A Research On Strategies Of Generative Instruction In Senior One English Class

The New English Curriculum Standards for High School elaborates its general objective in the way that English teaching ought to develop students’ integrated language skills, especially the abilities of gaining and processing information and their abilities of analyzing and solving problems. Meanwhile, it also emphasizes on the development of students’abilities of speaking and thinking. The pursuit of the new English curriculum has brought about a great change of people’s view about teaching process. The positive position of students is much more stressed than ever before. The senior high English class calls on increasing attention to students’subjectivity and the nature of human in teaching process. Under such a circumstance, the traditional English teaching methods are becoming more and more invalid in developing students’ all-round abilities.Generative instruction keeps a watchful eye on students’self-construction and teacher-students’co-construction of generative resources based on the foundation of consciously carrying out the presupposed lesson plans in teaching process. It conforms to the call of the new basic education reform in the new era. Based on the author’s teaching practice in Yong Ji No.3Middle School, this thesis investigates the students’ current English learning states and and probes into the implementation of generative instruction in Senior One English class, which is assumed to propose appropriate ways to improve English teaching and learning in Senior One English class.This thesis aims to answer the following three questions.1. What are Senior One students’current English learning states? And what attitudes do they take towards generative instruction?2. What opinions do the experienced teachers hold on generative instruction in Senior One English class?3. What strategies does an English teacher adopt to respond to different kinds of generative resources in Senior One English class? What benefits are students able to get from generative instruction in Senior One English class?In order to answer these questions objectively and get reliable results, this thesis chooses various instruments for data collection:questionnaires, interviews, classroom observation and case study and its evaluation. Through the analysis of the questionnaires for students, it is roughly concluded that most students hold a supporting attitude toward generative instruction in Senior One English class and then the author gets a good knowledge of the experienced English teachers’opinions on generative instruction in English class by having interviews with them. Besides, the author collects the first-hand materials by observing other teachers’classroom teaching and reflecting on her own teaching, based on which the author analyzes the actual classroom teaching and concludes the strategies used to respond to generative resources in English class, for example, how to deal with cognitive conflicts and emergencies in Senior One English class and how to respond to generative resources through inquiry learning and classroom interaction. As for negative generative resources, the author puts forward the strategies of humor, suspense and ignorance. Moreover, objective and reliable evaluation is made in the case study part to analyze the validity of generative instruction and the benefits students can get from it.The investigation indicates that proper use of generative instruction in Senior One English class, on the one hand, fosters students’ learning initiatives and form a negotiating classroom atmosphere, on the other hand, stimulates students’passion in discovery learning and inquiry learning.