A Research On The Strategies Of English Teaching Thinking In Senior High School

The endless changeful development of people’s thought methods is the powertrain for the continously development of the society. As a special activity in human society, education always obey the principle like that. The foundation of the educational breakthough is the brave abandonment of imperfect teaching thinking. As a language, English has play an important role in international communication filed in nowadays society. It has becoming the main langage, which people use all around the world. But English teaching during High school period represents its special shortcomings, it marks with chinese label, such as, exam-oriented language education, silent English learning and so on. How can we improve the quality of language teaching, the major point is the change of tradtional teaching methods, but the key ponit is the optimizing of English teachers’ teaching thinking. Teaching thinking is the rational understanding of teaching activities and it’s the intrinsic mechanism of teaching activities. Senior high school English teachers’ teaching thinking is a thinking mode from their self-examination after teaching activitis, which is formed in a long-term teaching process. It gets through the teaching aids,teaching design, teaching presentation and teaching evaluation and expresss vividly by teachers’ language. Due to the special teaching experience that every teacher own, their thinking will be different from one to another. The ability of teaching thinking has a deep influence on both teachers’ expert development and the formation of language learners’ thinking mode. Therefore, to find the optimizing strategies to promote the improvement of high school English teachers’ teaching thinking is significant.The first chapter, the paper analyse the overseas research status of teaching thinking and English teaching thinking. According to the characteristics of English teaching and the rule of teaching thinking, the paper puts forward a concept of English teaching thinking. English teaching thinking is a psychological route of English teachers’ understanding and schedule for English teaching activities. Their thinking route include the brewing of teaching preparation, the planning for teaching design, the operation of teaching presentation and the introspection of teaching evaluation. The characteristics of it are the mixture of integral thinking, presupoosed thinking, formative thinking and reflective thinking. Before the lesson, teachers make teaching design by presupossed thinking; during the lesson, the formative thinking can help teachers to adjust the teaching design flexibly; after class, the reflective thinking is the boosted power to survey the teaching problems and shortcomings. What’s more important is, English teachers should notice the differences between Chinese and English patterns of thinking, and make efforts to find useful teaching strategies.The second chapter emphasize the precious values of English teaching thinking. It represnts on four aspects, including the professional development of English teachers, the improvement of teaching quality, the cultivation of language learners’ thinking mode and the construction of school brand. Teaching thinking is the intermediary bridge between the instructional theories and teaching practice.The third chapter, based on the objective fact of the existence of the difference between Chinese and western thinking mode. The paper analyse the reasons from natural enbironment aspect and philosophy aspect. The conclusion indicates that three main differences can be find from Chinese and western thinking mode’s comparision, they’re holistic thinking and analytical thinking; spiral thinking and linear thinking; intuitive thinking and logical thinking. The difference of Chineses and westerm thinking modes have a deep influence on synatactic structure and logic-semantic relationship in a text. It’s a teaching key point to English teachers to cultivate students’ English thinking mode.The fourth chapter is a case research analysis. According to the case study of high school’s teachers, the paper in order to conclude the current situation and problems of English’s teaching thinking and its influence for students’ language learning. based on the case study, the fourth chapter find the impact factors which impede the optimization of teaching thinking.The finally chapter is the strategies analysis of optimizing the teaching thinking. English teachers can do from three aspects. On the one hand, during pre-service education learning period, update the instructional theories and teaching methods, complete the knowledge structure. In-service teachers’ education, taking part in the teaching trainning is the valuable guarantee to break through the traditional teaching thinking formulary. On the other hand, a humanistic teaching evaluation criteria can stimulate the teaching thinking become optimizing. All in all, English teachers gradually form the intergrated teaching thinking, which with the features of openness, creativity, relationship and nonlinear.