Integrated-process Teaching Model And Its Application In English Teaching

From the current situation and some problems in middle school English teaching, the author analyzes a few foreign language teaching models that have been influencing our English teaching widely and the Integrated-Process Teaching Model (IPM) that is researched and promoted by Professor Tao of the Normal University of Inner Mongolia. The author finds: The former models (mentioned in this paper) define the two aspects of a teaching process-the teachers' teaching and the students' learning And the models point out the importance of creating the student-centered learning environment. However, the models are somewhat abstract and haven't solved the problem of how to create the environment. IPM remedies the detect of these models, and puts them into effect through concrete demands to the teacher and students So the writer thinks if the formermodels are considered as a guide in theory, and IPM as a concrete approach in class teaching, a "bridge" willi be built up to lead these models to be applied in class teaching efficiently. To verify the rightness of this thoughtand to pursue an effective and practical method to create a student-centered, humanistic class environment in which both the teacher and the students interact actively, an experiment is carried out in two equivalent classes in Grade one. The two classes are taught by the same teacher (the writer) with two different methods. IPM isstrictly used in Experimental class and in Control class the teaching goes on normally as usual with the commonmethod shared by most teachers. The writer records the results of the two classes in Prc-test and Post-test. After scientific statistical analysis from different angles, the effect of IPM in promoting the l-nglish teaching in Experimental class is verified. And it demonstrates that IPM is worth popularizing in English teaching reform.