A Study Of Stimulating-Guiding-Interactive Teaching Mode In Senior Middle School English Teaching

With the society changing from industrial society to informational society, our teaching methods are also experiencing the changing from passive learning to active learning, from single teaching method to multiple methods. Actually, all the teaching methods should be served for improving students'learning abilities. As the UNESCO puts it in "Learn to live", the future illiterates are not the ones who can't read, but those who haven't learnt how to learn. The Stimulating-Guiding-Interactive teaching mode can help the students form good learning habits and learn active and effective learning strategies. It can also help students in other fields of study, from which they will benefit a lot.Ninety-six students from Senior Grade Two of Changsha Foreign Language School participated in the study. Before the experiment, the author investigated the subjects with the questionnaire revised from Gaoqian's (2010), discovering that the efficiency of class teaching was rather low.During the 40-week experiment, the experiment group taught by the author received Stimulating-Guiding-Interactive teaching mode, while the controlled group, a paralleled class taught by Ms. Liangqi, applied traditional teaching methods. The author analyses the data from the pre-test and post-test, and draws the conclusion as follows:1)Stimulating-Guiding-Interactive teaching mode plays a positive role in students'English learning abilities.2)Stimulating-Guiding-Interactive teaching mode has a positive influence on students'listening, speaking, reading, and writing.The author hopes the study can provide an efficient approach to English Teaching for senior school teachers.Due to the small size of subjects and limited time, the study has some limitations. Scientific data of the experiment should be collected among the students in different areas and different measures should be explored to instruct the students at different levels. A follow-up test should be held to observe the further effect, including the interference to other skills and other subjects, and then promote their life-long learning skills.