An Empirical Study On Constructivism-based Open Mode Teaching Of English In Junior High School

The purpose of open mode teaching is to create the talented person with creative consciousness. Open mode teaching method is based on constructivism theory, and aim to break the traditional teaching standpoints. Open mode teaching highly focuses on arousing learning interest, expanding English teaching scope, keeping students enjoy English learning more actively. In open teaching relationship, teachers and students discuss and think together to make the English teaching and learning more lively and interesting. It is a relatively new form of teaching method in which students are the participants of class and teachers are facilitator.So far, the researches on open mode teaching are relatively rare. It is uncertain whether it can make a difference to English teaching of students in junior high school. The study aims to answer three questions— “Can open mode teaching enhance students’ interest in English?” “Can open mode teaching improve students’ autonomous learning ability?” and “Can open mode teaching improve students’ English achievement?”The experiment lasts for three months, adopting contrast groups. Experimental class(EC) receives open mode teaching method, and the traditional teaching method is applied to the control class(CC). Between experimental class and control class, there were not obvious difference in gender and age, as well as English-learning experience and English proficiency before the experimentation.The analyses of questionnaires show the students in experimental class have more positive attitude to English learning. The students in experimental class are more interested in English learning. The analyses also show that students in experimental class have improved their autonomous learning ability. The students in experimental class actively begin to make plans, monitor and evaluate their learning. The analysis of post-test in EC and CC proves that the open mode teaching is more effective than traditional teaching in improving students’ English achievements. The study is expected to provide some practical reference for the English teaching of junior high schools.