Towards Student-centered English Language Teaching In The Senior High School Classroom

The thesis is aimed to make an attempt to probe into student-centred models for English language teaching in senior high schools. Currently, the "teacher-centered" approach still dominates school teaching. The development of learning capabilities and self-study of students is somehow a neglected area of study. To deal with the situation, student-centered teaching models become a great necessity. In order to propose a feasible model of student-centered English teaching, the dissertation first of all makes a detailed literature review of the various theories that will directly serve as the theoretical basis for such a model. Thus, the human-centered theories of Humanistic Psychology and Cognitive Psychology and Krashen's language acquisition theory are introduced and discussed. These theories have enormous impacts on school teaching and learning practice.Then, by analyzing the whole learning process, the author proposes an Instructive Teaching Model which aims at developing and promoting the student-centered approach in senior high schools. Detailed explanations are provided of the model as to how it works and what concrete steps are to be adopted in the whole teaching cycle. The model also intends to help release students' passions for learning. For senior high school teachers, the comprehensive use of different models is encouraged and is believed to be the warrant of quality teaching. In this sense, the Instructive Teaching Model provides a new way for exploration into effective teaching of English at middle schools.