The Study On Vocational College English Reading And Writing Class Design Directed By Non-directive Teaching Theory

Based on the topic of applying non-directive teaching in higher vocational collegeEnglish reading and writing class, a research was carried out. In reviewing the literature,the author finds that the researches are mostly conducted about the theory review andanalysis, while, the application to the concrete class in a higher vocational college hasrarely been studied. After elaborating and analyzing the idea of Rogers’ non-directiveteaching, a new English reading and writing class design called4H Mode is worked out.The author applies the mode to the practical class teaching. The purpose is to study theeffectiveness of the4H Mode on English reading and writing enhancement of highervocational college students. After applying the4H mode, this research tries to investigatethe following questions:1. Can students’ English reading and writing ability be improved?2. Can students’ English comprehensive ability be improved?3. Can students’ learning confidence and interest in learning be improved?During the research, the author chooses two paralleled classes of freshmen inZhengde Polytechnic College as the research subjects. Four research instruments are usedin this study: questionnaires, interview, class observation and tests. In the direction ofnon-directive theory, the4H Mode is applied into the practical classes. Then through theresearch instuments, the author finds that the application of4H mode is helpful tostudents’ English learning interest and confidence improvement in some degree; besides,the application of4H mode has a slight effect on students’ reading and writing ability, atleast for the vocational college students, and as for students’ English comprehensive ability,no significant sign suggests the effectiveness of4H mode.In accordance with the above major findings, the author puts forward severalimplications from research aspect and pedagogical aspect. Although there are somelimitations in the whole research, it still has meaningful theoretical and practical value forthe higher vocational college English reading and writing class teaching. It may have agood effect on other student groups, such as university students with good foundation.