A Case Study Under The Paradigm Of "Double Interaction And Four Unities" In English Teaching Of Senior High School

The English curriculum standard of senior high school requires teachers to explore effective ways of teaching and learning actively,to achieve in-depth teaching and to cultivate English subject literacy.However,there is a common phenomenon in English teaching that teaching and learning can not coordinate with each other and students can not study actively so that they just recite words and grammar rules mechanically.A high school in Yanbian has created a teaching paradigm of "double interaction and four unification" in order to put "effective teaching" into practice.The paradigm emphasizes that the explicit interaction in the classroom and the implicit interaction after class is multinomial and bilateral.It should be integrated into teaching that is the teachers’ teaching and guidance,students’ learning and acquisition,the role of learning subject and object,traditional and modern educational technology,classroom teaching and evaluation and testing.The main interviewees in this paper are four English teachers in this school from the grade 1 and grade 2,and each teacher’s classroom is selected as a case study.This study analyze the advantages and problems of these classes using the teaching paradigm according to observe.This paper finds out the advantages and disadvantages of using "double interaction and four unification" teaching paradigm in English teaching,and puts forward feasible suggestions for better implementation of the teaching model by observing and analyzing this teaching paradigm in English teaching of a senior high school in Yanbian.The author presents the teaching of the four English classes through case study and use classroom observation scale to analyze the application of the teaching paradigm in four classes,combining the interview results to answer three questions.First of all,how to apply the "double interaction and four unification" teaching paradigm in English teaching?Secondly,which aspects does the teaching paradigm promote the implementation of effective English teaching?Finally,what are the problems of this paradigm in English teaching practice?This paper provides theoretical support for the application and development of the "double interaction and four unification" teaching paradigm in this school,and also provides practical basis for promoting the application of this teaching paradigm in the effective English class.This study finds that the "double interaction and four unification" teaching paradigm is conducive to having meaningful bilateral interaction in the teaching process,giving full play to students’ subjectivity and improving teaching efficiency.The main problems in the explicit interaction of teaching are the time allocation of each teaching link and the construction of cooperative learning groups.The problems in the implicit interactive teaching after class are that the tasks are not arranged clearly and the exercise is too exam-oriented.Therefore,this study puts forward some suggestions.Firstly,reasonable time should be allocated to each link and teacher should adjust rhythm of actual teaching flexibly.Secondly,learning groups should be reasonable.Finally,guided learning plans should be designed carefully and it should establish multiple evaluation system.