A Case Study Of The Teaching Approach Of "Learning Before Teaching And Getting Trained In Class" In Rural Junior Middle School English Learning

The new course standard requests to promote the students quality from all around way, and have students develop actively. The teaching model of "Learning Before Teaching and Getting Trained in Class" of Yangsi Middle School, based on the Constructivism and the Humanistic theories, is very useful in cultivating the habits of self-study and practicing abilities of students under teachers’guidance, and an effective way to improve the overall quality of students. It has been used and accepted widely across primary and middle schools in China.This research applies this kind of teaching model to rural junior middle school English teaching and tries to answer the following research questions:first, can "LBT, GTC" make students from rural areas get good grades in English? Second, is "LBT, GTC" in English class more effective than traditional teaching ways in improving the students’ English proficiency and interest in English learning greatly and raising the students’ independent study and cooperative abilities.In the research, the researcher first chose two classes in Grade Eight from Luanjiaping Junior Middle School located in Yan’an as research subjects, and then conducted teaching experiment for about four months. During the period, students in the controlled class were taught in the traditional way, while students in the experimental class were instructed under this new teaching model. Before the experiment, the researcher made a questionnaire survey and test on the two classes. And after the experiment, the researcher did the same survey again to find out the new teaching model is helpful in improving the rural junior middle school students’ English proficiency and interest, and raising their self-study and cooperative abilities.There are five parts in the whole thesis. The first chapter introduces the background, significance and purpose of the research. Chapter two focuses on components and characteristics of "LBT, GTC" framework, as well as the related theories of "LBT, GTC" and reviews researches on "LBT, GTC" both at home and abroad. Chapter three carries out the experiment and discusses the methodology of the research which includes research questions, research subjects, research instruments, and the whole procedure of the research. Chapter four analyzes and discusses the results of the research in detail. Chapter five presents findings and implications of the research, the limitations of the research and some suggestions for the future study.The researcher hopes that the research can provide some help to rural junior middle school English teaching.