A Teaching Experiment Research To Optimize The English Vocabulary Learning Strategy Of Senior High School Students In County Areas Under The Background Of The New Curriculum Standards

Vocabulary learning has always been an important part of English learning,and it is a top priority in English learning.The General High School English Curriculum Standards（revised in 2017 and formulated in2020 by the Ministry of Education of the People’s Republic of China,hereinafter referred to as the new curriculum standards）require the vocabulary of ordinary high school students to reach the level eight.In the context of a large number of vocabulary and academic-overloads,teachers need to teach some vocabulary learning strategies in order to achieve the effect of doubling the results with half the effort.The new curriculum standards require teaching to be optimized,so optimizing vocabulary learning strategies has great theoretical and practical significance.Because schools of county areas are located in areas with relatively backward educational levels,the problems of English vocabulary teaching are more prominent.The rural education revitalization strategy requires improving the quality of education in ordinary high schools,so teachers should pay enough attention to optimizing the vocabulary learning strategies of high school students in county area.Optimizing the vocabulary learning strategies students in county area high school became the key to the research.Optimal teaching,i.e.,the control of the organization in order to make the process play the most effective（i.e.,optimal）role from the perspective of established standards,with the basis of a comprehensive consideration of internal and external conditions.This study refers to the Cohen SBI,and optimize students’ metacognitive strategies,cognitive strategies,social/emotional strategies,and resource strategies,which refers to the new curriculum standard and O’Malley ＆ Chamot’s classification of vocabulary learning strategies.This study is based on experimental teaching,supplemented by questionnaire,test and interview,and conducts about 14 weeks of teaching experiments for the experimental class and control class of county area high school to verify two research hypotheses: 1.After the optimization of English vocabulary learning strategies under the new curriculum standards,the English vocabulary performance of high school students in county area can be improved.2.Under the new curriculum standards,to optimize the teaching of students’ English vocabulary learning strategies can optimize the use of English vocabulary learning strategies of high school students in county.This study adopts the teaching mode of optimized vocabulary learning strategy in the experimental class,and the traditional PPP teaching method was used in the control class.Before and after the experiment,two classes were given vocabulary score test papers to prove that the teaching could effectively improve vocabulary scores,and questionnaires were distributed to the experimental class and the control class,and then the data was entered into SPSS22.0 for analysis,analyzing the changes before and after the use of the vocabulary learning strategy of the experimental class,and comparing it with the control class.Through data analysis,it is learned that in terms of vocabulary scores,the performance changes of the experimental class are more significant than those in the control class（63.41 in the experimental class,51.91 in the control class,and the score in the experimental class is higher than that of the control class,P=0.000<0.05,which is significantly different）;the teaching of optimizing the vocabulary learning strategy of high school students in county areas can improve students’ vocabulary scores.After the optimization of the experimental class and the control class,the independent sample t-test was carried out,and the average value of the experimental class was 3.80,SD=1.04;the average value of the control group was 3.37,SD=0.92,and the post-test t-value=4.933.Experimental class usage was better than control class.According to the experimental class control class independent sample t test value p value = 0.000,the difference was significant;The use of vocabulary learning strategies in the experimental class has changed significantly（P=0.000）,and through the analysis of four dimensions,namely metacognitive strategy（P=0.002）,cognitive strategy（P=0.000）,social/emotional strategy（P=0.000）and resource strategy（P=0.000）,it is learned that the use of vocabulary learning strategy of the experimental class has been optimized.According to the research results,optimizing vocabulary learning strategies through teaching can improve their English vocabulary scores and improve the use of students’ vocabulary learning strategies.This study also found that optimizing vocabulary learning strategies can optimize students’ vocabulary learning strategies through Internet teaching during the epidemic period,and teachers can optimize students’ vocabulary learning strategies with reading and writing teaching as the carrier.