A Research Of Effectiveness Of Problem-Based Learning In English Teaching In Senior High School

With the in-depth development of new curriculum reform and rapid change in teacher's teaching concept, students' innovative spirit, research learning ability and practice ability in basic education stage have become the direction and focus for curriculum, teaching materials and the reform in teaching model. In these changes,teaching models and teaching strategies have been incorporated into the primary objects for reform and optimization. Problem-based Learning, as a new teaching model and strategy, concentrates on the cultivation of students' problem-solving ability and students' creative thinking. Therefore, Problem-based Learning conforms the trend of the current education reform to a large extent.Based on Constructivism theory, Autonomous learning theory and Cooperative learning theory as the support, this research intended to verify the effectiveness of Problem-based Learning in senior high school. The research selected two classes from Jingbian Middle School in Yulin as the object of the study. Class 1 is the experimental class including 60 students, while class 2 is the controlled class including 60 students.The experiment lasted for one semester. During the procedure, the model of Problem-based Learning is used in class 1, while the traditional teaching method is used in class 2. Before the start of the experiment research, the two classes have been tested through the standardized English and there are no significant differences between the two classes' English learning level. After the experiment, the research analyzes the results of students' final test. The analysis find that the class used Problem-based Learning improved more obviously and the results are also improved than the class used traditional teaching method. In order to further verify the effectiveness of this method, the research analyzes the questionnaires and interviews, and finds that most of the students inexperimental class accepted and preferred to the Problem-based Learning. Furthermore,the students became more interested in learning English. At the same time, the research also finds that most teachers think that this teaching method make them know more about their students' problems in learning English and improve the students' English efficiently.Through this study, we can draw the following conclusions: Problem-based Learning changes the situation that students are forced to accept knowledge, and students are more active in English classes under this pattern; Problem-based Learning is helpful for increasing students' interest in English learning, for this pattern is based on problems,it aims to inspire students' interest by questioning and at the same time, it helps students to find the pleasure of English learning at the process of thinking, analyzing and solving problems; Problem-based Learning can enhance students' teamwork awareness because in Problem-based English class, students can communicate with their partners and share learning outcome in group work; Problem-based Learning can improve students' English by improving students' ability of listening, speaking, reading and writing when they listen, discuss, and answer questions in the class; Problem-based Learning changes the traditional pattern in which teachers explain the knowledge and the students listen to the teachers, and the role of teachers change from a speaker to a listener, or a guider.This thesis combines Problem-based Learning with English teaching in senior high school, trying to explore the effectiveness of this pattern in present teaching, to change the passive learning in traditional teaching model with the Problem-based Learning, and to inspire English teachers in specific English teaching.