An Experimental Study On Teaching English Grammar In Junior High School Based On Learning Community

In the English Curriculum Standards for Compulsory Education(2022 edition)formulated by the Ministry of Education,language knowledge,language skills and language competence put forward corresponding requirements for the learning of grammar knowledge,and the stage objectives of cooperative learning and co-learning are also proposed in the stage objectives of learning competence.In order to explore the state of collaborative learning in junior high school English grammar teaching classrooms,the construction of a learning community for junior high school English grammar teaching is used as the background of the study,focusing on the new model of grammar learning under the organizational form of learning community,focusing on solving the problems of insufficient teacher-student interaction and student-student interaction in grammar teaching,and then proposing optimization strategies to improve the effectiveness of grammar teaching.On the basis of theoretical arguments and practical investigations,two junior classes with comparable levels of grammar performance were selected to study the application of learning communities in the teaching of English grammar in junior high schools.The study found that the application of learning communities to the teaching of English grammar in junior high school had achieved some results,including an improvement in the overall level of grammar performance of the class,the development of students’ cooperation skills,a more harmonious relationship between teachers and students,and an improvement in the learning atmosphere.However,problems at different levels also emerged during the application of learning communities: firstly,the members of the learning communities were different and their emotional stickiness was not sufficient;secondly,the teachers’ control of teaching and feedback were not timely enough and the conversion of learning resources was not strong;thirdly,the effectiveness of learning community assessment and the rationality of teaching design needed to be improved.Based on the results of the experimental study,this paper proposes application strategies from the following four aspects: first,strengthen the common vision guidance of the learning community and establish the spirit of contract.This includes clarifying the goals of the learning community and establishing a common vision;formulating the rules of the learning community and complying with the provisions of the contract.Second,improve the learning community evaluation system and provide learning resources.This includes constructing a diversified assessment system and focusing on immediate feedback;safeguarding learning community resources and attaching importance to the role of motivation.Third,optimise the teaching design of the learning community,focusing on contextualisation and innovation.This includes taking into account the contextuality and integration of teaching design;taking into account the vividness and innovation of teaching design.Fourth,improve the relationship between teachers and students in learning communities,emphasising listening and process dialogue.This includes establishing a basis for listening dialogue between teachers and students;developing a process dialogue between teachers and students.