Students' Participation In Teaching In High School English Vocabulary Teaching

The situation of English vocabulary teaching in high schools is not optimistic. The vocabulary lessons are usually quite boring and the enthusiasm of students are greatly reduced. Students no longer show interest in learning vocabulary, thus the importance of vocabulary is always being underestimated. Studies have shown that students' participation has an important educational value: it helps to reform the traditional teaching of vocabulary patterns; it helps to improve the quality of English teaching; it can make grammatical class full of vitality; it helps establish a harmonious interpersonal relationship between teaching and learning; it is conducive to establishing the students' sense of responsibility, sociability and social skills. Applying the main participatory teaching in high school English vocabulary teaching process requires the following three steps: teaching should be followed in line with their students learning needs, suitable for students' interest and motivate the mobilization of students.The study demonstrates that the implementation of the students' participation teaching in English vocabulary classes is necessary, mainly based on three considerations: 1. High school English teaching has the responsibility to reform the traditional vocabulary teaching model; 2. High school English vocabulary lessons ignored the autonomy of the students; 3. Students called for a harmonious interpersonal relationships. Overviewing the current situation of teaching high school English vocabulary, the author finds that the implementation of the participatory teaching in vocabulary is practical. It is more student-centered and focuses on the strong rules of vocabulary. It can provide the students with substantial vocabulary information thus saving much of the students' learning energy. So the main participatory teaching is popular among the students.According to vocabulary teaching in high schools, the author proposes the research background and direction in the first chapter, including the background of the teaching , present situation and purpose. In the second chapter, the author mainly relates to some educational scientists' research in the main aspects of the participatory teaching, as well as the main principles of participatory teaching. Chapter III describes in detail the necessity and feasibility of the implementation of the participatory teaching. Chapter IV describes the author's main strategies to implement the main use of participatory teaching, including teacher's preparation of the lessons; individual activities and group tasks; and interactions between the teacher and students. Chapter V points out the teaching practice and exploration in the implementation of participatory teaching. In this chapter, the author lists four cases reflecting the main principles of participatory teaching, and describes the research results and a number of issue-based teaching problems involved in the implementation of participatory teaching. In the last chapter, the author summarizes and analyzes the participation of students in the English vocabulary class after the implementation of the participatory teaching.