Grammar Teaching from the Perspective of Teacher Cognition in Senior High School
|School||Northeast Normal University|
|Course||English Language Teaching|
|Keywords||Teaching high school English Grammar teaching Teachers ' cognitive|
Grammar teaching has been a focus and difficulty of teaching high school English . Has been educational researchers from the perspective of students and teaching methods to study the teaching of grammar , for example , to study how to mobilize the students interest in learning the syntax ; study how to allow students to proficiency in the use of grammatical knowledge ... , and teachers' own knowledge of grammar structure and grammar teaching beliefs are often neglected , so many educational researchers can not fully observed the real problem lies in grammar teaching , teachers engaged in the line of work can not be done efficiently complete the task of teaching , improve student achievement . At the same time , throughout many domestic and foreign literature , more research on Grammar Teaching for the study of the relationship between teachers ' cognitive grammar teaching is relatively small . Therefore, according to the actual situation of teaching high school English , high school English teacher cognition survey , designed to reveal the relationship between cognition and grammar of English teachers teaching high school English grammar teaching a new proposal from a new perspective . This study Sujiatun District , Shenyang City , Liaoning Province , the district high school English teacher for the survey , combined with the form of questionnaires and interviews , expand around three questions , divided into five parts to make a statement . Through the collection, collation and analysis of data , the paper thoroughly clarify the status of the area high school English teacher cognitive revelation of the relationship between cognitive and grammar teaching of high school English teacher and high school English teachers Cognitive Research on Grammar Teaching . The findings of the survey of high school grammar teaching and research high school English teachers professional development and other larger revelation . However, teachers cognitive essentially very complex questionnaire exists in the shortcomings of this study is only a preliminary exploration of the high school English teacher cognition , came to the conclusion there will inevitably be biased in urgent need of more research to verify supplement .