Research Of Grouping-competition Method On English Teaching In Junior Middle School

The purpose of this research was to evaluate the effect of grouping-competitionmethod on English teaching in junior middle school, which including the extent ofimpact on the students’ interest in learning English, the improvement of students’ Englishlearning, the consciousness of the students’ competition and the cultivation of groupcooperation consciousness.Grouping-competition method is a way that completes teaching task throughcompetition. It uses the characteristics of competitiveness in teaching and includingself-esteem, sense of honor and competitiveness. Grouping-competition method is good toimprove the students’ learning interest and cultivate the students’ spirit of competition andcooperation in osmosis. It is a kind of effective mean and can better stimulate student’senthusiasm about study and improve the performance. This kind of teaching method hasachieved good teaching effect in the teaching practice of other disciplines. Under thetraditional teaching mode of English teaching, the teacher teaching has not positive andeffective response from the students so that the unilateral knowledge infusion was notconducive to the development of the whole teaching. English teaching is a complex ofteaching. If want to master it batter, receive good teaching effect and language sense,must use a lot of positive interaction between teachers and students. In the process ofcurrent education reform and development, the same thing need to be done on the juniormiddle school English education, which requires some exploratory changes on thecurrent English education mode. It has important practical significance in the process ofthe further promotion and practice new curriculum concept.Through literature retrieval about English teaching mode in junior middle school,the result shows that most studies focused on the teaching model of"grouping-cooperation" and the related studies were rarely reported on combinationbetween the "grouping-competition" and the actual English teaching in junior high school.The objects of study chose the students of4classes in Shenmu Second Middle School, and the two classes were applied grouping-competition model in English teaching forone-term. The method of experiment, investigation and interview were used and thecontent included the teaching in classroom, students’ interest and confidence in learningEnglish, periodic examination and so on. In addition, the necessity and restrictive factorson the implementation of grouping-competition teaching method were studied throughinterviewing to the school English teachers as the research object. Finally, the datastatistics has been carried on in order to further confirm the teaching effect, feasibilityand implementation of grouping-competition method in English teaching.Results：(1) Grouping-competition method has the positive role on teaching inclassroom, and increased the number and quality of answer questions of students in class.(2) Grouping-competition method obviously improved the learning interest andconfidence of students.(3) The examination score in experimental class students weresignificantly increased in comparison with control classes, and the effect of teaching wasbetter than control classes, especially for those students who have lower learning level.(4)The teachers who have higher education, younger age generally agreed that theimplementation of grouping-competition teaching method in middle school in result ofinterview. For the factors restricting the implementation of grouping-competitionteaching method, mainly include:(1) Heavy teaching content and strain teachingprogress of English teaching in the junior middle school.(2) A lot of workload andindividual personality of English teachers.(3) Specific operation ongrouping-competition method.(4) Adaptability of students to grouping-competitionteaching method.Conclusion: grouping-competition teaching method can improve students’enthusiasm, interest, confidence of learning English and increase the Englishexamination scores. It was more obvious to improve those students who have lower levelin English learning. The restricting factors on implementation of grouping-competitionmethod are related to class time arrangement, teachers’ workload, specific operation andstudents’ adaptability.