A Preliminary Research Into Teaching And Learning Effectiveness In Senior English Class

It has been several years since the implementation of the Criterion for New Curriculum in middle schools. Its core ideal has been reflected in class teaching to some extent. Some evident changes have been witnessed in teaching. However, it still remains a long way to go before achieving the expected results. Lots of problems still arise in class teaching, the most striking of which is teaching effectiveness. The writer of the paper conducted a preliminary research into English class teaching in a senior Wenzhou middle school in terms of teaching and learning effectiveness.The research touches upon English class teaching in a rural middle school in Wenzhou. In the research process, the writer focuses on several major aspects for exploration in combination with language teaching theories, for instance, teachers’ teaching act, class questioning strategies, teachers’teaching concepts, students’ learning cognition and teachers’teaching practice in class, etc. The writer has an intuitive understanding of the current situations of teaching and learning effectiveness through classroom observation, teachers’and students’ questionnaires for survey, case study based on "heterogeneous structuring for the same lesson" and interviews with teachers and students. Besides, an objective analysis is made on research results and collected information. The application of these research methods is of practical significance for research, conducive to gaining objective, authentic and effective data and figures. Moreover, the concrete and detailed analysis of the problems aids much in exploring into the true reasons for the current situations of teaching and learning effectiveness.Through the investigation, the writer draws the following conclusion:the main reason for the unsatisfactory teaching effects in English class lies in teachers’ teaching ideals. They can’t internalize the teaching requirements of the Criterion for the New Curriculum, nor can they adapt to the transition of class teaching in the new period. This directly results in the difficulty for teachers to adjust and adopt appropriate teaching act. The teaching designs are rigid, lacking in novelty. The teaching methods are used inappropriately and there’s dim awareness of teachers’class management and decision making. From the perspective of students, they don’t form good learning habits and awareness of effects themselves, having no idea in applying correct learning strategies. The current situations of class teaching profoundly reflect the poor abilities of English teachers’self reflection in class teaching and the deficiency in the awareness of school-based teaching research, etc. For this, the writer puts forward some suggestions on improving teaching effectiveness in the light of the current situations. Through the study, what the writer finds in teaching and learning provides valuable references for class practice, making for the facilitation of teaching and learning effectiveness in senior English class.