A Study Of Project-based English Teaching In Secondary Vocational School Of Art

Students in art schools tend to focus too much on art-related courses as to ignore other cultural and language courses deemed important for their career development. With poor beginnings in English learning,they show no interest in English classes and find it hard to speak English, let alone communicate adequately with people in English.Worse, existing teaching materials and teaching modes contribute little to the goal of art students’ "employment-oriented and ability-centered"career development. There is therefore an urgent need to renovate teaching materials and to reform traditional teaching modes as far as English for art students are concerned.Drawing from the insights of the project-based teaching theories and related research developments both at home and abroad, this thesis,via a case study of the author’s art students, seeks to explore the viability of a project-based English teaching in Secondary Vocational School of Art. Following a series of questionnaires and tests, the paper analyzes the problems and status quo of existing vocational art schools and demonstrates the necessity and significance for a project-based English teaching model. The thesis proper is a detailed description and analysis of an experiment conducted in the author’s school.The conclusions derived from our experiment indicates that a project-based teaching could:1) better integrate English courses with professional courses,resolving thereby problems that arise when treating each in isolation. With incorporation of language and art, knowledge and ability in English classes, students find learning enjoyable and are willing to learn;2) be conducive to effective English teaching, for it stimulates students’ interest in learning and potential of creativity, especially when they become the center of teaching activities;3) promote the students’ learning initiative, team spirit, and research and practical ability, as they are fully motivated and interested; and4) improve teachers’ overall quality and professional ability, as they have shifted their role from guidance of, rather than imparter of knowledge.In light of the above-mentioned conclusions, the paper argues that a project-based English teaching model offers promising prospects in reforms and researches in English teaching in secondary vocational school of art.