The Study Of Teacher-as-mediator In English Class

English Curriculum Standards emphasizes that “English courses should be a process that students learn to construct knowledge, develop skills, expand horizons,active mind and show individuality under the guidance of a teacher” So the author think we should pay more attention to the study of the intermediary role of teachers and play an intermediary role of teachers in junior middle school English teaching process to mobilize the enthusiasm of students learning and the ability of autonomous learning. This paper intends to explore the implementation strategy of teacher-as-mediator in "271" efficient English classroom. Firstly, this paper discusses the meaning of the intermediary role, theoretical basis of mediation and the current situation of domestic and foreign research on the intermediary role of teachers. Secondly, this paper introduces some modes of the efficient classroom in elite schools for classroom reform. Thirdly, this paper discusses the implementation strategy of teachers intermediary role as a typical representative of efficient classroom English reading class in Changle No.2 Middle School.The teacher is positioned as intermediation by Socio-constructivist theory in the teaching field. Socio-constructivist theory emphasizes that a teacher is the collaborator、guide and auxiliary for the students to learn language, and it also emphasizes students in cognition role and teachers in guidance role. A truly meaningful intermediary process includes the interaction between the mediator and the student. Students learn to participate in this process actively. Students should have positive feedback on the actual intention of the teacher. This paper will elaborate on the specific application of the theory in the English classroom from the practical teaching.This paper tries to discuss the role of teachers in English teaching class in the view of the social constructivist theory and teacher’s mediation in social interaction theory combining with the reading class of the "271" curriculum reform mode in Changle No.2 Middle School in Shandong Province. At the same time, this paper combines the 12 factors proposed by Feuerstein’s mediating role of teachers and education situation in China. The author will explain the implementation of teacher’s mediation in the English classroom from the aspects of the establishment of students’ correct learning concept, the establishment of students’ autonomous learning self-confidence, the formulation of students’ self- plan and the cultivation of students’ cooperative consciousness. In the end, combining the advantages and disadvantages of the teacher’s mediation in English classroom teaching, the author puts forward the corresponding measures. I believe that mediation will be applied in English teaching and stimulate students’ enthusiasm of learning, so that we can improve the classroom teaching effect...