自主探究語法教學模式初探

新課程理念強調語法復習教學應通過生動、形象的背景材料， 讓學生在語篇中感知所學語言，通過思考、分析和歸納，進一步鞏固對語法規律的認識，在語篇中合理地運用語法知識，做到從語境中來，到語境中去。定語從句中表示地點、時間的模糊化先行詞后的關系詞是難點問題。我把定語從句復習課教學目標設定為：通過前置性作業引導學生自主探究語法規則的能力；通過小組合作討論，掌握定語從句中正確選擇關系代詞或關系副詞的要領；通過課堂鞏固應用，提高在真實生活情境中的語法應用能力。

1. 課前自主探究

A． Fill in the blank with proper words.

（1）May，2nd is the day I will never forget.

（2）May， 2nd was the day

I joined the party.

（3）This is the factory we visited last year.

（4）This is the factory we worked ten years ago.

（5）May，2nd was the day

I joined the party.

（6）1970 was the year

he was born.

（7）This is the factory

we worked ten years ago.

（8）This is the reason

he was injured.

（9）He is the student

we should learn.

（10）This is the pen

I wrote the letter.

以以上練習為例，回答問題：如何選擇正確的關系代詞或關系副詞？介詞+which/ whom結構中，如何選擇介詞？

B.關于關系代詞that 的用法：閱讀課文相關內容，完成以下表格：

C. 基于你對定語從句的認識，設計三道判斷改錯題。

2. 合作討論

（1）創設情景，讓學生在交流中體會語法點。我在課堂上播放劉翔奪冠視頻（含記者采訪片段），提供單詞Liu Xiang，the men’s 110m hurdles，idol，excited，讓學生串成含定語從句的句子，然后小組成員進行交流，評出組內代表性答案，板書于黑板。有兩組學生的句子如下：Liu Xiang， my idol， won the first place in the men’s 110m hurdles， which made me very excited. /Liu Xiang， who won the men’s 110m hurdles， was very excited and he became my idol.也有小組出現病句：Liu Xiang，my idol，who won the men’s 110m hurdles and excited.

（2）小組互助學習，交流前置性作業。在課堂上，給出足夠的時間讓學生在小組內互助學習，分享自己完成前置性作業時所學到的東西，并互相補充更正，歸納總結語法規律。通過小組互助學習，學生對要學習的知識有了更全面的了解，如果小組成員對某一問題不能達成統一意見，留為一個疑點待小組展示時解決。

3. 成果展示

針對前置性作業涉及的A、B、C練習內容，要求學生以小組為單位，在全班同學面前展示本組所掌握的知識，這個環節由小組代表集中展示，其他組員補充，并接受全班同學的指正和補充。通過小組展示可以比較好地總結出所要學習知識的要點，同時將小組內不能達成一致意見的問題提交全班同學進行討論。對于全班存在的問題，老師給予及時的引導。以下為學生設計的判斷改錯題：

The most beautiful place that I have ever lived is Beijing.

I still remember the happiest time when we worked together.

The house which window is painted blue belongs to me.

They often talk about the place and people who they visited last year.

4. 鞏固應用

（1）A game: quick oral exercises.

Word puzzles: Please describe a thing or place using attributive clause：

Beijing，Olympic Centre，Dongpu Middle School，National Day，my close friend，Obama， Guangzhou， our dormitory，The Pearl River，Qomolangma，Nelson Mandela.

Examples: It is the place where I have dreamed about going （Beijing）.

先讓A學生通過抽簽，用定語從句描述以上所選的項目，接著由B同學作出判斷。在這樣的操練活動中，學生既練習了聽力與口頭表達能力，又鍛煉了思維能力與快速反應能力，還加深了對所學語法現象的理解。緊張的學習氣氛中不乏幽默與調侃，從而使語法教學既輕松又有效。

（２）Fill in the blank with proper relative words：

Yue Liuhui is a girl from Dujiangyan. The earthquake took place at the time １ she was going to take a shower， but for the next second the building， 2 was not strong enough，collapsed（倒塌）. She will never forget the time 3 she spent in the rubble. During the rescuing work，she talked to a reporter outside in a weak voice.

“I have been waiting for the people 4 will come to rescue me.”

“When I heard someone shouting outside， I kept on crying to make myself heard.”

“I must save energy to keep up. That’s the reason 5 I stopped crying when I couldn’t hear any voice.”

“I am lucky that I am still alive.”

“Along with me， there was someone else in the rubble， 6 I cheer her up by saying that we were going to be rescued soon.”

It was 16 o’clock on May 15th7Yue Liuhui was finally helped out. The girl buried for 72 hours burst out crying when she saw her mother，8 eyes already filled with tears.

Answers：1.when2.which3.which4. who 5.why6. where7.when8.whose

本題給學生提供了一完整語篇，讓學生再次感悟關系代詞、關系副詞在定語從句中的正確使用。

（3）Writing：在下列寫作情景中，恰當運用定語從句。

Situation A：The person who influences me most

Situation B：An unforgettable experience

5. 結束語

語法教學在新課改環境中沒有淡化，而應得到優化。本模式立足于學生的興趣，學生的參與，學生的活動、學生的綜合運用語言能力的發展，將語法教學與聽說讀寫各項技能的培養融為一體，與語篇理解和語言的實際運用結合起來，具有較強的可操作性。經過幾年的實踐，學生的自學能力、探究習慣、語言綜合運用能力都有明顯進步。在實施過程中，也需要注意小組合作學習的運行機制和學生個性及學習差異問題，才能更好地實施有效的語法教學。

責任編輯 魏文琦

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