Study On Heterogeneous Designing Of An English Lesson: From Observation Of English Reading Classroom In Senior High School

With the deepening of education reform, there appear many changes on education interms of philosophy, methodology, objectives. The effectiveness of teaching depends on itsachievements of goals, and in the National English Curriculum Standards, the change ofthe teaching objectives is one of the most visible aspects. Therefore, in order to meet therequirements of the reform of teaching goals in the National English Curriculum Standards,teachers should improve their teaching abilities as well as make some changes on settingthe teaching goals. The classroom observation based on the heterogeneous class came intobeing under the standard and requirements. However, there are few literatures related tothe promotion of English teaching in high school under the heterogeneous classobservation. The writer chose ‘study on heterogeneous designing of an English lesson:from observation of English classroom in senior high school’ as the research topic, and theauthor conducted her research in the school she works in.This study is under the guidance of the National English Curriculum Standards andmainly based on the instructional design theory of David Merrill, an Americaninstructional designer, the relevant theory of the heterogeneous classes and the theory ofreading models. In the study, the author adopted Empirical Research, which contains away of gaining knowledge by means of direct and indirect observation or experience. Indetails, the author conducted the research by means of classroom observation,questionnaire and interviews. Briefly speaking, the author designed the research as follows:Two teachers have two different reading classes based on the same teaching material. Andthen the two teachers give their reflection of their own teaching. Next, the author makes ananalysis of the data collected from the heterogeneous class observation, the questionnairefrom the students who attended the class as well as a questionnaire and some individualinterviews from the English teachers who participated in the activity as classroomobservers. Through the comparison between the two instructional designs and the resultsfrom analysis of questionnaire and interviews, the author obtained findings as follows:1.Teachers’ concept of teaching influences the teaching design;2.The reading instructional design is influenced by the different reading models;3.The heterogeneous classobservation is beneficial to improving the professional ability of the young teachers.