The Application Of The Problem-Oriented Teaching Model To The New English Curriculum In Senior Middle Schools

With the background of the new curriculum reform, in order to shake off the shackles of the traditional teaching model, the author attempts to apply the Problem-Oriented Teaching Model to the new English curriculum in senior middle schools. The teaching model aims to change the present condition in which senior students have lost their lasting interest in learning English, and lack problem consciousness and learning strategies.On the base of interpreting its definition, the author of the paper not only gives an overview of previous studies on the Problem-Oriented Teaching Model at home and abroad but also presents the theoretical fouundation of the research. The author explored how to apply the Problem-Oriented Teaching Model effectively to the new English curriculum in senior middle schools by conducting a teaching experiment. The experiment began in October, 2009 and ended in May, 2010. The author compared the control class with the experimental class. Both used the same textbooks: Student's Books 2-3, Senior English for China, which is published by Foreign Language Teaching and Research Press. In the control class the teacher still adopted the traditional teaching method, while in the experimental one the Problem-Oriented Teaching Model. Concrete speaking, in the procedure of learning the new English curriculum, students in the experimental class first felt the problem situation and raised problems, then analyzed the problems and carried out inquiry, and at last they solved the problem and undertook meaning construction. During the experiment, the author adopted a series of methods to acquire the first-hand data, such as interview, questionnaire, test and so on. At the end of the experiment, the data were collected and analyzed carefully.The result of the experiment showed that students in the experimental class had made great progress in English. At the same time, the author found that the Problem-Oriented Teaching Model had stimulated students'lasting interest in English learning, cultivated their problem consciousness and made them master the learning strategies that are suitable for themselves.The creativity of the paper is mainly embodied in two aspects:Firstly, when the author explores the Problem-Oriented Teaching Model, this survey puts the senior new English curriculum as the starting point. It discusses the procedure and practical strategies of the teaching model pointedly and deeply, which is rare in practice. Secondly, at present, the study on the Problem-Oriented Teaching Model is comparatively unsystematic and scattered, while the thesis is about empirical research. The concrete study is extremely beneficial to enrich theories of English teaching and reinforce English language teaching practice.