Applying “Use In Every Class” In English Teaching

As a new teaching method, Use in Every Class realizes student-centered teaching process. However, sports school students have their own features. Whether Use in Every Class will benefit sports school English teaching still needs to be researched.Based on constructivism learning theory, this thesis presents the characteristics of sports school students trying to analyze the application, effects and problems of Use in Every Class in English teaching. The participants are 193 sports school students ranging from grade four to eight and four English teachers. Quantitative and qualitative methods are applied in this thesis to analyze the application of Use in Every Class in English teaching. Questionnaire, interview and classroom observation are involved to analyze teachers and students’ attitudes toward Use in Every Class, its effects and problems in English teaching process. Data are collected and analyzed by Sojump(a professional online platform for questionnaire survey). Major findings are revealed as following:1. Use in Every Class is applied quite frequently in primary classes. While, the frequency of Use in Every Class in secondary classes is lower, which depends on the teaching need. Students hold a positive attitude toward Use in Every Class regarding that it is beneficial to improve their English skills, arouse their interests, and boost their knowledge memory. Teachers regard Use in Every Class as a convenient teaching tool, which increases teaching efficiency of English class and achieves the dominant role of students. The teacher becomes the organizer, controller and helper of the class.2. The application of Use in Every Class provides convenience for both students and teachers. On one hand, it provides students with an easy and happy English learning atmosphere, improves students’ listening, speaking, reading and writing, and boosts the communication among students. On the other hand, it frees the teacher from the blackboard and provides them with more time on observing the class and adjusting the teaching activities. It achieves win-win for both students and teachers.3. Problems still exist in the application of Use in Every Class in sports school English teaching. For example the equipment is not balanced; teachers rely on Use in Every Class in the teaching process; and their teaching speed is too fast. What’s more, some teachers adopt the traditional teaching method in order to avoid making courseware on their own.The significance of the thesis lies in that it enriches the research field and provides evidence for the effective combination of Use in Every Class with English education. Principles and problems presented in this thesis can be taken into consideration and avoided by sports school English teachers in the following teaching process. The suggested teaching procedure in this thesis provides an example for sports school English teachers on how to apply Use in Every Class in each teaching activity. Furthermore, this thesis is instructive for the application of Use in Every Class in other sports schools.