The Study Of Teaching Strategies' Implementation Of The Special-class English Teachers In Senior High School

Since the commencement of the new English Curriculum Standard of Senior School in 2003, the teaching strategies, as a way of concrete implementation of the new concepts of English Curriculum Reform, have been the focus of attention. The special-class high school English teachers, in Chongqing City, take the first line in the fronts of the high school English teaching strategies through their unremitting study and practice. In view of these grade teachers'outstanding contribution in teaching, this study, taking Chongqing City as an example, aims to present the status-quo with reference to implementation of these high school English special grade teachers'instructional strategies through investigation in their teaching fields, meanwhile, aims to explain theoretical survival situation of their teaching strategies through theoretical reflection.For the sake of obtaining a more comprehensive picture of classroom implementation of teaching strategies of the in-service high school English grade teachers in Chongqing City, this research produces four teachers from four high school respectively by the way of purpose of sampling among the high school English grade teachers within Chongqing Municipality. The researcher gets the first-hand materials about the implementation of classroom teaching strategies conducted by four selected teachers through two-stage long-term observation of their real classroom teaching, many times structured and unstructured interviews with them, extensive collection of their teaching works in relation to the implementation of teaching strategies, and subsequent material order. In the analysis, the research has launched the teaching strategies from disciplinarily teaching strategies and the general teaching strategies. First of all, starting from the disciplinarily teaching strategies, the researcher mainly inspected the basic implementation of the states and characteristics of the special-class teachers' teaching strategies in vocabulary, grammar, listening, speaking, reading, writing and culture. Then, embarking from the general teaching strategies, the researcher mainly inspected the characteristics of implementation in lead-in strategies, presentation strategies, interactive strategies, feedback and evaluation strategies, consolidation strategies, resources management strategies and meta-cognitive teaching strategies. On this basis, this study has discussed the essential feature of high school English teachers' implementation of teaching strategies in Chongqing Municipality. For example, that the "teaching strategies resources storehouse", and the implementation process and components of practical class teaching strategies implementation reflect a sense of integrity and consistency. Flexible implementation of well-designed instructional plan aims at achieving adaptability in real class. It is designed to promote overall development of students in knowledge, skills, and emotion areas by designing the links of pre-, while-, and post-, and by designing questions that can promote analysis, open application, guide assessment and creativity inspiration. It adheres to the students-oriented principle so as to stimulate students'enthusiastic participation into language practice. The instructors' humanistic care materializes the formation of humane education and harmonious class atmosphere, and also serves as a source of flexible implementation and continuous improvement of teaching strategies.The researcher had launched a series of reconsideration to the realistic states of teaching strategies implementation which the special-class English teachers practiced in high school. From four angles of view, the first introspection is about the forming stage, the implementing stage and reconsideration stage based on the process of teaching strategies'practice; the second view on the practice culture of the teaching strategies; the third on the characters of teachers' thinking; and the last view on the characters of teachers' teaching emotion. In forming stage of these teaching strategies, basically, there is a teaching strategies generating model that called "Goal-oriented", namely, it is experienced a process named "Goal-Methods-Optimization". In the implementation stage, the teachers tried hard to break through the stereotype of "the college entrance examination to be only", and taught in form of "two sticks" strategy, one is to show loving care for their students' full development, especially personality cultivation, the other is to ensure successful entrance to colleges; and the instructors' teaching reconsideration is an existence which links the preceding with the following in the teaching activity continuities, and take an interaction with the teaching strategies forming and implementation so as to aid teachers themselves) to overcome and then enter the "suppose-confirm" thought. In the view of cultural angle, it reflected three kinds of culture including dialog culture, inquisition culture and team culture in the process of special-class English teachers' teaching strategies implementation. In the view of the characters of teachers'thinking, it had been discovered that these special-class English teachers are well aware of shifting from the routine thinking to the reflective thinking. They are open to free and modest learning from experts, colleagues, even students and students'parents. They have always taken reconsideration, taken a continual study in education theories and disciplinary knowledge. Finally, these special-class teachers often possess positive, h sound teaching emotion, this is an intrinsic actuation serving to enhancing their teaching strategies implementation level and promoting their teaching effect to maximization.In brief, the research had analyzed the special-class English teachers' teaching experience and theoretical thinking generated in their teaching practices in Chongqing, which is designed to give some enlightenment for English education reform, and play an useful role of reference and inspiration for other teachers' professional development.