| According to the English Curriculum Standards for General Senior High Schools(2017Edition),English teachers working in senior high school are required to conduct teaching basing on students’ original life experience and cognitive features,admit the learning difference varying from one student to the others,advocate students to take the initiative in learning as well as cultivate students’ practical ability to using English in their life,which is exactly consist with the life-oriented teaching of English in senior high school.However,whether there still exist some disturbing problems,such as,neglecting students’ initiative position in learning and focusing on infusing basic knowledge rather than cultivating students’ pragmatic ability is still unknown.Therefore,it is of great practical significance to identify the actual teaching situation,know the current situation of conducting life-oriented teaching in several senior high schools in a certain city and study the teaching strategies used in conducting life-oriented teaching of English in senior high school.Based on this background,this paper firstly analyzes the relevant information about life-oriented teaching in domestics and overseas,then makes definitions for life-oriented teaching and life-oriented English teaching in senior high school on the basis of Tao Xingzhi’s Life Education Theory,Chen Heqin’s Living Education Theory,Constructivism,Situational Cognition and Learning Theory as well as Whole Language Approach Theory.And this paper points out that the core content of life-oriented English teaching in senior high schools is constructing a life-oriented discipline system,in which the selected discourse serves as a carrier allowing students to get familiar with their real social life.Besides,this system combines students’ existing life experience with their English language learning and the development of their verbal skills as well as the formation of their cultural awareness,so that students can improve their ability to appreciate,evaluate and use English properly.Moreover,students can adapt themselves well to their present and even future life.What’s more,regarding several teachers and students who come from three different grades in different schools in a certain city as the research object,this paper interviews those teachers and posts questionnaire to 410 students.After analyzing and sorting out the records and survey data,the research draws a conclusion that there exist three major problems in the current life-oriented teaching,which include teachers’ inadequate understanding of this teaching theory,teachers’ monotonous regularity in conducting this teaching theory as well as insufficient supporting measures for teachers to implement this teaching theory.Then,integrating the didactical observation with feedback from the interviewees,this paper analyzes three contributing factors,which contain that teachers obtain inadequate teaching capacity in conducting Life-oriented teaching and are lack of in-depth research on it,that students’ learning ability vary from each other and they don’t have adequate capability to apply what they have learned to solving problems in their daily life,that relevant schools can’t arrange adequate class hours for English teachers and can’t adopt reasonable teaching evaluations as well as providing excellent school-based training system.Having figured out factors which account for those three problems,analyzed the reasons and taken the requirement of English Curriculum Standards into consideration,this paper points out the purposes and principles of life-oriented teaching of English in senior high school,then it puts forward a series of strategies used to implement life-oriented teaching of English in senior high school,which contain promoting teachers’ comprehensive ability of implementing life-oriented teaching,collecting and integrating the teaching materials connected with students’ life,setting life-oriented objectives in teaching plans,implementing life-oriented teaching methods which are used throughout the whole teaching process and adopting life-oriented and diversified teaching evaluations in life-oriented teaching.Finally,this paper conduct a practical teaching case of the continuation task adopting the strategies listed above to prove the practical applicability of life-oriented teaching strategies of English in senior high schools.Above all,this paper is expected to enrich the theories of English teaching in senior high schools and provide practical references and guidance to in-service English teachers. |
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