Analysis Of Passive Voice Teaching Quality Lessons With English Curriculum Standards For Senior High School (2017) As A Guide

The English Curriculum Standards for Senior High School(2017)(shortened as the Curriculum Standards of 2017)plays a normative and guiding role in senior high school English teaching.In terms of grammar teaching,the Curriculum Standards of2017 emphasizes the development of students’ grammar competence by stressing the importance of the three-dimensional grammar view.Under such a view,students should be able to use grammar knowledge accurately and meaningfully in a given context.Therefore,grammar learning activities should aim at the form,the meaning,and the use of grammar knowledge.Specifically,their design should meet two requirements.First,grammar learning activities should contain different levels of learning activities including comprehension activities,application activities,and innovation activities.Second,grammar learning activities should provide learners with proper contexts to understand and apply grammar knowledge.The context of each learning activity should be closely related to students’ previous knowledge and experience.Moreover,the context of different learning activities should be related to each other under the same theme.On this basis,it is worth discussing whether the current grammar teaching in senior high school conforms to the guide of the Curriculum Standards of 2017 concerning grammar.Since grammar teaching is obviously too broad a topic for this study,the research topic narrows down to passive-voice teaching.Six passive-voice teaching quality lessons from the database of the National Education Resources serve as research subjects in order to explore the following questions:(1)What are the aims of learning activities in passive voice teaching quality lessons under the guide of the three-dimensional grammar view in the Curriculum Standards of 2017?(2)To what degree does the design of learning activities in passive voice teaching quality lessons conform to the guide of the Curriculum Standards of 2017 in terms of learning activity classification and learning activity context?The six examples of passive voice teaching lessons observed,analyzed,and discussed in this study are all quality lessons in 2018 and 2019 selected by the Ministry of Education on the National Education Resources.After an analysis of the teaching requirements concerning grammar in the Curriculum Standards of 2017,observing tables have been designed to examine the aim,type,and learning context of each learning activity in the chosen quality lessons.The findings are as follows:(1)In terms of learning activities’ aims,five out of six lessons mainly aim at the form of the passive voice.Only half of them aim at helping students to know and practice all the three dimensions(form,meaning,and use)of the passive voice.(2)In terms of the design of learning activities,although the design of passive voice learning activities conforms to some guide for the Curriculum Standards of 2017,there are still some inconsistencies.For activity types,all six lessons contain comprehension activities and application activities.According to the Curriculum Standards of 2017,comprehension activities should be used to help students learn and understand the knowledge of the passive voice including its form,meaning,and use.Application activities should be used to help students consolidate the form,meaning,and use of the passive voice.However,only one of these lessons contains a comprehension activity that introduces some knowledge concerning the use of the passive voice.Only two contain application activities that help students practice the use of the passive voice.For the creation of learning contexts,five out of six lessons fail to use proper contexts to help students sense the form,meaning,and use of the passive voice at the same time as well as to integrate all the contexts under the same theme.Moreover,they all have learning activities without any context.Based on the findings above,this thesis has listed some possible reasons for the inconsistency.Based on quality lessons,this thesis also made some suggestions for teaching passive voice.