Context Teaching Design And Application Of Vocabulary In Compulsory English Course Of Senior High Schools

“English Curriculum Standards for Senior High School”（2017 Edition,2020Revision）points out that English curriculum for senior high school is a basic cultural curriculum,which aims to fully implement the Party’s educational policy,take moral education as the fundamental task,develop the core quality of English subject and train the builders and successors of socialism.As an international language,English plays an important role in international communication and cooperation.High school curriculum emphasizes the comprehensive cultivation of students’ language ability,cultural awareness,thinking quality and learning ability,laying a good foundation for students’ lifelong development.Vocabulary is the most basic material of a language.To some extent,the amount of vocabulary affects English listening,speaking,reading,writing,looking and other language skills.High school English courses are divided into compulsory,selective compulsory and elective courses,of which compulsory courses are to meet the requirements of high school graduation,but also pave the way for selective compulsory and elective courses learning.Therefore,it is of great importance to understand,master and apply the vocabulary of required courses.However,in the reality of high school English teaching,there are some phenomena such as being out of context,formalization of teaching content and simplification of teaching methods,and lack of attention to the cultural meaning behind vocabulary.Therefore,according to the contents,objectives and requirements of vocabulary teaching in compulsory English courses in senior high schools,based on the basic principles and methods of context theory,designed the two research questions: what are the effects of contextual vocabulary teaching on students’ initiative of English vocabulary learning? And what effects of this teaching method on their scores of English vocabulary learning? By sorting out and summarizing compulsory vocabulary,three representative units of vocabulary are selected and the context vocabulary teaching designs are carried out in combination with the corresponding discourses.After repeated modification and argumentation by experts,they are put into teaching practice,and the teaching effect is tested by means of summary reflection,interview,questionnaire survey and test.It is found that context vocabulary teaching is closely combined context with vocabulary teaching.By creating language context and non-language context that are close to students’ life and of moderate difficulty,students are placed in it to guess and understand the meaning of words,which is conducive to students’ active participation in classroom teaching activities.Use vocabulary learning strategies in listening,speaking,reading,writing and other language activities to fully understand and express the relevant topic information;In the context,students can cultivate their word block consciousness,enlarge their vocabulary,improve their comprehension skills and expressive skills,strengthen their language sense,and finally internalize words.And learn language knowledge,develop language skills,absorb cultural nutrition,promote the diversification of thinking,optimize learning strategies,and promote the overall improvement of language ability,cultural awareness,thinking quality and learning ability.