An Empirical Research On The Problem-oriented Teaching Model’s Influence Upon Teaching Effects In Senior High English Class

For many years, a problem which is always troubling teachers and students is how toteach and learn English properly. English teaching in senior high school is burdened withheavy tasks. Although the subject of English occupies a large quantity of class time, withteachers devoting much efforts and students pouring most of the time into this subject, theresult is always unsatisfactory or even disappointing. The actual reality shows that theinput and output of teaching is out of proportion. Students’ learning interests being low,they lack the learning motivation and thinking ability, which leads to their low leaningefficiency. The whole quality of teaching is worrying. Based on these phenomena, theauthor holds the view that in order to improve the teaching quality, what is a must first ofall is to change the students’learning style and to give full play to the subjective role of thestudent.The research, beginning from related theories, and combined with the presentsituation of the Problem-oriented Teaching both at home and abroad, points out thenecessity of adopting the Problem-oriented Teaching and advocates conducting it in seniorhigh English class to improve the teaching effects. Meanwhile, an experiment was carriedout to test its effectiveness. The research was conducted in Senior Two at Changshu CitySenior High School, with class15as control class and class16as experimental one. TheProblem-oriented Teaching was applied in the experimental class while the conventionalteaching method was applied in the control class, which was aimed at understanding itsinfluences on students learning interest, problem consciousness and academic scores. Thedata of the research were got mainly from questionnaire responses, tests and interviews.The results of data analysis are as follows:1. After adopting the Problem-oriented Teaching, the students in experimental classshow more participation, which proves this new method has a positive effect on students’ learning interests and helps hold students’lasting interest in English learning.2. According to the data, the students in experimental class are better at raisingquestions after the new method being used, showing much stronger questioning ability. Itimplies that the Problem-oriented Teaching can cultivate students’problem consciousness.3. The experiment results also indicate that the classroom efficiency in experimentalclassl is greatly enhanced and their academic scores are significantly improved, whichshows that the Problem-oriented Teaching has a positive impact on improving students’learning.With the above findings, the conclusion can be drawn that the application of theProblem-oriented Teaching Model in senior high class can strengthen students’ intrinsicmotivation, stimulate students’ interest in questioning, help them form the habit ofautonomous learning and develop their innovative spirit of independent research. In thisway, they can better adapt to a higher level of education and scientific research, andeventually be the all-round talents meeting the needs of social development.