更新时间：10-12 （梦溪）提供原创文章
Abstract
This study is based on the fact that although the English Curriculum Standard was released in 2001, high school English teaching situations in remote areas of western China remain challenging. This paper is on the ground of understanding of the requirements for English grammar teaching in the English Curriculum Standard, and the exploration of the existing English grammar teaching approach under the English Curriculum Standard, which reflects the underdevelopment and the corresponding causes for the problems in high school English grammar teaching in remote areas of China. Its finally aim is hoping to catch teaching staff’s attention.
Key words: English Curriculum Standard, teaching method of English grammar; teaching situation of high school’s English grammar teaching
Content
摘要：
Abstract:
1. Introduction-1
1.1 Research Background:-1
1.1.1 International Context-1
1.1.2 Domestic Policy Context-1
1.1.3 Context of Current English Teaching Situation（take sample of our country’ s remote area）-2
1.2 Objective-2
1.3 Paper Structure-2
2 Literature Review-3
2.1 Interpretation of English Curriculum Standard-3
2.1.1 Basic Ideas in English Curriculum Standard-3
2.1.2 Theoretical Basis of the New Curriculum Standard-3
2.1.3 The Overall Objective of the English Curriculum Standard-4
2.1.4 Lessons from International Curriculum Reformation-6
2.2 English Curriculum Standard & High School English Grammar Teaching-6
2.2.1 Requirements for High School English Grammar Teaching under the English Curriculum Standard-6
2.2.2 The Misunderstandings of the requirements of the English Curriculum Standard on the English Grammar Teaching part and the Right Attitudes toward it.-7
2.2.3 Challenges for Current English Grammar Teaching from Zhang Nairong-10
2.2.4 Two Tables of the English Grammar Teaching Method from the Literature-11
3 Methodology-18
3.1 Subject-18
3.2 Research Question-18
3.3Research Methods-18
3.3.1 Classroom Observation-18
3.3.2 Interviews-20
3.3.3 Questionnaire-24
4 Conclusion-27
Bibliography-29
Acknowledgement-29
Appendix-30