Peak Design Of English Vocabulary Teaching In Senior High Schools From The Perspective Of Behavioral Design Theory

According to the theoretical basis of Behavioral Design: creating Peak experience,experiences that satisfy customers can be designed.Professor B.J.Fogg of Stanford University founded the Behavioral Design,which indirectly designs interference and affects behavior and decision-making based on the study of human mode of thinking.The Heath brothers,well-known American behavioral psychologists,found that those pleasant peak moments roughly included four emotions: 1.sense of joy;2.sense of cognition;3.sense of honor;4.sense of connection.These moments are the important nodes in designing peak experiences for others,for they can help build trust in each other.Take a panoramic view of English teaching,interest,attention,psychological factors and other non-intellectual factors play a vital role in language learning,and even have decisive effect on certain students.If teachers can fully mobilize students' potential non-intellectual factors and combine students' internal psychological effects to create an unforgettable Peak experience of English teaching,thus students are willing to accept the learning task,get motivated about learning and can cultivate the ability of autonomous learning.In this way,we will realize the three-dimensional goal of English teaching.This research plans to mainly solve four issues.1)How to apply the Behavioral Design Theory into the practical English vocabulary teaching in senior high school? 2)Compared with the traditional vocabulary teaching design,whether will the new vocabulary teaching design based on the Behavioral Design Theory improve the students' vocabulary?This research is to be carried out through the following tools: questionnaire,vocabulary test papers before and after the experiment,and interviews of the students.The research statistical data is to be analyzed through Excel and SPSS17.0.Before the experiment,the questionnaire is carried out among all the students in Grade 1 of theExperimental Senior High,aiming to understand the current situation of the traditional English vocabulary teaching design in senior high,the students attitude to the traditional English vocabulary teaching design and requirements of the vocabulary teaching design.The research objects are 90 students in Class A & B,Grade 1 in an Experimental Senior High School.Vocabulary test before the experiment is done to ensure the students ability in two classes are equal.In the control class,traditional English vocabulary teaching design is carried out.In the experimental class,the Behavioral Design theory is applied in the English vocabulary teaching design,which focuses on the experience of students,and design the four kinds of peak moments experience for English learners: 1)“design joy”-breaking script to stimulate students interest in learning;2)“design cognition”-learning to mark the new words and sort out the language points in order to enhance students memory;3)“design glory”-write down motivational comments to let students exceed themselves;4)“design connection”-skillfully set up study groups so that students can enjoy the fun of helping each other and making progress together as well as setting up the Signature Card(after turning to their teachers for help,students can get a signature by their teachers in order to encourage students to solve problems with their teachers' help).After a 13-week-long experiment and vocabulary test,the improvement of the students in the experimental class is obviously higher than that of the students in the control class.It is recognized that the new vocabulary teaching design based on the Behavioral Design theory contributes to the stimulation of the students' interest and enhances their memory of English vocabulary.