A Study On Story Teaching Method With Cultural Background As Introduction To English Class In Senior High School

As one of the four core competences of the English subject,National English Curriculum Standards for general Senior High School(2017 Edition)sets higher requirements for cultural awareness and cultural awareness goals and clarifies that the improvement of language abilities and the development of thinking quality should be synchronized with the formation of cultural awareness of senior high school students.Curriculum Standards strives to organically integrate the improvement of students' learning abilities and the development of cultural awareness with the learning of language and cultural knowledge.In recent years,the story teaching method has been popular in elementary school and preschool education because of its entertainment.However,the College Entrance Examination in Liaoning Province will usher in a new type of questions,the continuation writing task in 2021,which can not only effectively measures students' reading and writing skills,but also releases their creativity and imagination.Students' in-depth adaption,rewriting and presentation of stories will promote a close combination of understanding input and output,which is in line with the cognitive level of high school students at this stage.As one of the effective ways to spread culture,stories are utilized for cultural introduction to help students construct cultural awareness,strengthen cultural self-confidence and spread the socialist culture with Chinese characteristics on the premise of improving their comprehensive language skills.Hence,the author applies the story teaching method with cultural background as introduction to English class to explore its impact on English teaching in senior high school.The author takes 96 students in two parallel classes,Class 3 Grade 1 and Class 4Grade 1 in No.38 Senior High School in Pulandian District,Dalian,Liaoning Province as research subjects,which are respectively the experimental class and the control class.The questionnaire method,pre-test and post-test and interview are used to study the following questions.(1)How does the story teaching method with cultural background as introduction affect students' English learning levels?(2)How does the story teaching method with cultural background as introduction affect students' learning interest and learning efficiency?Through the interview,the main reasons for the lack of cultural introduction in senior high school English class are the restrictions on English class hours,the orientation of the college entrance examination,and the lack of teachers' own cultural awareness and ability.By using the SPSS22.0 to analyze questionnaire results and test results,it is concluded that when using the story teaching method with cultural background as introduction,the English learning attitude,learning interest,learning ability,and cultural awareness of students in the experimental class have beeneffectively improved.Besides,the students in the experimental class have improved significantly in their post-test English scores than those in the control class.Thus it can be seen that the teaching method has a positive impact on English teaching in senior high school.Finally,the author puts forward teaching suggestions based on the limitations of the experimental process and students' suggestions,and provides opinions for further researches.