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1、中学英语语法教学论文AbstractThispaperanalyzesthehistoryofEnglishgrammarteaching,from16centuryto19century.EnglishgrammarteachingmethodchangedfromGrammar-TranslationMethodtoDirectMethod,AbstractThispaperanalyzesthehistoryofEnglishgrammarteaching,from16centuryto19century.Englishgrammarteachingmethodch
2、angedfromGrammar-TranslationMethodtoDirectMethod,andtoAudio-lingualMethod.Noedto3Pteachingmodel.AccordingtothestatusquoofEnglishgrammarteaching,thispaperdefinestheconceptionsoflanguageandlanguagelearning;introducesthatgrammarlearningmustfollomarconceptionandteachingmethods,thispaperdiscov
3、erstheproblemofgrammarteaching.Traditionalgrammarteachingmar.Teacherethods,Englishteachingqualityisloethodsisthebestmarteaching.Atthesametime,thispaperstudiesthreepopularteachingmethodsforgrammarteachinginordertosolvethe“fiverecognition,fiveunderestimate”problemofgrammarteachinginChina.It
4、advocatesfosteringstudents’languageusingpetence;grammarteachingnotonlyfocusesonformsbutalsoonmeaning.Keyethod.Atthattime,inEurope,Latinistheschoolpulsorycourse;someEnglishelementaryschoolsarecalledsimplyGrammarschool.Studentsstudyanddrillthegrammarruleintheclass.ThetranslationistheLatingr
5、ammarclass’simportantcontent.ThiskindofGrammar-TranslationMethodtakesthegrammarasacenterinthestudyforeignlanguage,itfocusesonthestudyandthememorygrammarrule.Intheclassroom,teachersexplainedgrammarinnativelanguage.Studentsdidalotoftranslationspracticetostrengthenthememory.Hoethodunicativea
6、bilityispoor;itpurelypursuedtheaccuracyofthegrammar,andhadneglectedstudent'slanguagecreationability,andcannotfullyexploitthestudents’subjectiveinitiative.In19thcentury,theEuropeancountriesexchangedalot;theGrammar-TranslationMethodhadbeenchallenged.Thedirectmethodaroseatthatmomentandotedin
7、EuropeandAmerica.Duringthisteachingmethod,thegrammarstilltooktheleadingposition,butitemphasizedtheactualapplication,thedifferentcontextbeesthefactor,marteachingmustconsider.Thedirectmethodstartedtoexcludethenativelanguage.Thecharacteristicsofthedirectmethodethodtote
