A Study Under "Post-Method" Macro Idea On Current Situation Analysis And Strategy Research Of Rural Middle Schools’ Effective English Teaching In Anhui Province

According to the "compulsory education curriculum standards" requirements,many researches started to study on effective teaching.In rural middle schools in China,unreasonable exam-oriented teaching mode is still adopted.So,it is urgent to study the current situation of effective English teaching in rural middle schools and seek reasonable teaching strategies to improve the effectiveness of English teaching.The teaching thought of "post-method" has the advantage of not sticking to teaching methods,and can be flexibly used by teachers according different situation.Ten macro strategies of "post-method" teaching thought are the guiding ideology of this study.Because it is appropriate to the needs of effective teaching,and the requirements are clear,comprehensive,suitable for teachers to learn and use.This study takes some teachers and students of a rural middle school in Anhui province as the research object.This study raises the following two major research questions: First,based on the macro strategy of "post-method" teaching thought,what is the current situation of Effective English teaching in rural middle schools? Second,can the teaching improvement courses guided by macro strategy of "post-method" teaching thought play a role in promoting English teaching in rural middle schools? In order to answer the questions,this paper adopts the methods of observation class,student questionnaire,teacher interview and test result data analysis to study teachers and students in a rural area of Anhui Province.After investigation and research,it is found that English teachers in rural schools in this area only use some effective strategies in teaching.The understanding and application of strategies such as cultivating students’ language awareness,cultivating students’ autonomous ability and cultivating students’ cultural awareness are still not perfect.The main factors affecting the effectiveness of teaching are: first,teachers are influenced by the local exam-oriented teaching mode,so the teaching method is single.Teachers have neglected the teaching of communicative and practical functions of English;Second,teachers stick to their own incomplete experience teaching.Teachers lack experiential English teaching skills and student-centered teaching skills.Through the implementation of improved class teaching,the study found that students’ interest in English learning has been improved,teachers have developed more professional teaching abilities,and teaching effectiveness has been significantly improved.The following conclusions are obtained from this study: 1.Teachers should regard improving students’ learning interest as one of the important considerations in designing teaching.2.Teachers should clarify students’ learning objectives,list learning outlines and enhance students’ learning confidence.3.Teachers should improve the teaching process,and do a good job of teaching design before,during and after class.4.Teachers need to constantly update their teaching concepts,improve their English professional ability and classroom teaching skills,and adopt appropriate teaching methods.