A Study On Effective English Classroom Teaching In Senior High School

Effective teaching is the core idea of the current curriculum reform,and it is also the inevitable requirement for the education cause to realize the connotation development.The teaching idea put forward in the the English Curriculum Standards for Senior High School(2017 Edition)is to cultivate the students’ accomplishment in all aspects,whether the English classroom teaching is effective or not,this is the concrete implementation point of the beginning of the high school English reform,and some teachers are still paying attention to their students’ learning scores,and the effect is still on the surface language knowledge and the surface language skills,especially the examination skills.Based on these problems,this study has focused on the effectiveness of English classroom teaching strategies in senior high schools.Under the guidance of the post-method teaching theory,this study adopted the method of investigation and research to study the effective teaching of English classroom in senior high school.Based on the present situation of English teaching in Guiyang No.9 Senior High School,the author chose the three teachers Guiyang No.9 Senior High School and the students in the four classes.Through the classroom observation,the questionnaire survey and the interview implementation,the thesis analyses and discusses whether the senior high school English teaching has achieved the teaching effect.After the investigation and research,it is found that,first of all,in this study,the three teachers used different strategies in English teaching.The teaching strategies used by Ms.L was more inclined to cultivate students’ abilities to do questions and pass the exams.Ms.H mainly combined traditional teaching with modern teaching to stimulate students’ interest in learning and develop students’ learning ability while cultivating students’ examination-oriented ability.The teaching strategies used by Ms.J were mainly to stimulate students’ interest in learning and to cultivate students’ ability of comprehensive language use.The three teachers have used the corresponding teaching strategies in their respective English teaching,but they still need to strengthen the choice and usage of the teaching strategies;secondly,the three teachers utilized some strategies in the classroom,because they had different teaching objectives and emphasized different points in different lesson types,so the degree of reflection on their respective macro-strategies or micro-strategies in the same class type were also different;last,the three teachers were faced with corresponding problems in their English teaching.Their teaching ideas and external environment had a corresponding impact on their choice of classroom teaching strategies.According to the results of the study,this study has also brought about some implications: 1.Teachers should renew their own teaching ideas and adopt appropriate teaching methods.2.Teachers should have the consciousness and action of professional development,so that their English professional ability and classroom teaching skills can be improved continually.