A Case Study Of English Grammar Teaching In Senior High School Based On Thematic Meaning Exploration

Grammar is quite important in language learning,and the learning and improvement of each language skill is inseparable from grammar learning.However,the traditional English grammar teaching in senior high schools in China pays too much attention to the explanation of grammatical rules,supplemented by a large number of exercises and tests of English grammar.As a result,the relationship between grammar knowledge and the meaning of the material is isolated,which is not conducive to the cultivation of students’ core competences or the realization of moral education in English discipline and the fundamental goal of education.In view of this,General Senior High School English Curriculum Standards(2017 Edition)officially proposes that students’ exploration of thematic meaning should be the most important content of language learning,which directly affects their level of discourse comprehension,thinking development and language learning effectiveness.It also proposes that the English curriculum should take thematic meaning exploration as the core task of teaching and learning,and integrate the learning content for the integrated development of students’ language ability,cultural awareness,thinking quality and learning ability(Ministry of Education of the People’s Republic of China,2018).Nowadays,English teachers have begun to shed light on and explore English teaching based on thematic meaning exploration.However,most of the researches and practice based on thematic meaning exploration are related to reading lessons,writing lessons or listening lessons,so there are few researches related to the grammar teaching based on thematic meaning exploration.In view of this,this study takes two senior high school English teachers from Haikou H Middle School as the subjects of the case study,centering on how grammar teaching based on thematic meaning exploration is carried out.The methods of classroom observation,questionnaire and interview are applied to specifically explore the following three questions:1.How do the case teachers carry out grammar teaching in senior high school based on thematic meaning exploration?2.What is the effect of the implementation of the grammar teaching in senior high school based on thematic meaning exploration?3.What are the difficulties in the implementation of grammar teaching based on thematic meaning exploration?The results of the research are as follows:(1)Teacher A and Teacher B can basically implement grammar teaching based on thematic meaning exploration and guide students to perceive,identify,explore and apply grammatical rules while exploring thematic meaning.However,they can’t conduct an in-depth thematic meaning exploration in grammar teaching.(2)From the perspective of the students,the two teachers’ grammar teaching based on thematic meaning exploration in stimulating students’ learning interest is the most effective.Their grammar teaching in providing students with various grammar activities is effective.But their grammar teaching in guiding students to pay attention to the relationship among the meaning of the materials,theme of the lesson and unit theme,and helping students to transfer and apply thematic meaning knowledge in real life is the least effective.(3)In the grammar teaching based on thematic meaning exploration,difficulties teachers encounter are as follows.Firstly,teachers have difficulties in creating contexts that are consistent with the thematic meaning of the unit.Secondly,they have difficulties in guiding students with weak English level to explore thematic meaning.Thirdly,they lack theoretical knowledge and experts’ practical guidance of thematic meaning exploration.Based on the above findings,relevant suggestions are put forward in order to provide reference for English teachers to create better and more effective grammar teaching based on thematic meaning exploration.