中文摘要
随着全球化进程的加快，英语作为国际通用语言的重要性日益凸显，小学阶段的英语语法教学成为培养学生语言能力的关键环节然而，当前小学英语课堂中语法教学的有效性仍面临诸多挑战，如教学方法单一、学生兴趣不足以及学习效果难以持续为此，本研究旨在探讨如何提升小学英语课堂中学生语法学习的有效性，通过系统分析现有教学模式的不足，提出以任务型教学法为核心的创新教学策略研究采用准实验设计，选取某市两所小学的四年级学生为研究对象，分为实验组和对照组，实验组实施任务型教学法，而对照组采用传统教学方法经过为期一学期的教学干预，利用问卷调查、课堂观察及测试成绩等多维度数据收集方式，对两组学生的语法掌握水平及学习态度进行对比分析结果表明，任务型教学法能够显著提高学生的语法学习兴趣与成绩，同时促进其自主学习能力和合作意识的发展此外，研究发现教师在教学设计中的角色转变对学生语法学习效果具有重要影响综上所述，本研究不仅验证了任务型教学法在小学英语语法教学中的有效性，还为相关教育实践提供了理论支持与具体操作建议，对优化小学英语课堂教学模式具有重要的参考价值
关键词：任务型教学法；小学英语语法教学；学习有效性；学生兴趣；教师角色转变
Abstract
With the acceleration of globalization, the importance of English as an international lingua franca has become increasingly prominent, making primary school English grammar instruction a critical component in nurturing students' language proficiency. However, the effectiveness of grammar teaching in current primary English classrooms still faces numerous challenges, such as monotonous teaching methods, insufficient student interest, and difficulty in sustaining learning outcomes. This study aims to explore strategies for enhancing the effectiveness of grammar learning among primary school students by systematically analyzing the shortcomings of existing teaching models and proposing innovative teaching approaches centered on task-based language teaching (TBLT). A quasi-experimental design was adopted, with fourth-grade students from two primary schools in a city serving as research participants, divided into experimental and control groups. The experimental group was taught using TBLT, while the control group followed traditional teaching methods. After a semester-long intervention, multi-dimensional data collection methods, including questionnaires, classroom observations, and test scores, were employed to compare the grammar mastery levels and learning attitudes of the two groups. The results indicate that TBLT significantly enhances students' interest in and performance on grammar tasks, while also promoting their autonomous learning abilities and cooperative awareness. Additionally, the study reveals that the transformation of teachers' roles in instructional design plays a crucial role in improving students' grammar learning outcomes. In conclusion, this research not only validates the effectiveness of TBLT in primary school English grammar instruction but also provides theoretical support and practical recommendations for relevant educational practices, offering valuable insights for optimizing primary English classroom teaching models.
Key words：Task-based Teaching Method; Primary School English Grammar Teaching; Learning Effectiveness; Student Interest; Teacher Role Transformation
