A Study On Participatory Approach In College English Teaching

"Learners-centered, activity-based and equal participation" is the basic concepts of participatory teaching. As an advanced teaching method, the participatory approach has been widely used in students-centered teaching practice, and it has gradually become an important complement and breakthrough to traditional teaching forms. However, studies about this teaching approach and its application in college English teaching in China are still in the initial stage. A recent survey found that although many teachers are aware of the importance of making students participate in English learning, participatory teaching method has not been fully applied in college English teaching practice in universities in Lanzhou yet. This is mainly because there are not effective participatory teaching models and strategies that can be combined perfectly with the English teaching practice. At present, introducing participatory teaching into college English teaching is an urgent requirement for the reforming and developing of our nation. Beginning with the research results on participatory teaching at home and abroad, this paper analyzes the historical roots and theoretical basis of the method and carries out a survey in Lanzhou University, Northwest Normal University and Northwest University for Nationalities respectively. Based on the survey in these three universities, the paper investigates the factors that affecting the application of participatory teaching, and at last puts forward some recommendations accordingly.This paper consists of the following five parts.Chapter1is an introduction. In this chapter, the writer indicates the starting point, the significance, the research ideas, difficulties and innovative points of the study, and also makes a brief review of the research literature. Chapter2is about the historical roots and theoretical basis of the method. In this part, the writer analyzes the historical origins of participatory teaching of Chinese and Western thinking, and compares the differences and connections of the past and present of this teaching thought. By using humanistic theory, motivation theory, Constructivist learning theory and behavior theory, the writer makes an analysis of the theoretical basis of the method. Chapters3and4are about the analysis of students, teachers and also the research results related to this method. Based on a survey of some teachers and students in Lanzhou University, Northwest Normal University, Northwest University for Nationalities, the writer gets to know the current situation of the applying of the method and the problems that are existing. Chapter5is a conclusion and countermeasures. An analysis of the statistics leads to the flowing conclusion: teachers cannot effectively carry out participatory teaching because there are still differences between knowledge and practice. Thus the writer puts forward the following countermeasures: teachers should try their best to create an equal and good atmosphere in the classroom to stimulate students’ interests and motivations of learning English. Meanwhile, they should also get a timely feedback of students’ studies, help students establish short-term goals and long-term ones of learning English and introduce scientific and effective learning methods to the students.