The Application Of The "five-step Teaching Model" In English Revision Class Of Junior High Schools

Revision class is one of the necessary steps in English teaching of junior high schools.It is the key process to locate and make up the deficiencies,to induce and reorganize knowledge students have learnt,to deepen memory as well as to enhance their comprehensive language competence.Neither is the revision class simple process to repeat existing knowledge nor the process to do many exercises.It is the period to relearn and further enhance both basic knowledge and extended knowledge.Having analyzed the existing literature and having been engaged in teaching practice,the author found that �teacher-centered� model still dominates the majority of English revision classes,and the main revision method is �explanation-practice�,which gives highlight on mechanical drilling but not on cultivating students' comprehensive language capability.Therefore,it is necessary to explore a suitable English revision model and to improve effectiveness and efficiency of English revision class in junior high schools.For the purpose of promoting the new curriculum reform and developing students' comprehensive competence,Zhang Ailan and her colleagues proposed a revision model---�Five-step Teaching Model� in 2010 and put it into teaching practice in Xushi middle school of Yueyang,Hunan.The teaching effectiveness is remarkable.By taking advantage of Cooperative Learning Theory and Jean Piaget's Constructivism Theory,as well as combining the study results previously,the author applied the �Five-step Teaching Model� into Sanjia middle school to investigate the effectiveness of the model in English revision class of junior high schools.The model used in English revision class is mainly composed of �Self-check,Organization,Cooperation,Internalization,Assessment�.In order to investigate the current situation of English revision class in junior high schools,the author distributed 405 students' questionnaires and 24 teachers' questionnairesamong three middle schools.And then,the practice research of the �Five-step Teaching Model� in junior high revision class was made.The research questions of the experiment are listed as follows:1.What is the current situation of English revision class in junior high schools?2.Compared with the traditional English revision model in junior high schools,can the�Five-step Teaching Model� develop students' positive attitude towards English learning?3.Compared with the traditional English revision model in junior high schools,is there improvement of students' scores under the �Five-step Teaching Model�?4.Can students master efficient revision strategies under the �Five-step Teaching Model�?In this thesis,the author applies the SPSS 21.0 to process and to analyze the collected data,and draws the following conclusions:1.�Teacher-centered� model still dominates the majority of English revision classes,and the main revision method is �explanation-practice�,which gives highlight on mechanical drilling.2.The results of the research reflect that the majority of students in the experimental group hold positive attitude towards the new model and English revision class.They can participate in revision activities actively,think and answer questions seriously.They admit that their interests and motivation in English learning increased through a period of experiment.3.When the unit testing and the third monthly exam finished,the author finds that there is no obvious difference between the experimental group and the control one in terms of English scores.As is shown in the Ebbinghaus Forgetting Curve,in the short term,students' memory capacity is equal.The speed of forgetting knowledge is at the same rate.With the further development of the �Five-step Teaching Model�,students' capacities of organization and induction are improved.The goal of internalization of knowledge is gradually achieved.Thus,the short-term memory changes into long-term one.In the final exam,students in the experimental group get higher scores than those in the control group.4.Students in experimental group can master more efficient and scientific revision strategies under the new model,such as memory strategy,retrieval strategy and social strategy.They can consciously preview what they have learnt before revision class and gain new insights after class.In revision class,they can also effectively organize and induce key points,and then,construct their own knowledge structures.Besides,the capacities of communicationand cooperation also can be developed in revision class.Though there are some limitations in this study,it is still expected that some findings of this thesis can be shared with the readers and provide some suggestions for English teachers and learners to make some alterations in their revision classes.