Feedback Study In High School Language Teaching Practice Teaching

Today，the mother language learning has come to an analysis: it is low inspeed, little in both amount and quality, and it’s time-wasting, which has turned intonormalization. The reason is multifaceted. The lack of feedback-teaching in class isthe main reason that caused inefficient language education. Since there is a deviationof teaching back in the comprehension of a language teacher, feedback refinement ofthe implementation of the teaching is particularly important in improving theeffectiveness of high school language lessons.In this paper, literature and case law is used to summarize feedbackteaching theoretical research at home and abroad. At the same time, accumulatingand summarizing the experience from the frontline education practice is that Iresolved to practice, and also conducted a survey in several classes therefore tounderstand most of the teachers perform feedback in class. But the fact is, not allfeedbacks are not necessarily positive, effective. It is mainly reflected on thefollowing points: Simple commendations and rewards achieved predominance in theQ&A section. In the section of student group discussion, cooperative learning "notparticipating" is rather than joining the students. The feedback task is rather asimplistic, tasking step to operate. Teachers impose restriction on only top studentsto feedback. Sometimes, even teacher himself is beyond feedback capacity. Feedbackis purposeless and objectless. Then combined with the actual practice of teaching inreal class practices, I systematically, detailedly analysis the process of implementationof the feedback behavior mode. Then I draw the following conclusion: to refine thefeedback teaching methods, here are the following steps that must be carried out:Take full advantage of the pre-feedback-independent preparation before class. Tosimplify language teaching feedback methods: effective observation, effectivequestioning,"Set branched issue" in the discussion, set a variety of in-class andout-class study practice.Strengthen afterschool feedback; treat the students with anoptimistic view. Write instructional feedback to improve teaching capacity. On thebasic exposition “how teacher carry out their feedback”, then point out the measure “students remarking the lessons with their opinion with observation and evaluationpractice.”In short, multilateral information interchanging between teachers andstudents, and feedback communication has its important practical value in languageteaching methods, everyway.