Study Of English Instructional Methods In The Chinese Senior High School

New curriculum reform suggests that the teaching methods should make some adjustments so as to adapt to the development of curriculum and instruction. Therefore, the study of instructional methods is very meaningful because it is helpful in enhancing the teaching quality and promoting the all-round development of students and achieving the goal of new curriculum reform.The study discusses the questions of teachers' instructional methods, which is at the background of senior English and at the perspective of combining theory and practice. First of all, through the comprehensive and in-depth literature review, the study has marshal carefully the related study on the instructional methods and English instructional methods at home and abroad. The study has further interpreted some concepts, such as the concept of instructional methods, senior English instructional methods, self-learning, cooperation, inquiry and other instructional methods. The study has discussed the reality of senior English teachers' instructional methods. To understand the teachers'real teaching on the spot, to study deeply the current implemented state of English teachers' teaching methods under new curriculum in high schools, to learn more about the teachers' awareness and understanding about instructional methods, and to find out the deep or critical problems, the researcher undertook classroom observations. The study has also explored some factors which would influence teachers'choice of certain instructional methods as main actors in the teaching activity. Based on the problems found in senior English teaching practice, the study has proposed some suggestions on the selection and usage of senior English instructional methods and has given the corresponding introductions about Deep Teaching and Reasoning Teaching; two new types of senior English instructional methods.This study is divided into four parts. The first part is theory interpretation which mainly discusses the current theories of senior English instructional methods. The second part is reality analysis which chiefly investigated the real situation of senior English instructional methods. The third part is factor analysis of teachers which searched for some factors that would affect the selection or the implementation of instructional methods from the teachers'personal view. The forth part is recommendation and reform which put forward some ideas about the selection, applying and development of the senior English instructional methods.