A Study On The English Classroom Teaching Strategies In Senior High Schools In Pingtan Rural Areas

The Achievement Goal Theory (AGT) has been focused by numerous scholars from home and abroad as a frontier science in the research field of motivation recently. The theory aims to establish a model of teaching strategies on the basis of the individual characteristics of learners by analyzing the factors of individual intrinsic learning environment, family learning environment, school learning environment and so on. Curriculum reform in China has emphasized the concern of individual learners and the learning environment as well. Therefore, this research is of some enlightening significance on the practice of teaching reform. Ping Tan, as a new development and demonstration site in China, the educational reform has also caused widespread discussion gradually. However, as an administrative region closest to Tai Wan, the unique geographic and historical features probably lead to the formation of students’distinctive English learning customs.Firstly, this paper reviews related researches about the theory of motivation and the theory of achievement goals around the world. With the description of the models of teaching strategies based on Achievement Goal Theory, it provides a theoretical basis for this paper. Next, this paper discusses the situation of English classroom teaching in senior high schools in Ping Tan rural areas by questionnaire surveys and interviews with parts of rural high school students and teachers there. The investigation shows new teaching strategies which accord with the learning characteristics of local students should be set up immediately in order to stimulate the English learning motivation of students and improve the quality and efficiency of English classroom teaching throughout the region. Finally, with the experiments conducted for one year in the senior grade of Ping Tan Liu Shui Senior High School, the author of this paper proposes some teaching strategies of the English classroom teaching and some measures for the implementation. Through the comparison of the overall results of the pre-test and the post-test and the results of each level of achievement in both teaching classes, we can see that applying related teaching strategies on the basis of AGT for classroom teaching contributes to improving the overall results and the directed level of mastering goals, strengthening the interest and confidence of English learning and making up for the deficiencies of the traditional teaching strategies.