Research Of Effective Teaching Strategy Based On Story Teaching Method

Learning originates from stories, which can satisfy the curiosities of students. Stories can also satisfy their desire for entertainment, exploration and recreation. Storytelling teaching promotes students to be taught through lively activities, further to improve the leaning efficiency. Elementary school students like stories for the vividness and plots. Interests of stories can enhance their learning interests and stimulate their learning motivation.English teaching materials often contain sections of storytelling teaching. In the teaching materials of Fun with English(Shanghai Edition), there are two sections: Read a story and Story time. During the teaching process, teachers find that students are quite interested in learning the story section. Storytelling teaching has been more and more appreciated by teachers and students in English teaching of primary schools, which can activate the learning enthusiasm of students and improve the teaching efficiency. However, a highly-efficient storytelling teaching class requires a teacher to spend a lot of time preparing, so as to produce good teaching effects. As those teachers who are busy teaching in ordinary times, they have no more time to think about how to design and complete an excellent storytelling teaching class. English classes based on storytelling teaching are only applied a lot during the open class and seminars. During the actual teaching, we discover that most teachers still use the normal teaching approaches. Therefore, the researcher wants to carry out researches through storytelling teaching in the class taught by him, so as to prove the effectiveness of storytelling teaching. Meanwhile, he discovers problems existing in the storytelling teaching. Besides, through the analysis of researchers and his own teaching experiences, the researcher summarizes teaching strategies and suggestions, further to offer some help for the general educators.This study lasts for one semester. The researcher carries out empirical study in two classes of Grade 3 taught by himself. Class 3, Grade 3 is the experimental class, which applies the storytelling teaching. Class 4, Grade 3 is the comparative class, which reserves the normal teaching method during the teaching. The research assumes that the storytelling teaching can efficiently promote the teaching. In order to prove the effectiveness of storytelling teaching, the researcher carries out a series of empirical activities during the research. He applies the observation table of classroom interaction to observe and record the classroom interactions of students, who tries to prove that students in experimental class have more active interactions during the storytelling teaching. The researcher applies the pre-test and post-test to carry out tests. Moreover, he makes comparison of students’ results in these two classes. He tries to prove that students have kept their results with somewhat improvement in the experimental class. The researcher applies the questionnaire to fully understand the learning situation of students, further to try to prove that learning interests and abilities of students are improved during the storytelling teaching. Meanwhile, the researcher also discovers that storytelling teaching barely produces learning efficiency for poor students.Through researches, the researcher proves that storytelling teaching can promote efficient teaching: 1. Storytelling teaching can stimulate classroom interaction. 2. Storytelling teaching can improve the results of students. 3. Storytelling teaching can improve the learning interests. 4. Storytelling teaching can enhance the learning abilities. Meanwhile, the researcher also discovers that the storytelling teaching can barely promote the learning of poor students. There are several problems existing in the storytelling teaching: 1. It is hard to carry out hierarchical design before class. 2. It is hard to focus on poor students in class. 3. It is hard to give feedback on the assignments after class.Through analysis, the researcher offers efficient teaching strategies and suggestions: 1. Teachers should master teaching materials at macro level, teach students in accordance of their aptitude(master and prepare teaching materials at macro level, teach students in accordance of their aptitude). 2. In class, teachers should comprehensive pay attention to students and apply the stimulation(pay attention to all students and individuals, apply stimulation and transform the motivation). 3. After class, teachers should continue to follow and focus on feedback(assignment feedback, examine the effects, follow students after class, continue to tutor).Storytelling teaching presents its effectiveness in teaching, which is one of the efficient teaching approaches. Teaching educators could apply the storytelling teaching to their own classes. Of course, storytelling teaching is not once for all. Teaching methods should be like a hundred flowers in bloom. Teachers should reasonably apply storytelling teaching. Combined with other teaching methods, teachers should carry out teaching by adjusting measures to local conditions, further to better complete the teaching assignments.