"understanding Learning" Oriented Junior Middle School English Teaching Practice Exploration

Recently, learning and teaching for understanding is coming into focus in the research topics of education. The reasons lie in the fact that this new idea is one of the important aims of the worldwide curriculum and teaching reform, and it also plays an important part in the development of the students’study ability and their attainments as a whole. However, the current research of learning for understanding mainly focuses on the study of learning for mathematical understanding or chemical understanding, and focuses on the application of learning for understanding in higher education. Researchers seldom pay attention to the application and implementation of learning for English understanding. In fact, as far as English teaching is concerned,"high investment, low productivity" is the common phenomenon in our country. It is urgent that English teaching needs a new and profound educational theory to support it, otherwise it will be difficult to organize the teaching scientifically. Therefore, learning for English understanding is becoming one of the concentrations in recent research of English teaching. The innovation of this paper is to apply the idea of learning for understanding into junior English teaching. It expounded how to promote the students’understanding from the perspectives of our students and the operational level. And it summed up the teaching models, the teaching contexts and the strategy system of learning for English understanding. Moreover, it discussed how to guide the students in learning practice specifically.First of all, the author complied a questionnaire according to the self-teaching practice and did a survey to learn about the existing situation of junior high school students’English understanding. From the questionnaires we found that most students paid attention to learning for English understanding, but there were many problems about the way of it, and the real effects of English understanding were hardly optimistic.Secondly, in view of the exciting situation, the author tried to research the construction of learning for English understanding systemically, separately from three aspects:the teaching models, the teaching contexts and technical demands, and the implementation strategies, all of which may well lay a theoretical foundation for the practice of learning for English understanding in junior high schools.Finally, the author made a comparative experiment between two classes which taught by herself. The author let the two classes learn the same materials, but guided the experimental class to apply the learning models and strategies of learning for understanding, thus it was the empirical research of students’learning for English understanding. Based on the questionnaires after class and the communications with the students, it came to the conclusions that the understanding difference between the experimental class and the control class reached a significant level, and the English understanding ability of the experimental class was obviously higher than the control class. The conclusions proved that implementing the teaching models and strategies of learning for English understanding in junior high schools can efficiently promote the students’English understanding and improve their English acquisition.