Investigation And Junior High School English In The Form Of After-school Practice

At present, doing after-class exercises still accounted for a large proportion for the middle school students during their English learning process. Whether for grasping the English knowledge, requirements of the entrance examination test, or ascending the English ability, practice became an important part of the English learning. Now the time which the middle school students study in school is longer and longer, and it lead to the boundary not obvious between after-class exercises, homework and oral task. Especially homework concept has been gradually fade, and most of the English after-class exercises are completed in school. Therefore, the author try to study all these kinds of exercises as one——after-class exercises and in order to try to close to the actual English teaching, adapt to the new English learning needs, find out the problems and try to offer solutions to these problems. As we are thinking and studying how to teach English in middle school, we also can not ignore the research of related problems about the study of these practice. Although operation research about the practice in English also increases in quantity, but there is also a lot of problems in today’s middle school English teaching. That is in the process of English learning, the comprehensive practice is often only done in class, and the after-class exercises usually only will be full of all kinds of exercises. The after-class exercises which should include listening, speaking, reading and writing skills training often become some simple copies of these translation exercises. Most of the exercises will be taken place of by exercises in all kinds of material books and papers, and thinking and designs on practice after school also will be ignored by a lot of teachers. These exercises often were designed as the exams such as multiple choice, cloze test and reading comprehension, which don’t adapt well to the needs of students’ learning, wasting a lot of time to study.With the propulsion of China’s new curriculum reform, after-class exercises is an important part of English teaching process,which is the good supplement of the English teaching in class. The overall goal of English teaching on basic education stage is to cultivate students’ comprehensive language using ability. Comprehensive language using ability based on the basis of the overall quality which contained the formation of the students’ language skills, language knowledge, emotion and attitude, learning strategy and cultural awareness. After-class English practice is the extension and development of the teaching in class, which is one of the important means to achieve the training objectives. With the implementation of the new curriculum reform and quality education development, the research on design of after-class exercises is more and more. Many people started to study the related problems in order to improve the design of the practice. But from a global perspective, this is still the weak link of English teaching reform. This study aims to improve the thinking and designs on after-class English practice in middle school and the concrete implementation way. Its theoretical basis on:China’s "English curriculum standard"(2011), Howard Gardner’s theory of multiple intelligences, constructivism theory and zone of proximal development theory. For the teacher’s teaching style is different, and the influence of different students’learning effect will produce certain differences, especially the middle school students. If teachers’ arrangement of practice and training methods conform to their individual characteristics, it will be easier to arouse the students’learning initiative and enthusiasm, and constantly improve their English level. For more in-depth research about the after-class English practice, based on abundant literature research, the author absorb and draw lessons from the advanced education theory, pay attention to the spirit of new curriculum implementation and new English curriculum standard, and the multiple intelligence theory, constructivism theory, the zone of proximal development theory adopted such research methods as data studies, questionnaire survey and interview. Through the questionnaire on four classes of students in Suining and the interview of a group of teachers, it was found that there existed some problems in after-class exercises, such as the exercises amount is too large and too much time which students spent on finishing the exercises; the types of the practice is single and is mainly of a monotonous mechanical training and knowledge training; practice is lack of design and plan; a large number of practice English skills need more practice after class; students learn to lack of interest. The author combines modern education theory and the new curriculum standard basic thought, puts forward a new design idea on after-class English practice. That is the "five converts"-differentiation, development, motivational, typification, life-oriented,"five considerations" measurement, gradient, dimension, difficulty, clear consideration, and "seven principles"-interest principle, participation principle, planning principle, objective principles, flexibility principle, educational principles, affective principle, inquiry principle, heuristic principles, effectiveness principle. By combining of the theory and the practice, I tried to solve the scientific and meticulous problems in designs of after-class exercises in some way. Besides, the limitations of this research should be avoided in the following teaching practice.In a word, this study aims to explore the effective mode of the after-class exercises in middle school English study, improve quality of the practice, reduce students’ academic burden To foster students’ interest in learning, etc, expect to mobilize the enthusiasm of students in learning English, improve the students’ ability of autonomous learning, cultivate the students’ innovation spirit and cooperation consciousness, and develop students’ comprehensive language using skills.