The Application Of Smart Classroom To High School English Reading And Writing Teaching

With the development of modern science and technology and the progress of the time,the teaching method adopted in traditional high school English classroom cannot adapt to the development of the time and cannot meet the needs of cultivating modern talents.Thus,it needs to be improved by the new teaching model--“smart classroom”,with new technology,new form,new methods and new perspectives to optimize high school English classes.On the other hand,academic research on “smart classroom”started earlier in foreign countries,and the research results are comprehensive and profound,but it is not quite applicable to the domestic teaching environment.Moreover,there are few domestic studies on smart classroom,and most of the domestic studies focus on theoretical interpretation,and relatively fewer studies can be directly applied to the research of teaching practice and the construction of effective teaching model.In this context,the author chose this topic,hoping to contribute to the application of smart classroom in English teaching by studying and solving related problems.This thesis aims to explore how “smart classroom” can be effectively employed in high school English classes to build a universal and applicable teaching model through a demonstration class of “English reading and writing teaching”.A smart classroom teaching model suitable for high school English reading and writing teaching was proposed in accordance with the educational context of China,especially that of Y High School,and the characteristics of high school English teaching.The teaching practice then verified the scientificity and effectiveness of the teaching model along with its shortcomings and deficiencies.Some solutions were finally proposed,with an aim to contribute to the application of smart classroom in high school English teaching.The research methods adopted in this project include literature survey,teaching practice and questionnaire.The paper embarks with a description of the research background,followed by literature review and theoretical support.Then according to the characteristics of the English reading and writing class,a smart classroom teaching model suitable for high school English teaching was formulated,including four aspects:teaching objectives,implementation conditions,implementation procedures,and teaching evaluation.This template was employed to interpret a typical reading and writing class,supported by the relatively mature “SOLO classification and evaluation theory” via a questionnaire survey to test,verify and evaluate the teaching effect of this class.By summarizing the advantages and disadvantages,some tentative suggestions are proposed,with an aim to “discard the dross and keep the finer part” in teaching practice.Through investigation and empirical research,the advantages of “smart classroom”were demonstrated in 13 aspects,such as “smart lesson preparation”,“learning guidance before class” and “learning situation analysis”,and the ineffectiveness were then identified,especially in boosting students’ “learning efficiency” and “thinking ability”.The conclusion was drawn according to the “SOLO classification and evaluation theory”: guided by the teaching concept of smart classroom,the design of smart classroom in the integrated teaching of English reading and writing in senior high school can be effectively practiced with good results.The development of smart education cannot be promoted without the application and feedback of every subject,every teacher and every student.As front-line teachers,we should have the courage to practice,actively ponder,share and cooperate to help the efficient development of teaching reform.We may have good reason to believe that with the joint efforts of all the people concerned,the future “smart classroom” can not only enable every front-line teacher to teach wisely but also empower every student to learn wisely.