An Analysis Of The Effectiveness Of English Teaching Methods In The Program Of Sino-foreign Cooperation In Running Schools

Since 1990s,after years of rapid development,the program of Sino-foreign cooperation in running schools has been an important form of educational exchanges and cooperation.The significance of cooperation lies in cooperating with world famous universities,introducing foreign high-quality educational resources,exposing students to original foreign teaching concepts,contents and advanced teaching methods and laying a foundation for overseas study.The department of Preschool Education in Fujian Preschool Education College cooperates with New Zealand Tertiary College in the form of 3+1.To achieve the teaching goals,an important part of the program is the learning in the domestic school,of which English teaching is especially important.Besides the decisive effect on IELTS,students' English proficiency will affect the study of bilingual professional courses and overseas study.The paper starts with the importance of English,comprehensively introduces the domestic background of this study and analyzes the current teaching status.Such as,students' different learning motivation and different level of English proficiency will bring challenge to English teaching,and so on.The paper discusses the characteristics of some common traditional teaching methods and the phenomenon of time-consuming and inefficient English teaching still existed in college English teaching.Then Post Method Pedagogy is discussed in the paper,which is a flexible teaching thought.Post Method Pedagogy redefines the identity of teacher,learner and teacher educator,provides three parameters for organizing teaching and puts forward ten macro strategic framework for teachers' practical application.By way of case study,the present research adopts a questionnaire to survey 225 students who are randomly chosen from Fujian Preschool Education College,whose major is preschool education(China-New Zealand cooperation program).Then the statistics are analyzed and compared to draw a conclusion that the 2014-students who are taught by Post Method Pedagogy identify with the change of teacher's and learner's identity and the diversity of teaching methods.2014-students'passing rate of English test is higher than it of 2013-students taught by traditional teaching method,and so on.Starting with the research,the researcher expects to furtherly explore specific teaching methods to provide theoretical support and practical reference for the nascent Chinese and foreign cooperation and college educators.