An Investigation On English Teaching Waste In Junior High School From The Perspective Of Effective Teaching

Teaching waste refers to invalid inputs in the process of school teaching activities, including human, finance, material, time, space, and information; it contains the waste of teaching process, learning process, and managing process. The essence of teaching waste is reducing the level of teaching quality. It directly affects the ability to complete schools' teaching tasks, and schools' training objective. The degree of teaching waste directly determines the quality of a class teaching. The teaching waste issue is serious in currently schools teaching, but these issues do not cause teachers and schools extensive research and attention. English in junior high school, as the transitional period of senior high school study, plays a very important role in the whole study process and has profound effect on the successive study, so English in junior high school cannot be neglected. English teaching in junior high school has been reformed greatly and many considerable achievements have been attained. But still, the current English teaching waste is not very satisfactory and there are many problems existing which are not in concord to the requirements of our times.As the organizer and executor of English teaching activities, teachers play the essential role in creating and realizing effective English teaching. To solve teaching waste problem, teachers are required to know and master concepts of effective teaching and teaching waste, what's more, they need apply them in real English teaching process. This thesis tries to investigate present situation of English teaching waste in junior high school from the angle of teachers and students, analyze existing deficiencies and aim to solve the following questions:1. What are the main problems in Junior High school English teaching in termsof waste?2. What are the reasons causing junior high school English teaching waste?48 English teachers and 254 students from five different middle schools in Lianyungang are selected as the subjects for this research. Through the two questionnaires designed for teachers and students on the current condition of teaching waste from the perspective of effective teaching, the study investigates current condition of teaching waste and practical application of effective teaching. And in order to have a further understanding of teachers' teaching waste and effective teaching, ten English teachers from the 5 schools are invited as interviewees as well as the subjects of class observation. The data analysis generated the following main findings about teaching waste:Main aspects in teaching waste: the waste phenomena exist in the process of teaching preparation. The waste phenomena exist in the process of teaching in classroom. The waste phenomena exist in the processing of teaching evaluation and learning process.Main reasons cause teaching waste: for teachers, teaching objectives improper design; improper use of English textbooks; inappropriate classroom management; improper classroom evaluation. Some teachers could not get rid of old ideas and teaching methods in English teaching; examination-oriented education is still dominant and teachers need improve their own English professionalism.For students, there are four main reasons in learning waste process. First, students cannot clearly realize their learning subjectivity. Second, students lack interest and concepts in learning English. Third, improper strategies and methods of learning English give waste phenomena. Fourth, students cannot master and use of meta-cognitive strategies and they quite rely on English teachers and classroom learning.