Use Of Constructivist Theory To Optimize The High School Classroom Teacher Teaching

In recent years, with the deep reform of a new round of high school curriculum, the study of English situational teaching was aroused more and more English teachers and researchers' concern and attention. The effective implementation of English situational teaching in High school has been considered to be one important way to promote comprehensive reform of high school English teaching, becoming a focus of English curriculum reform in high school. The reason why English situational teaching can be broadly received is that itself can be adapt to the characteristics of English Teaching and English three-dimensional culture goals of New Curriculum. At present, the high school curriculum reform has been tried in some cities a few years and English situational teaching is also raised to an extremely important position. But its actual effect can not quite make the educators satisfy. Some even began to doubt its effectiveness. Based on the depth investigation of English situational teaching in the high school where new curriculum has been implemented and mainly through questionnaires and classroom observation methods, we can explore what problems have arisen, and analysis of the cause of those problems and their impact in the implementation process of English situational teaching. We will put forward specific strategies of optimizing English situational teaching based on the theory of Constructivism, expecting to inspire to the vast number of high school English teachers and educators.The study includes the following components:The first part is an introduction. The part explains the main problems and reasons for the study. The theoretical and practical significance, the research at home and abroad on this issue and the research methods used in this study.The second part is an overview of Constructivism and English situational teaching. After expounding on the basic theory of constructivism and the concept of English teaching situation, we will analysis and discuss the relationship between Constructivism and English situational teaching.The third part is about the English situational teaching of the constructivism. This part mainly includes the meaning, nature, structure and implementation of English situational teaching of the constructivism.The fourth part is the Investigation and Analysis of present implementation of English situational teaching in High school. This section is mainly an empirical study, through the preparation of questionnaires and in-depth classroom observations, extracting and analyzing case studies. The fifth part is about optimizing the English situational teaching by use of constructivist theory. On the base of the main theory and practice, the strategies of how to optimize English situational teaching based on constructivist theory will be proposed.