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语法学习的策略研究,特别是元认知策略在语法学习中的运用还比较少。本节课尝试运用此策略于量多面广、学生深感头疼的非谓语动词学习中。元认知学习策略涉及到学习前的计划,学习过程中的监控以及过后的自我评估。本节课的特色在于针对广而杂的语法规则,教师以元认知策略的精髓来激发、引导学生发挥潜能把枯燥呆板的语法规则和语法表述简洁化、趣味化,甚至编写趣味性强、朗朗上口的口诀或rap。这个过程发挥了学生的主动性,学生不再是被动地接受大量的语法规则,而是成为了学习的主人,对英语语法的学习能产生兴趣并保持跃跃欲试的劲头,从而提高复习效果。
Grammar learning strategies, especially metacognitive strategies in grammar learning is still relatively small. This lesson is an attempt to apply this strategy to a wide range of non-predicate verbal learning in which students are deeply frustrated. Metacognitive learning strategies involve pre-study planning, monitoring during the learning process, and subsequent self-assessment. The characteristics of this lesson are: aiming at a wide range of grammatical rules, teachers inspire students with the essence of metacognitive strategies to guide students to realize their potential; conciseness and interest in dull and dull grammar rules and grammar expressions; and even write interesting, Catchy formulas or rap. This process gives full play to students’ initiative. Students no longer passively accept a large number of grammatical rules, but become masters of learning. They are interested in studying English grammar and keep their eagerness to go on, thus improving the reviewing effect.