The Research Of "Life-based" Teaching Using In The English Class In Shang Bancheng Junior High School, Cheng De City

This thesis is based on the study of the individual case-Shang Bancheng JuniorHigh School in Cheng De City (hereinafter to be referred as Cheng-Shang JuniorHigh School), using the literature method, case study method, experience method,observational method and interviewing method. This thesis is aiming to study thecombination of the “life-based” theory in English teaching and the daily practice inCheng-Shang Junior High School, trying to discuss the principle and method of“life-based” theory in English classroom teaching of junior middle school life, inorder to provide the operational classroom teaching strategies for the furtherdevelopment of “life-based” theory in English teaching.The thesis will be developed into the following6parts:Introduction: Introduce the reason of choosing this topic, the meaning of thisthesis. Marshal the related literature at home and abroad, clarify the research methodsand the definition of the related concepts.Part One: Introduce the rationale of using “life-based” theory in Cheng-ShangJunior High School, mainly by using the theory of Tao Xingzhi’s “Life iseducation.”,the theory of Dewey’s “Education is life.” and other related theories.Part Two: Introduce the designing idea of “life-based” theory in Cheng-ShangJunior High School.“Life-based” teaching theory shows humanities concern. Theclass-teaching is the process of many kinds of activities and targets, the students canacquire the knowledge though their own explorations and experiences, thecombination of teaching and “life-experiences” is truly realized.Part Three: Introduce the practical exploration of “Life-based” teaching theory inCheng-Shang Junior High School. There are four main significances of “Life-based”English teaching in junior middle school:1. The teaching target is more life-oriented: the aim of the teaching is not only togive the knowledge, but also to cultivate students’ desire of study and ability ofadaption in the future life.2. The teaching environment is more life-oriented: Build the “life-based” environment of English language learning.3. The teaching content is more life-oriented: Combine the education content,social life and the students’ life experience together.4. The teaching method is more life-oriented: Use the task-based teaching modeto carry out the "life-based" English teaching.5. The leaning method is more flexible: Students learn through the happypatterns, like independent learning, cooperative learning, inquiry learning and so on,and in the process of learning the knowledge, they can also get the comprehensivedevelopment in all aspects.6. The teaching evaluation is more diverse: Establish incentive strategy ofevaluation, and construct the “diverse” evaluation system.Part Four: The effect of "life-based" English teaching theory in Cheng-ShangJunior High School.Conclusion: The verdict, the limitation and the prospect of this study will bestated. The "life-based" English teaching theory needs the continuous explorationduring the practices, so that the other disciplines could have more effective"life-based" education.