The Application Of Anchored Instruction In English Teaching Mode Reform Based On The Attribution Theory --a Case Study Of Huaxian County No.3 High School

The English level of high schools students in rural area is relatively low,which leaves much room to meet the training target.From the perspective of attribution theory,this thesis investigates the students' self-attribution of their current situation of English learning.Then from the results of attribution investigation,the author reforms the current English teaching mode in rural high schools,combined with the improved anchored instruction.And finally,the author conducts an experiment to verify the effect of the new teaching mode.In the process of the investigation and research,the following questions are to be answered: 1.What are rural high schools students' self-attributions about their current Englishlearning? 2.According to the results of rural high schools students' self-attributions,how can theteaching mode reform based on anchored instruction change the current situation of ruralhigh schools students' English learning? 3.How is the effects of the new English teaching mode based on anchored instruction inrural high schools?The author conducts an attribution investigation on the students in Grade One of Huaxian County NO.3 High School,and the results show that the students are mainly inclined to make internal attributions such as low learning interest,simple learning methods,and lack in confidence about their currents English learning.As for external attribution,students tend to believe that classroom teaching quality is an important factor affecting their English learning.Students think the current English class is boring and tedious.The author conducts a one-semester experiment in Huaxian County NO.3 High School and 107 students participate in the research.Before the experiment,the author analyzes the final scores of the two classes last semester to ensure that the English level of the two classes is on the similar level,and sets the experimental class which adopts the new teaching mode and the control class which adopts traditional teaching mode.According to the results of students' self-attributions,the author reforms the English teaching mode of rural high schools based on anchored instruction.The author develops a new five-step teaching mode: creation of authentic situations;setting anchors on the basis of students' English language proficiency;encouraging cooperative exploration and interactive activities;developing multiple evaluation mechanism;summarizing the learning methods.After the experiment,the author conducts a questionnaire survey and interview with the same time,the author analyzes the results of the posttest to know the effects of the new teaching mode.Through the analysis of questionnaires and interviews,the author finds that the students accept the new English teaching mode.Under the new teaching mode,the students' interests in English learning have been improved,and the efficiency of classroom learning has also been improved.It is found that the new teaching mode can not only improve students' English performance but also reduce the achievement gap among students.So it is effective to use the new English teaching mode to change the current situation of English learning of rural high schools students.