| For many years, in high school the traditional model of English language teaching has fundamentally been the teacher-centered model, in which students, as objects, are always in the position of passively receiving knowledge. Students have to follow what teachers teach; therefore, they can not adequately bring their conscious activities into play. This model has been confining students' ideality and creativity as well as the teaching quality. In recent years, more and more English teachers have realized the shortcomings of the traditional methods. In order to solve these problems that exist in present English teaching in high school and make the course reform successful, changing the present teaching model is necessary.I forward a new English teaching method—30·15 teaching mode. By having studied many English teaching methods and theories about education and psychology and summarized my several years' teaching experiences. 30·15 teaching mode is a teaching model that provides students with abundant opportunities to express, query, inquire, discuss problems and make them apply their knowledge in solving practical problems through trying out many activities that can dispel suspicion, such as individual, group, collective, etc,Taking Theories of Constructivism ,Theories of Interactionism and the Second Language Acquisition Theory as its theoretical bases and Middle School English Syllabus and the Curriculum as its teaching bases, and still connecting it with our country's present education and with my concrete teaching practice, the hypothesis that 30·15 teaching mode may improve students learning achievement is posed. A one-term experiment was carried out from September of the year 2005 to July of the year 2006. The outcome of the experiment shows that the score increase range of the experimental group in the 3 exams was sharply elevated with that of the controlled group. Therefore, the hypothesis was proved to be feasible and valid.
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