Practice And Reflection Of Internet-Based Senior English Teaching

The last decades have witnessed the prevalence of the Internet in our daily life. Obviously, it is essential for teachers to take advantage of the Internet in senior English teaching. Hopefully, there are a variety of researches showing that the use of the Internet in teaching can improve teaching efficiency and quality. In the process of using the Internet, however, there have unavoidably arisen quite a few problems, of which the most serious are the misunderstanding of the Internet-based teaching and the lack of reflection while using it. As a result, the use of the Internet can’t be fully made of.An experiment, based on the author’s real experience in senior English teaching, was conducted in two classes of Hongjia High School, Taizhou City, Zhejiang province. In particular,"I" was used as both participant and researcher to make the study more truthful. The methods adopted in the study were teacher log and case study. Data were collected in various ways including questionnaire survey, interviews, tests and so on. Drawing on the theories of personal practical knowledge, reflective practice, and other theories on education and curriculum development, the paper is committed to exploring three specific research questions: what do we do when we explore the Internet-based teaching in senior English teaching? what are the reflections on exploring the Internet-based teaching in senior English teaching? and what are the suggestions for teachers to adjust the teaching strategies in an attempt to improve our senior English teaching?With one-year contrast experiment research, it is to explore the effective access to senior English teaching via the Internet as well as the paths to practical applications of using the Internet in English teaching, in addition, to find out the differences in teaching quality of the traditional teaching mode and the Internet-based teaching mode.The conclusion was made by doing the experiment and reflecting on the problems arising in the process of the experiment:the Internet is a double-edged tool in English teaching. It will benefit teaching if we can use it with positive attitude because it is the students’attitudes that decide whether the students can do as the teachers have expected them to do. Otherwise, teachers can do nothing but guide the students to utilize the Internet in teaching. Furthermore, the success of the Internet-based teaching lies in many measures, including establishing effective QQ group, making effective electronic courseware, forming an effective Test Bank and exploring the effective evaluation method via the network. As a result, the better the students make use of the Internet, the greater progress they will make in study. At the same time, from the students’perspective, the Internet-based teaching can not only reshape the students’abilities of self-management, self-adjustment and self-control but also enhance their ability of lifelong study and strengthen the interest of learning English. From the teachers’perspective, the process of Internet-based teaching provides an opportunity to enrich their teaching resources, promote the ability of using modern technologies and learn to reflect on English teaching.