我承認我更愛用歸納法教學，不過在實務上(真正上課中用)，要小心。
在我們的文化風氣中，同學容易誤會。
以下分享一個教學實務經驗
Be Careful When Using Inductive Teaching
I'll admit it—I tend to prefer inductive grammar teaching. But when it comes to real classroom application, you have to be careful.
In our cultural context, students can easily misunderstand and think the teacher is picking on them.Let me share a real classroom experience.
Background
If I had to divide grammar instruction into two broad categories, the first division that comes to mind is:
- Deductive grammar teaching
- Inductive grammar teaching
Deductive Approach
A common deductive method used in Taiwan is the PPP model:
- Presentation
- Practice
- Production
Presentation is the stage where the teacher explains grammar on the board.
Let's say we're teaching the present perfect tense. Using PPP, you'd start by introducing the grammar, explaining the sentence structure and meaning, discussing usage scenarios, and maybe using a timeline or video to help students visualize it—especially the differences between the present perfect and the simple past.
Form: Subject + have/has + past participle.
Then comes the Practice stage, where students work on structured exercises to become more familiar with the rule. (This stage focuses on accuracy.)
Typical practice activities include: fill-in-the-blanks, matching, multiple choice, guided sentence completion, or translation.
Finally, in the Production stage, students are encouraged to use the grammar in more creative ways, without worrying too much about getting everything perfect. (This stage emphasizes fluency.)
Activities might include: writing a short story, designing a dialogue, role-playing, group discussion, or writing in a journal.
Inductive Approach (Letting Students Discover the Rule)
This method involves:
- Providing several examples
- Asking students to figure out the rule themselves and explain it
For instance, you might write these sentences on the board:
- I will play basketball on Saturday.
- I will do my homework every day.
- I will go to the store later.
- I will eat dinner at 7 p.m.
- I will open the window.
Then you ask the students: “What do all these sentences have in common?”
The Incident
One day, I was using this inductive method.
I asked a new student to figure out the pattern in a set of example sentences. He glanced at me and said,
“I paid for this class.”
(I paid for this class—you're supposed to tell me!
It's not like I got in here for free.)
Oof.
I was stunned for a moment. It seemed he thought I was giving him a hard time.
I quickly explained that there are different teaching methods—PPP, TBL (Task-Based Learning), TTT (Test-Teach-Test), Flipped Learning, and so on.
After going over the different approaches, I asked him: “So, which type of class do you prefer?”
Takeaways
Inductive teaching works best for students who already have a foundation in the language. (For complete beginners, stick with the deductive approach.)
Get to know your students first—both their skill levels and personalities. Before using inductive teaching, explain it to your students. Otherwise, they might feel like you're just trying to make things difficult for them. Since inductive teaching involves more back-and-forth, it works well for teachers like me who enjoy student interaction—but it's important to use it wisely.
That Day's Journal Entry
That night, I wrote in my journal:
“Your Honor, I swear—I wasn't trying to make your life difficult!”
前提
假設要我把英語文法教學分成兩大類，我第一個想到的分法就是
- 「演繹法」(deductive grammar teaching)
- 「歸納法」(inductive grammar teaching)
演繹法
在演繹法教學中，國內滿常見的是PPP教學法
Presentation 呈現
Practice 練習
Production 產出
Presentation就是常見的老師在黑板前講解
例如要教現在完成式這個文法，如果用PPP教學法
就是先列出公式，講解句型結構、意義、然後說明使用情境，並用時間軸、影片幫助學生理解(可補充和過去簡單式的不同之處)
公式 : Subject + have/has + past participle.
接著Practice(練習)，帶同學練習已經設計好的題目，進一步熟悉掌握 (此階段注重正確率)
題型像是：填空、配合題、選擇題、依提示作答、翻譯
Production (產出): 此階段鼓勵學生應用此處學到的文法去表達，不用過度矯正。(此階段注重流暢度)
採用的活動可能是：自己編一個小故事、或是設計一段對話、腳色扮演、小組討論、寫日記等
歸納法 (讓同學自己發現)
- 提供例子
- 請學生找出規則並解釋
例如，在黑板上寫下例句
I will play basketball on Saturday.
I will do my homework.
I will go to the store later.
I will eat dinner at 7 p.m.
I will open the window.
請同學找出以上句子的共同點
正文
就有一天，我用歸納法教學
問一位新進同學，請找出以上句子的規則
同學撇了撇嘴，回答我：
「老師，我有繳錢。」
啊！
我愣了一下
(・ε・)
看來同學好像誤會了
誤會我在刁難他？
後來
我又解釋了一下
不同種類的教學方法
有PPP，TBL，TTT，Fliped learning approach
解釋完以後
我問他
同學，你比較喜歡哪種上課模式？
總結
歸納法適合已經有基礎的學生 (零基礎要用演繹法)
先跟同學熟悉之後再用，把學生的底先摸熟(不管是程度還是個性)
用歸納法之前要先跟學生解釋一下，否則學生容易誤會老師在找他麻煩。
歸納法和學生互動較多，適合我這種喜歡和學生互動的人，但是要斟酌使用。
那天的日記
那天的日記，我寫下
冤枉啊，青天大老爺！我根本沒有要刁難你！
