鼓励学生用语法知识解决语言问题：提升英语能力的有效途径

新课标强调“以学生为中心，注重语言运用能力和综合素养的提升”。这一理念不仅要求教学内容贴近生活、实用性强，更倡导通过“学中用，用中学”的方式，使学生在实践中掌握语言规律，提高语言运用能力。其中，运用语法知识解决语法问题，正是践行这一理念、有效提升英语能力的好办法。本文将深入探讨这一方法的优势，通过实例分析语法难点，并展示如何在实际写作中应用并修正语法错误，以期为学生提供一个全面提升英语能力的路径。

一、新课标理念下的语法教学

新课标倡导的语言学习理念，其核心在于“学以致用”。语法作为语言的规则体系，不仅是理解语言的基础，更是准确表达思想的工具。通过系统学习语法知识，学生能够更好地把握语言的结构和规律，从而在实际交流中更加自如地运用语言。这种“学中用，用中学”的教学模式，鼓励学生将所学知识应用于实际情境中，通过反复实践来巩固和深化理解，最终实现语言能力的全面提升。

二、“学中用，用中学”的实践意义

“学中用，用中学”（Learn by doing）是英语教学的重要原则，它强调知识的学习与应用的紧密结合。学生在学习语法知识后，通过在实际语境中的运用，可以实现对知识的消化、巩固和检测。这种实践性的学习方式，不仅能够帮助学生更好地理解和掌握语法规则，还能够培养他们的语言运用能力和解决问题的能力。同时，通过不断的实践，学生还能够发现自己的不足之处，从而有针对性地进行改进和提高。

三、如何利用语法知识解决语言问题？供参考的操作方法：

1.教师启发式讲解。教师精选一篇阅读理解文章，在班上进行重点讲解，但要注意，教师讲解的时候不要逐句讲解，而是根据可能影响学生理解的语法现象进行讲解。同时应注意，不要由教师一个人讲，可以在教师的启发下，由学生去发现问题，解决问题。

2.当堂集中批改。教师选择一至两篇学生的习作（最好是中等水平的），习作里面包含有学生们经常容易犯的语法错误在班上集中批改。同样，不要由教师一个人讲，可以在教师的启发下，由学生分组讨论，去发现问题，解决问题。

3.合理的同伴互助。采取同伴互助或者小组讨论的方式，由学生自己去解决问题，实在解决不了的，再拿到班上来集体讨论或通过教师的答疑解惑解决。在分组的时候，教师应合理的搭配学生，最好是每个小组里面有英语基础较好的学生，否则讨论的效果会受到影响。这其中的道理很简单：基础差的学生一般情况下发现不了自己犯的语法错误，语法基础好一些的同学才可能发觉问题出在哪里。弱者之间的“抱团取暖”，效果有限。

4.适当借助A手段。利用AI技术手段，但不要过度依赖，应先在自己独立思考之后，再通过AI来验证，即使这样，教师也要引导学生理解消化AI提供的“标准答案”，否则AI带来的结果只能是弱化学生的英语学习能力。

四、实例分析：语法难题的破解

1.阅读理解案例分析

为了更直观地展示语法知识在解决实际问题中的应用，以下是一篇接近高考难度的阅读理解文章，其中包含了时态的微妙使用、虚拟语气、定语从句和省略现象等语法难点。

The ancient city of Rome, which had been the center of power and culture for centuries, was not built in a day. Its history, stretching back thousands of years, is filled with tales of triumph and tragedy. If the Romans had not developed their advanced engineering skills, many of the impressive structures we see today, such as the Colosseum and the Pantheon, would never have been constructed.

One of the most fascinating aspects of Roman history is the way in which the city evolved over time. From a small village on the banks of the Tiber River, it grew into a vast empire that spanned continents. This growth was fueled by the Romans' relentless pursuit of conquest and their ability to adapt to new situations.

However, the decline of Rome was also marked by a series of internal conflicts and external pressures. Had the empire been able to maintain its unity and address these challenges more effectively, its fall might have been avoided.

Today, visitors to Rome can still marvel at the remnants of its past glory. The ruins of the Forum, the grandeur of the Vatican City, and the charm of the narrow streets in the old city center all serve as reminders of the city's rich history.

语法难点分析：

（1）时态的微妙使用：文章开篇“The ancient city of Rome, which had been the center of power and culture for centuries, was not built in a day.”中的“had been”是过去完成时，用于描述过去某个时间点之前已经完成的动作或状态，强调了罗马作为权力与文化中心的长期性。若学生未能准确理解这一时态，可能会误判为一般过去时，从而忽略其背后的历史深度。

（2）虚拟语气：“If the Romans had not developed their advanced engineering skills, many of the impressive structures we see today would never have been constructed.”此句使用了虚拟语气，表示与过去事实相反的假设。若学生不熟悉虚拟语气的用法，可能会将其误读为一般过去时或现在完成时，导致对句子意思的理解产生偏差。第二段的“Had the empire been...”也是虚拟语气，而且从句比较特殊，教师应该和学生说明。

（3）定语从句：“The ancient city of Rome, which had been the center of power and culture for centuries,”中的“which had been the center of power and culture for centuries”是一个非限制性定语从句，修饰先行词“The ancient city of Rome”。若学生未能准确识别并理解定语从句的结构和功能，可能会忽略这一重要信息，影响对文章整体内容的把握。

（4）省略现象：虽然本文中未直接出现明显的省略句，但学生在阅读过程中应注意识别和理解上下文中的隐含信息。例如，“This growth was fueled by the Romans' relentless pursuit of conquest and their ability to adapt to new situations.”一句中，省略了主语“the growth”，但根据上下文可以推断出其指代对象。这种省略现象在英语中十分常见，学生需要具备敏锐的语感来准确理解。

2.高考英语作文案例分析及修正

第一篇作文

Last week, I go to the library with my friend, John. We want to find some interesting books to read. The library was very quiet and peaceful, and we feel very comfortable there. We walk through the rows of books, looking for something that catch our eyes. Suddenly, John saw a book on the shelf which title is "The Adventures of Tom Sawyer". He said, "This is the book I've been looking for!" and take it down. I was surprise at how quickly he found it. We both sit down and start reading immediately. The stories in the book are so fascinating that we forget the time passed. After a while, the librarian tell us that the library is about to close. We regretfully put the books back and left.

语法错误剖析：

（1）时态错误：

“Last week, I go to the library”中“go”应为“went”，因为描述的是过去发生的事情。

（2）语态错误：

“The library was very quiet and peaceful, and we feel very comfortable there.”中“feel”应为“felt”，与前面“was”保持一致。

（3）定语错误：

“looking for something that catch our eyes”中“catch”应为“catches”，因为主语“something”是单数。

（4）状语错误：（此处主要指副词或介词短语的位置和用法）：

本段中的状语使用基本正确，但“After a while, the librarian tell us...”中“After a while”作为时间状语位置正确，但“tell”应为“told”。

（5）主谓不一致：

“We both sit down and start reading immediately.”中“sit”应为“sit down”的省略形式，但通常不这样省略，应直接使用“sat”。

（6）非谓语错误：

非谓语使用基本正确，但“and take it down”前缺少非谓语形式，应改为“and took it down”。

（7）从句错误：

“which title is 'The Adventures of Tom Sawyer'”中关系代词“which”后应跟从句的谓语，但“title”前缺少冠词“the”或“its”来明确所属关系。

（9）冠词误用：

如上所述，“which title is...”中缺少冠词。

修改后的作文：

Last week, I went to the library with my friend, John. We wanted to find some interesting books to read. The library was very quiet and peaceful, and we felt very comfortable there. We walked through the rows of books, looking for something that caught our eyes. Suddenly, John saw a book on the shelf whose title was "The Adventures of Tom Sawyer". He said, "This is the book I've been looking for!" and took it down. I was surprised at how quickly he found it. We both sat down and started reading immediately. The stories in the book were so fascinating that we forgot the time passing. After a while, the librarian told us that the library was about to close. We regretfully put the books back and left.

第二篇作文：

Last Sunday, I went to visit my grandparents. They livein a small village far away from city. The weather was sunny and breeze, so we decide to go for a walk in the countryside. We saw many beautiful flowers and trees, which colors were very bright. Suddenly, a little boy run towards us, crying loudly. He said he lost his way and couldn't find his home. We felt sorry for him and helped him find his way back. After a while, we arrived at his house, where his parents were waiting anxiously. They thanked us very much and invited us in for a cup of tea. We had a great time talking with them and share stories.

语法错误剖析：

（1）时态错误：

“They live in a small village far away from city.”中“live”应为过去时“lived”，因为整篇文章描述的是过去的事件。

（2）语态错误：

文中语态使用基本正确，但需注意“The weather was sunny and breeze”中“breeze”应为形容词“breezy”或使用名词形式“the wind was breezy”。

（3）定语错误：

“which colors were very bright”中“which”引导定语从句时，其后的名词“colors”前应有冠词“the”，即“whose colors were very bright”或“the colors of which were very bright”。

（4）主谓不一致：

“a little boy run towards us”中“run”应为第三人称单数形式“ran”。

（5）非谓语错误：

“talking with them and share stories”中“share”应为非谓语形式“sharing”，与“talking”并列。

（6）词序错误：

“far away from city”中“city”前应加冠词“the”，即“far away from the city”。

（7）冠词错误：

如上所述，“far away from city”和“which colors”前缺少冠词。

修改后的作文：

Last Sunday, I went to visit my grandparents. They lived in a small village far away from the city. The weather was sunny and breezy, so we decided to go for a walk in the countryside. We saw many beautiful flowers and trees, whose colors were very bright. Suddenly, a little boy ran towards us, crying loudly. He said he had lost his way and couldn't find his home. We felt sorry for him and helped him find his way back. After a while, we arrived at his house, where his parents were waiting anxiously. They thanked us very much and invited us in for a cup of tea. We had a great time talking with them and sharing stories.

结语

综上所述，运用语法知识解决语法问题不仅是提高英语能力的好办法，也是符合新课标理念的重要教学手段。通过“学中用，用中学”的实践方式，学生能够在真实的语境中运用语法规则，加深对语言的理解和掌握。同时，通过不断的实践和反思，学生的综合语言素质得到进一步提高。