A Study On The Application Of Project-based Learning In Senior High School English Teaching

Project-based Learning is considered to be an effective way to realize Deep Learning and cultivate students’ Key Competencies of English Subject because of its features such as the authenticity of learning context,the practicality of learning content and the integration of subject knowledge.The English Curriculum Standards for Senior High Schools(2017 Edition,2020 revision)stress that: In addition to regular teaching activities,teachers should mobilize students’ learning potential by organizing more open and challenging Project-based Learning,research-based learning,creative learning and other activities,stimulate students’ active participation,introduce and utilize a variety of resources,and encourage students to share their feelings,experiences,opinions and personal creations,creating the best learning environment for students to show themselves,challenge themselves,break through themselves and learn from each other.Nowadays,how to effectively apply Project-based Learning to high school English teaching is still a lot of problems worth further discussion.Questionnaire survey,interview and action research were used in this study.Based on previous researches on Project-based Learning and constructivism learning theory and pragmatic learning theory,this study studies the application of Project-based Learning in senior high school English teaching,and answers the following questions:(1)What is the current situation of the application of Project-based Learning in senior high school English teaching?(2)What impact will the application of Project-based Learning have on students’ English learning performance?(3)What impact will the application of Project-based Learning have on students’ Autonomous English Learning Ability?First of all,this study adopts stratified random sampling method in Q high school of G Province to conduct a questionnaire survey on 325 high school students from different grades in order to understand the current situation of the application of Project-based Learning in high school English teaching.Secondly,this study conducted an action study on the application of Project-based Learning on 57 senior high school students.Before and after the action study,this study conducted the pre-test and post-test of the English learning level of the subjects,and conducted the pre-test and post-test of their Autonomous English Learning Ability through the questionnaire of high school students’ Autonomous English Learning Ability.In addition,in order to fully understand the changes in students’ Autonomous English Learning Ability,this study adopted stratified random sampling method after the two rounds of action research,selected 9 students from different English learning level groups as interviewer,and conducted one-to-half structured interviews with them.After the application of Project-based Learning for a semester,the following conclusions are drawn from the analysis of the data collected from students’ pre-and post-test English learning performance,pre-and post-test Autonomous English Learning Ability questionnaires,student logs and interviews:(1)High school students hold a positive attitude towards the implementation of Project-based Learning.However,the situation of the application of Project-based Learning in high school English teaching needs to be improved.(2)The implementation of Project-based Learning is conducive to improving high school students’ English learning performance and has a positive impact on English learning.(3)The implementation of Project-based Learning is conducive to improving the Autonomous English Learning Ability of high school students,and has a positive impact on their Autonomous English Learning Ability.In addition,this study summarizes three teaching inspirations: teachers should design activities based on the correlation between curriculum standards and textbook.Teachers should “boldly let go” to cultivate students’ Autonomous Learning Ability.Teachers should pay attention to “promoting teaching by evaluation” and “promoting learning by evaluation”,and realize “the integration of teaching,learning and evaluating”.At the end of the paper,two suggestions are put forward: optimizing learning resources for Project-based Learning,establishing teacher learning community for the implementation of Project-based Learning.It is hoped that this study can provide some references for English teachers to apply Projectbased Learning in high school English teaching.