Research On English Transfer And Innovation Learning Of Senior High School Students

The General High School English Curriculum Standard(2017 Edition 2020 Revised)(hereinafter referred to as "English Curriculum Standard(2017)" or "New English Curriculum")announced by the Ministry of Education,clearly specifies "learning and understanding,application and practice,transfer and innovation" as the three main activities of English learning,that is,"transfer and innovation" is defined as a relatively independent English learning activity in relation to "learning and understanding""application and practice"."New English curriculum" first labeled the two psychological concepts "transfer" and"innovation" together,and this initiative has a certain practical significance.Because,in psychology,people have done researches separately on "transfer" "innovation" issues.According to the current English learning situation,it is necessary to make "transfer" "innovation" together for further study.However,how should we understand and see "transfer and innovation" in English learning?There are still many problems worthy of discussion.For example,in "New English curriculum",there is a significant problem in the understanding of "transfer and innovation".On one hand,it emphasizes"transfer and innovation" a series of surpassing discourse learning activities;On the other hand,it understands "transfer and innovation" as a grasp of the value orientation behind the discourse and the author’s attitude,and this is actually a problem of "understanding" and "application",rather than"transfer and innovation".In addition,in the teaching process of reality,people’s emphasis on students’ transfer and innovation learning activities is far less than "learning and understanding activities" "application and practice activities".In view of the above two reasons,this paper intends to choose "English transfer and innovation learning of senior high school students" as a research topic.Focusing ’on the issue of "English transfer and innovation learning of senior high school students",this article reflects on the concerns of "transfer and innovation" in English teaching,and then reveals the process of "English transfer and innovation learning of senior high school students"by referring to the understanding of concepts of "transfer" and "innovation" in Psychology and various related theories on how to understand "transfer and innovation".Based on this theoretical research,representative as the vocabulary and grammar teaching,three rounds of action research are carried out on the process of "English transfer and innovation learning",and the optimization strategies of "English transfer and innovation learning of senior high school students" are refined to summarize.The full text includes three parts,the problems involved and the conclusions obtained are as follows:The first part,clarifies the relationship and variables between "transfer" and "innovation" in English learning activities,demonstrates the general process and activity mechanism of "English transfer and innovation learning activities",including the first and second chapter.The first chapter:further analyzes people’s attention to "transfer and innovation" by analyzing the development of English teaching methods from different historical stages.The second chapter:clarifies the basic concept of "English transfer and innovation of senior high school students",through analyzing and summarizing the domestic and foreign articles;understands "English transfer and innovation learning"through the analysis of five major theories;analyzes the three sets of relationships including "transfer and innovation" and knowledge already known,"transfer and innovation" and problem solving,and"transfer" and "innovation" in using knowledge to solve problems,and explains the normal process of"English transfer and innovation learning" according to the basic process of English learning.The second part,carries out an action research on "English transfer and innovation learning of senior high school students",including the third,fourth,fifth and sixth chapters.It chooses the control and experiment classes to carry out an one-year action research on "English transfer and innovation learning of senior high school students".It combines quality research and quantization research,investigating the real situation of the competence of "English transfer and innovation of senior high school students",analyzing the reason,carrying out the three rounds of action research in "issue,plan,implementation and reflection" cycles,in verification theory design on the basis of operability,adjustment optimization theoretical design,exploring the activity implementation of "English transfer and innovation learning of senior high school students" and the development of "transfer and innovation" competence.The third chapter:explores the problems in the current lexical and grammatical learning,based on the fact that numerous "transfer and innovation" exists in the lexical and grammatical learning,and discusses the normal process of "transfer and innovation learning",including the grasp of lexical and grammatical knowledge based on the textual situation,and the adaptation of lexical and grammatical knowledge based on the reproducing situation,and the application of lexical and grammatical knowledge based on the problem-solving situation;analyzes the difficult points of the research,and formulates corresponding research programs.The fourth chapter:the first round of the action research,via questionnaire survey,expert evaluation,sampling,front and post-detection data analysis,it tries to find out the problems of lexical and grammatical learning existing in high school stage,to find its flaws and optimize the activity plan,and to prove the activity designing of "English transfer and innovation learning of senior high school students" with its implementation and pathway of development.The fifth chapter:the second round of action research,the vocabulary and grammar within the whole unit is carried out to analyze the effect of activities,and it discovers new influencing factors in the study,further optimizes the implementation plan,and verifies its scientificity and effectiveness by practice.The sixth chapter:the third round of action research,focuses "innovation application" level and students’ oral output effect,performing a certain amount of time span activity analysis and the promotion of "transfer and innovation learning activities"within a certain range.Through the three rounds of action research and analysis,the basic process and activity mechanism of "transfer of innovation learning activities" in rules,reading discourse,comprehensive skills,and project applications are as follows:in the text context when carrying out the presentation of the rules of vocabulary and grammar,there forms the learning procedure of "perceived forecast--discovery--reasoning summary--knowledge master";in the regeneration context when carrying out the knowledge adaptation and consolidation discourse reading activities,there forms the learning procedure of "forecasting imagination--extraction summary--analysis comprehensionreasoning judgment--knowledge adaptation";in the problem-solving situation when carrying out comprehensive skills activities for knowledge applications,there forms the learning procedures of"perceived activation in problem-solving situations--predicting after listening lead-in--discussing after reading--summarizing after companion dialogue--writing to transfer after providing scaffolding--innovation show and critical evaluation--knowledge application";in the problem-solving situation when carrying out the project application activities for knowledge applications,there forms the learning procedures of "text reading--reasoning judgment--task analysis--project transfer--innovation display--evaluation analysis--knowledge application".The third part,explores the optimization strategy of "English transfer and innovation of senior high school students",and conducts research reflection and prospects,including the seventh,eighth chapters.The seventh chapter,summarizing the optimization strategy of "English transfer and innovation of senior high school students":(1)Activity target optimization strategy,focuses on English general application competence and English innovational application competence;(2)Activity conditions optimization strategy,focuses on the consistency of text context,reproduction context and problem-solving situations,and the consistency of source issues to target problems;(3)Activity process optimization strategy,focuses on the match of input activity and output activities,and the match of learning activities and evaluation activities,which form the best closed loop of "transfer and innovation learning activities",reasonably and effectively solving the real problems in the daily life.The eighth chapter:discusses the difficulties and innovations of this study,that is,clarifying the basic concepts of "transfer and innovation",demonstrating the feasibility of "transfer and innovation learning",focusing on "design".And prospects on how to cultivate individual "transfer and innovation" competence:based on "discipline practice",students’ learning mode is to be varied;transcending "learning technology",new mode of individual development learning is to be built,focusing on "interdisciplinary learning",the aim of educating via comprehensive practice is to be achieved.