Comparative Study On U.S. And Chinese Middle-school Teaching Models

With the development of global internationalization, our education department is intensifying thereform of English teaching, and more English educators are taking English teaching reform seriously,especially the reform of teaching model receiving great attention widely. Therefore, how to establish animplement new-type teaching model and then improve teaching performance is the most pressing task atpresent.At first, this essay compares middle-school English teaching models between China and United Statein the following respects: theoretical foundation, instructional objectives, operational programs, realizationconditions and instructional evaluation. Moreover, it compares the traits of middle-school English teachingmodels in China and United States, and then it summarizes the inadequacy of middle-school Englishteaching models in these two countries in terms of literature review. In the whole research, the author didlots of observations to contrast English teaching models in China and United States, and then, according toquestionnaires, analyzes the differences between these models. In terms of the observation, the researcherknow of the advanced teaching mode in the middle school of United States, and compares the differencesin teaching evaluation between China and U.S.A., and these variances influence the whole teaching process.In the end, it puts forward new-type effective teaching model in terms of analysis. In order to evaluate theeffectiveness of this new teaching model, the author designed a program for Matun NO.1Middle School,and the data analysis shows that this teaching could improve students’ learning performance.In the near future, when the thorough and reasonable English teaching model is established, theEnglish level of Chinese middle-school students could be improved in the general. In addition, thesestudents will master English in a level to make contributions to future international businesses.