The Application Of Reflective Teaching To English Vocabulary Teaching In Junior Middle School

The thesis studies the application of reflective teaching to English vocabulary teaching in junior middle school.The thesis intends to figure out how to improve English vocabulary teaching and English vocabulary learning ability of junior middle school students under the guidance of reflective teaching theory in order to make speculation and exploration.Some current typical vocabulary teaching problems are expected to be solved with the help of this study.And a practical teaching method and theoretical guidance for the existence of specific problems of vocabulary teaching are hoped to be provided.Linguists believe that language is the code system of the combination of sound and meaning,which takes sound as its outside shell,words as its building materials,grammar as its inside structure.Among them,vocabulary is one of the basic material of the language.According to the requirements of the new curriculum,vocabulary teaching is one of the main objectives of English teaching,but also one of the important criteria to measure the effectiveness of English teaching.Reflective teaching theory has its own operability and creativity once it is applied into vocabulary teaching,for it regards exploring and solving the teaching problems as basic point,and regards pursuing the rationality of teaching practice as the driving force.However,in reality,junior middle school English vocabulary teaching is still in the weak link,let alone applying reflective teaching theory into vocabulary teaching.In order to cope with the examination requirements of senior high school entrance examination,how to improve the vocabulary teaching of the vocabulary teaching and improve the students' vocabulary learning ability turns to be an urgent difficult problem to be solved.The research is supposed to give answers to the three questions as follows:(1)What is the present situation of English vocabulary teaching of junior middle school?(2)Compared with traditional vocabulary teaching,what are advantages of applying reflective teaching theory into vocabulary teaching?(3)How will teachers apply reflective teaching theory to improving junior middle students' vocabulary learning competence?In the course of this study,the students of two parallel classes in Gan Zhou Junior Middle School were taken as the research objects.First of all,make a survey with questionnaire to understand the current vocabulary teaching method applying situation.Then develop action research and make a teaching experiment,choose one class as the experimental class to carry out vocabulary teaching experiment under the guidance of reflective teaching theory,then observe and record carefully,as well as check out whether reflective vocabulary teaching can make a difference in improving vocabulary learning ability of junior middle school students.At the same time,choose the other class as a control class applied the general vocabulary teaching to make a contrast.The present research has concluded the following findings:Peer's observation and students' feedback are the most popular implementations of reflective teaching among English teachers;There is a statistical significance of the mean scores of the students between Class Three(CC)and Class Two(EC),and the results positively prove that the application of reflective teaching theory to vocabulary teaching is helpful and efficient to English vocabulary learning in junior middle school;Students' motivation in learning vocabulary also was greatly triggered by using teaching journals to make their own additions to teaching contents,and thus improve students' vocabulary learning competence.In the end,the thesis summarizes the specific teaching methods and suggestions of vocabulary teaching program under the guidance of reflective teaching,which is conducive to enlarging students' vocabulary.The research methods used in this study are:literature analysis,questionnaire survey,experimental research and data analysis.