A Research On The Role Changing Of Senior High School English Teachers And Students Guided By The New Curriculum

The topic for the English subject characteristics and traditional English classroomsituation, combined with our high school English teaching in the actual situation, introducedthe role changing of teachers and students into English teaching in senior high school in orderto explore the effects of the role changing on students’self-consciousness and cooperationskills, interest in learning and attitude to learning and cognitive development. The author builta series of implementation of specific teaching procedures and strategies in senior high schoolEnglish teaching to reform the traditional classroom teaching, to develop students’positiveattitudes towards English learning, and to promote students’full, harmonious and healthydevelopment. This study constructed a series of implementation of specific teachingprocedures and strategies in senior high school English teaching and explained how to changethe roles in English teaching. Through experimental study the thesis verified the effectivenessof the role changing of teachers and students and provide theoretical basis for the senior highschool English teaching. The study provide practical guidance to the effective co-inquirylearning and the students’quality improvement, helping to promote the development of a newround of curriculum reform.The thesis consists of six parts：Introduction，Chapter One Literature Review, ChapterTwo Theoretical Basis of the Research，Chapter Three Experiment，Chapter Four Analysis andDiscussion，and Chapter Five Conclusion. Introduction section describes the disadvantagesexisting in current senior English reading teaching and the research significance of applicationof the changing of the teachers’and students’roles in English reading teaching in senior highschool and the innovation of this study, and also outlines the structure of the thesis．LiteratureReview provides a brief review of researches of teachers’and students’roles in foreigncountries，and domestic researches on the teachers’and students’roles over the lastdecade．Theoretical Basis of the Research section involves the teachers’and students’roles inhumanistic learning theory, constructivist learning theory and multiple intelligence theory.Experiment section includes the introduction of the experimental hypotheses，experimentalsubjects，experimental design，experimental procedure and the exemplary cases of teachingplans. Conclusion section summarizes the main pedagogical implications of the changing ofroles for senior high school English teaching；also points out some deficiencies and futureimprovements of this experiment．Based on humanistic learning theory, constructivist learning theory and multipleintelligence theory, the experimental research carries out the strategy of teacher’and students’ roles changes. The experiment lasted for more than four months，from mid—February toJuly，2011，during which 84 students of senior two in Zhucheng Experimental High Schoolserved as experimental subjects．Randomly the equivalent groups were designated asexperimental group and controlled group.The primary research hypotheses are: Teachers could adopt a new active approach ofteaching in class. By using interactive approach, students from the experimental group will bemotivated, whose passion will drive them fulfilling tasks assigned excellently with ability ofacquiring English improved greatly. Hence great fruition will be achieved. The progress of theexperimental group in English learning is gained and the higher total average score of the firstEnglish examination for the coming final examination can be received．Based on the experiment and the data analysis，the following findings are arrived at:1. Students rectified their attitude towards learning English and were able to accuratelylocate their roles in English language teaching (learning) activities. Students began to enjoylearning and the subjectivity of students was highlighted.2. With the changing of students’roles, students’autonomy, cooperation and inquirylearning ability are improved greatly.3. Students’grades are improved effectively and the teacher can gain teachingachievements more easily.4. During the changing process, the relationship between teacher and students are moreharmonious and closer.This study confirms the author’s assumptions and achieves intended purpose of theexperiment，however, there are still some shortcomings in experimental methods andexperimental process，such as experiment time is not long，only lasting for four months；Thesubjects and scope of the study were limited to two classes which author taught in. Theseproblems may reduce the experiment convincing，so this study should be further improvedand enhanced，such as extending the experimental time and expanding the number ofexperimental subjects and scope.