基于认知—发现学习理论的英语主谓一致教学研究  

A Study on Teaching of Subject-predicate Agreement in English Based on the Cognitive-discovery Learning Theory

作　　者：戴日新[1] 黄四林[1] 

机构地区：[1]岳阳职业技术学院,湖南岳阳414000

出　　处：《湖南师范大学教育科学学报》2010年第5期106-108,共3页Journal of Educational Science of Hunan Normal University

基　　金：湖南省哲学社会科学成果评审委员会立项课题"高职院校英语语法课堂教学有效性研究"[0805064B]

摘　　要：主谓一致是英语组词成句时必须遵守的一项基本的语法规则,然而传统的"三原则"并不能很好地解释语言现实,导致英语学习者感觉主谓一致语法现象捉摸不定。此研究以认知—发现学习理论为指导,从英语主谓一致的语法知识与教学实践的结合上,对主谓一致教学进行了定位,提出了适合中国英语学习者学习英语主谓一致的教学策略,最终,发掘出"概念一致"原则才是处理主谓一致关系时真正应该遵循的原则,从而达到各原则协调统一。To make a sentence with words in English,a basic principle,subject-predicate agreement must be abided by,however,the traditioanl＂three principles＂can not properly explain the linguistic reality,which causes English learners feel that the grammatical phenomenon is intangible.Combining the grammar knowledge of subject-predicate agreement and teaching practice,this thesis proposes the teaching goals and scientific teaching strategies of subject-predicate agreement teaching,and draws out the concept agreement should eventually be followed in dealing with English subject-predicate a-greement,so as to achieve the principles harmonized.

关 键 词：主谓一致 认知—发现学习理论 原型诱导 概念一致 

分 类 号：G424.1[文化科学—课程与教学论]