【作者】 李雪飞；

【导师】 林正军；

【作者基本信息】 东北师范大学 ， 课程与教学论， 2025， 博士

【摘要】 《普通高中英语课程标准(2017年版2020年修订)》(以下简称《新课标》)提倡英语学科素养导向的英语教学方式变革,鼓励以真实情境为依托,以学习者为中心,以语言使用为目标的英语深度教学。核心素养的提出为英语教学提供新视角,然而以育人为导向的语言知识教学仍存在表层化问题,对学习者思维能力和运用能力的培养不够深入。《新课标》指出,语言知识包括语音、词汇、语法、语篇和语用知识。语法知识是语言知识的重要组成部分,当前我国高中语法教学大多停留在语法知识的静态习得,而忽略语法使用。体认语言观是对认知语言学思想的核心凝练,强调语言本质的体验性和认知性,是当前语言学研究前沿,对语言教学产生极大影响。英语体认学习模型是在体认语言观指导下,融合库伯体验学习理论生成的学习过程模型。基于英语体认学习模型的英语语法教学(以下简称“英语语法体认教学”)是指向语法使用的教学,符合高中英语新课标主张,对发展学生核心素养、解决当前语法教学困境、促进语法知识深度学习具有十分重要的意义。鉴于此,本文从体认语言观的视角,基于英语体认学习模型,探究高中英语语法体认教学设计的基本维度、教学设计的实施过程以及教学设计实施的效果。本研究尝试回答如下问题:(1)如何基于体认学习模型进行高中英语语法教学设计?(2)如何实施基于体认学习模型的高中英语语法教学设计?(3)基于体认学习模型的高中英语语法教学设计效果如何?本文秉持基于体认语言观的语言学习观和语言教学观,认为语言教学观是建立在语言学习观基础上的语言教学理念。基于此,本研究结合体认语言观和库伯体验学习理论,构建了英语体认学习模型,作为英语体认教学设计的理论基础。英语体认学习模型明确了体认学习的五要素:学习者、语言学习材料、概念结构、语言知识和语言实例,英语体认学习方式包含具身体验、反思观察、抽象概括和语言使用四个环节。学习者位于模型中心,主导英语体认学习全程。基于英语体认学习模型,英语体认教学设计首先应开发英语体认教学材料,教学过程要遵循英语体认学习过程展开,教学评价需让学生在真实情境中产出语言实例。为回答上述研究问题,本研究遵循教学设计的基本思路,采用实证研究的基本范式,运用个案法、实验法、访谈法来探究具体研究问题。针对“如何基于体认学习模型设计高中英语语法教学?”这一问题,研究者基于文献综述和理论模型,结合新课标语法教学理念,提出高中英语语法体认教学设计的维度,包含高中英语语法体认教学理念、高中英语语法体认教学设计原则以及高中英语语法体认教学设计路径,指导教学设计开展。在上述理论指导下,研究者采取个案法,选取三位高中一线教师作为个案,共同参与高中英语语法体认教学设计,开发了三个原创性教学设计案例,并在授课班级实施。研究者分阶段呈现教学设计案例的开发过程,提炼教学设计策略,呈现教学设计案例的实施过程,以解决“如何基于体认学习模型开展高中英语语法教学设计”这一基本问题。为探究“基于体认学习模型的高中英语语法教学设计效果如何”这一问题,本研究采用实验研究方法,通过实验组前后测进行对比分析,探究高中英语语法体认教学设计在促进学习者语言能力提升方面的效果。为进一步探究研究问题三“高中英语语法体认教学设计的效果”,本研究围绕“认知能力”和“学习策略”两个维度设计了访谈提纲,对接受体认教学实验的学生进行访谈,验证教学设计对学生认知能力和学习策略的促进效果。本研究的具体发现如下:(1)高中英语语法体认教学设计倡导“以学生为中心”的教学理念,将学习者的体认作为语言习得的根本途径,追求英语语法本质的学习,重视语言环境在语言习得中的重要作用。从教学目标来看,应以语法使用为核心目标,强调知识与能力并重。从教学内容来看,应以语法理据为教学内容。教学过程应以学习过程为指导,遵循语言生成的体认规律。从教学资源来看,应以语篇图示为主要方式,以激发学习者现有的百科知识。高中英语语法体认教学设计的基本原则如下:首先,要从知识习得走向能力培养,具体表现为以生成语言使用能力为最终目标、以发展学生思维能力为过程目标。其次,从知识讲授走向学生体验,具体表现为以大观念语篇实现情境语境单元化、用非语言工具实现教学内容可视化。最后,要从简单理解走向高阶思维,具体表现为基于“英语学习活动观”区分活动属性、善用深度教学思维工具促进活动实施。高中英语语法体认教学设计的实践模式结构分为“分析”、“设计”、“评价”、“反馈”四个阶段。教学设计具体包含的要素有:教学内容分析、学习者分析、教学目标的确立、教学材料的开发、教学过程与教学活动的设计、教学评价的设计。(2)高中英语语法体认教学设计的实施包含教学设计的开发、教学设计策略的提炼以及教学设计案例的实施。高中语法体认教学设计开发过程经历了准备与分析、设计和改进、提升和应用三个阶段。准备与分析阶段包含对教学内容的选定、对教学内容的分析、对学习者学情的分析以及总体教学目标的确定。设计和改进阶段包含开发体认教学材料、明确教学过程、细化教学目标、设计教学活动、确定过程性评价方案五个步骤。总结高中英语语法体认教学设计的过程,提炼出高中英语语法体认教学设计策略:第一,确立体认分级目标,实现教学目标结构化;第二,呈现语法知识理据,确保教学材料立体化;第三,统一“步骤—目标—活动”,促进教学过程系统化;第四,教学评价过程化,注重评价任务语篇性。(3)高中英语语法体认教学设计的实施对学习者的语言能力、认知能力和学习策略的提升具有显著积极效果。体认教学设计能够助推学习者语言能力的提升,表现为学习者对语言知识的掌握程度显著增强、学习者在语言使用中重视语言情境的创设、学习者在语言意义表述上更加准确。体认教学设计能够促进学习者认知能力提升,具体表现为体认教学材料能够帮助学生理解语法知识、体认教学过程提升学生认知能动性、体认教学工具能够促进学生建构知识。体认教学设计能够帮助学习者形成良好的学习策略,具体表现为体认教学设计加强学习者对语言知识和语言使用的本质理解、体认教学设计帮助学习者自主归纳有效学习方法、体认教学设计能够提升学习者语法学习兴趣。更多还原

【Abstract】 English Curriculum Standards for Senior High Schools(2017 Edition,revised in 2020)advocate the reform of English teaching methods oriented by English subject literacy,and encourage in-depth English teaching based on real situations,learner-centered and language use as the goal.With the introduction of core literacy,academic circles focus on the cultivation of students’innovative ability,while ignoring the acquisition of language knowledge.At present,the teaching research carrier that points to English core literacy is mostly reading teaching,and the research of English deep learning mostly points to unit theme(big concept)learning,while relatively little deep research has been done on grammar knowledge teaching.Understanding language view is the core of cognitive linguistics,which emphasizes the embodied nature of language and has a great influence on language teaching.English embodied learning model is a learning process model generated by combining Cooper’s experiential learning theory under the guidance of cognitive language view.The reform of English teaching mode based on English embodied learning model conforms to the new curriculum standard of senior high school English,which is of great significance to developing students’core literacy and promoting deep learning of language knowledge.In view of this,this article explores the basic dimensions,implementation process,and effects of embodied English grammar instructional design in senior high school from the perspective of the embodied view of language and based on the English embodied learning model.This study attempts to answer the following questions:(1)How can English grammar instructional design in senior high school be carried out based on the embodiment learning model?(2)How can English grammar instructional design in senior high school be achieved based on the embodiment learning model?(3)What is the effect of English grammar instructional design in senior high school based on the embodiment learning model?This paper holds the view of language learning and language teaching based on the view of language recognition,and holds that the view of language teaching is a language teaching concept based on the view of language learning.Based on this,this study combines the embodied view of language with Cooper’s experiential learning theory to construct the embodied English learning model as the theoretical basis of embodied English teaching design.The embodied English learning model defines five elements of cognitive learning:learners,language learning materials,conceptual structure,language knowledge and language examples.English cognitive learning methods include four links:embodied experience,reflective observation,abstract generalization and language use.Learners are located in the center of the model and dominate the whole process of English cognitive learning.Based on the English awareness learning model,English awareness teaching design should first develop English awareness teaching materials,the teaching process should follow the English awareness learning process,and the teaching evaluation should allow students to produce language examples.In order to answer the above research questions,this study follows the basic idea of teaching design,adopts the basic paradigm of empirical research,and uses case method,experiment method and interview method to explore specific research questions.Regarding the question of"how to design high school English grammar teaching based on the embodied learning model,"the researcher proposes dimensions for high school English grammar embodied teaching design based on a literature review and theoretical model,combined with the New Curriculum Standards’grammar teaching philosophy.These dimensions include the teaching philosophy,design principles,and design paths for high school English grammar embodied teaching,guiding the implementation of teaching design.Under the guidance of the above theories,the researcher adopts a case study method,selects three high school teachers as cases,and jointly participates in the design of high school English grammar embodied teaching,developing three original teaching design cases and implementing them in teaching classes.The researcher presents the development process of the teaching design cases in stages,extracts teaching design strategies,and presents the implementation process of the teaching design cases to address the fundamental question of"how to carry out high school English grammar teaching design based on the embodied learning model."To explore the question of"what is the effect of high school English grammar teaching design based on the embodied learning model,"this study adopts an experimental research method,comparing and analyzing the pre-and post-test results of the experimental group to investigate the effectiveness of high school English grammar embodied teaching design in promoting learners’language ability.To further explore the effect of high school English grammar embodied teaching design,this study designs an interview outline focusing on the two dimensions of"cognitive ability"and"learning strategies"and interviews students who have undergone embodied teaching experiments to verify the effectiveness of the teaching design in promoting students’cognitive abilities and learning strategies.The specific findings of this study are as follows:(1)Embodied English grammar instructional design in senior high school advocates the"student-centered"teaching philosophy,takes learners’recognition as the fundamental approach to language acquisition,pursues the essential learning of English grammar,and emphasizes the important role of language context in language acquisition.From the perspective of teaching objectives,grammar use should be the core goal,emphasizing both knowledge and ability.From the perspective of teaching content,grammatical motivation should be the teaching content.The teaching process should be guided by the learning process and follow the recognition law of language generation.In terms of teaching resources,textual schemata should be the main method to stimulate learners’existing general knowledge.The basic principles of teaching design for high school English grammar recognition are as follows:Firstly,it should shift from knowledge acquisition to ability cultivation,specifically manifested in generating language use ability as the ultimate goal and developing students’thinking ability as the process goal.Secondly,it should shift from knowledge teaching to student experience,specifically manifested in realizing contextual unitization through macro-idea texts and visualizing teaching content through non-verbal tools.Finally,it should shift from simple understanding to high-level thinking,specifically manifested in distinguishing activity attributes based on the"view of English learning activities"and using deep teaching thinking tools to promote activity implementation.The practical model structure of teaching design for high school English grammar recognition is divided into four stages:"analysis","design","evaluation",and"feedback".The specific elements included in teaching design are:teaching content analysis,learner analysis,establishment of teaching objectives,development of teaching materials,design of teaching processes and activities,and design of teaching evaluation.(2)The implementation of Embodied English grammar instructional design in senior high school includes the development of teaching design,the extraction of teaching design strategies,and the implementation of teaching design cases.The development process of high school grammar recognition teaching design goes through three stages:preparation and analysis,design and improvement,and promotion and application.The preparation and analysis stage includes selecting teaching content,analyzing teaching content,analyzing learners’academic conditions,and determining overall teaching objectives.The design and improvement stage includes five steps:developing recognition teaching materials,clarifying the teaching process,refining teaching objectives,designing teaching activities,and determining the procedural evaluation plan.Summarizing the process of teaching design for high school English grammar recognition,strategies for teaching design are extracted:first,establish hierarchical recognition objectives to achieve structured teaching objectives;second,present the rationality of linguistic knowledge to ensure the three-dimensional teaching content;third,unify"steps-goals-activities"to promote the systematization of the teaching process;fourth,proceduralize teaching evaluation and focus on the textual nature of evaluation tasks.(3)Embodied English grammar instructional design in senior high school has a significant positive effect on learners’linguistic ability,cognitive ability,and learning strategies.Recognition-based teaching design can boost learners’linguistic ability,manifested in a significant increase in learners’mastery of linguistic knowledge,emphasis on the creation of linguistic contexts in language use,and more accurate expression of linguistic meaning.Recognition-based teaching design can promote learners’cognitive ability,specifically manifested in helping students understand grammatical knowledge through recognition-based teaching materials,enhancing students’cognitive agency through the recognition-based teaching process,and promoting students’knowledge construction through recognition-based teaching tools.Recognition-based teaching design can help learners form good learning strategies,specifically manifested in strengthening learners’understanding of the essence of language knowledge and language use through recognition-based teaching design,helping learners independently summarize effective learning methods through recognition-based teaching design,and enhancing learners’interest in grammar learning through recognition-based teaching design.更多还原