example,hierarchical learning volumes were introduced in the classroom sentence analysis to make the hierarchical tasks clearer.Finally,the application effect of dual-point teaching method was consolidated by means of self-evaluation of group members,mutual evaluation within the group and teacher evaluation,so as to keep students’ learning enthusiasm.After 18 weeks of teaching practice,it is found that dual-point teaching method can effectively stimulate students’ interest in grammar learning and improve their participation in grammar class through another questionnaire and interviews among students.The results of the grammar tests before and after show that the teaching activities based on the dual-point approach can give full play to the potential of students’ multiple intelligence and effectively improve their English grammar scores.