i题目认知法在高中英语语法教学中的应用研究ASTUDYOFCOGNITIVEAPPROACHAPPLIEDINTEACHINGENGLISHGRAMMARINSENIORMIDDLESCHOOLAcknowledgmentsThroughexperiencingenormoushardshipsandwiththehelpfrommanykindpeopletofinishmythesis,itistimetoexpressmyheartfeltandsincerethankstothem.Firstandforemost,Iwouldexpressmydeepestgratitudetomysupervisor,ProfessorLiXuemei,whogivememanysuggestionsandguidemetofinishmythesiswriting.What'smore,mysupervisoramendsmythesispatientlyandgivesmemanysuggestions.Withoutherguidanceineverystageofthewriting,itisimpossibletofinishmythesis.IalsowanttothankmyEnglishteacherLiQiang,whosupportsmeandoffersmemuchimportantinformationthroughmythesiswriting.ThenIwouldexpressmythankstootherteachersandmyclassmateswhohelpmewithmywriting.Theyhelpmetocollectmaterialsandgivemeadvice.Sometimeswediscusstogethertofindthenewviewpoint.Finally,Iwillgivemysincerethankstomyparents.Theygivemetheirfullsupportandencouragement.TheycomfortmewhenIamconfusedandperplexed,whichisimportanttofulfillmythesis.iiAbstractEnglishasamajorforeignlanguageistakenasabasiccourseofallkindsofschoolsinChina.ChinesestudentsusuallystarttolearnEnglishfromprimaryschools.Butduetotheelementarystudents’learningcharacteristics,mostprimaryschoolsinChinamarginalizeEnglishgrammarteaching,stressinglisteningandspeaking.Especially,theseniormiddleschoolEnglishteachingismostanddirectlyaffected.ChinesestudentslearnEnglishwithoutEnglish-speakingenvironment.Itisverynecessarytoimprovethestudents’comprehensiveabilityofusingEnglish,grammarteachingmustbeputtheimportantposition.Now,themoreimportantthingistofindoutbettergrammarteachingapproachestoteachintheseniormiddleschool.Itisverycriticaltodevelopstudents’abilityoflanguagelearning.Sogrammarknowledgecannotberejected.Itisknownthattakingsomeeffectiveandmeaningfulteachingapproachescanmakestudentsmastergoodgrammarknowledge.ThisthesisisstudyabouttheeffectivenessofcognitiveapproachinteachingEnglishgrammarinSeniorMiddleSchool.OnthebasisofPiaget'scognitivepsychology,thisthesiswilldiscussestheconcept,theoreticalbasisandbasicprinciplesofcognitivemethodandthevalidityofcognitivemethodinseniorhighschoolEnglishgrammarteaching.Changingthetraditionalgrammarteachingmethods,usingcognitivemethodstoteachEnglishgrammarknowledgetomakestudentsinterestinlearningEnglish,cultivatingtheirabilitytolearnEnglishbythemselves.Keywords:Englishgrammarteaching;cognitiveapproach;Piaget’scognitivepsychology摘要iii在中国，英语通常作为一门主要的外语学科，是各级各类学校的基础课程。中国学生从小学就学英语，而由于小学生的学习特征，小学英语教学一般淡化语法教学，重视听说训练。英语在中国是一门外语，而不是作为第二语言，中国学生在没有英语语言环境下学习英语，学习英语语法是很有必要的。目前最重要的就是要找到一些行之有效的语法教学方法。它是培养学生语言学习能力的关键，所以语法知识不能被拒绝。采用一些有效的和有意义的教学方法可以使学生掌握良好的语法知识。本论文研究认知方法在高中的英语语法教学中的有效性。在Piaget认知心理学的基础上，将讨论高中英语语法教学中认知方法的概念，理论基础和基本原理以及认知方法的有效性。改变传统语法教学方法，运用认知方法教授英语语法知识，使学生对学习英语感兴趣，培养他们自主学习英语的能力，促进学生掌握和使用基本语法知识，从而提高整体运用语法能力，最后从而提高英语成绩。关键词：英语语法教学；认知法；皮亚杰认知心理学Contents云南民族大学毕业论文（设计）原创性声明........................................................
