Effective Teaching Strategies of English in Senior High Schools

【Abstract】After researching the English classroom teaching in senior high school， there still exists “low efficiency” phenomenon at English class. To improve the efficiency of English teaching， five effective teaching strategies are constructed to make the effective teaching come true.

【Key Words】low efficiency； effective teaching strategy； senior high school

The key to solve the issues is studying on effective teaching in system， building effective teaching strategies， guiding students to effectively learn and ultimately achieving optimization of teaching effectiveness.

1.“low efficiency”phenomenon in English classroom teaching of senior high school

First， teaching is at will， without clear teaching objectives.Several teachers go to class without preparing. Some teachers prepare lessons without clear and specific teaching objectives.

Second， don’t know how to use the new teaching ideas and methods. Many teachers can fluently speak out some new words of reforms， but it does not mean teachers ' teaching concepts are changed. Some teachers want to change， but they don't know how to change.Some of the one shave changed， but it is \"nondescript\"which will cause a more serious “inefficient”phenomenon.

Third， \"public class\" is \"for show\".In several successful public classes， illusions as new teaching ideas frequently appear. In fact these illusions are prepared in advance， and practiced again and again before school； sometimes teachers even contribute to the whole design of classroom teaching and learning.

2.Effective teaching strategies of English teaching in senior high school

2.1Process integration based on twin goals of teaching strategy

（1）A variety of import and background knowledge input

Using pictures of audiovisual animation import， English game import， language import， physical import， review Import and reading import.

（2）Change \"focused\" to \"dispersed\"

\"Concentrate\"here means all the words read before class centralized to students， whichis not desirable. We should change \"centrally presented\" into \"decentralized presented\"；\"decentralized\" should penetrate.

（3）Convert the information

Using pair， sort， sub-headings or topic sentences，flowchart and form.

（4）Concept map

Concept map is used as the organization and characterization tools of the knowledge structure.

2.2Experience and Reflection teaching strategy

（1）From \"input\" to \"explore\"

The traditional vocabulary-input teaching methods are that teachers directly input. Using experience and reflection strategies， teachers try to teachkey usage of vocabulary， do title learning plan in advance displayed on large-screen， let students to enrich sentences， and encourage students to discover the laws.

（2）From \"passive answer\" to\"active question\"

Traditionally question is asked by teachers.Teachers take the initiative but students are passive.Implementation of experience and reflective teaching strategy can promote learning \"active\"； \"question\" changes from \"passive\" to \"active\".

2.3Guidance and optimization teaching strategy

This means students experience and reflect inprocess， in which teachers give students guidance and help，in addition， teachers should always pay attention to students’ learning state to seize every opportunity to optimize students’ learning state and improve the efficiency of students’ learning.

2.4The double characterization parallel teaching strategy

This strategy draws on the experience of Physics’ meta-cognitive teaching. The \"competitive negotiation\" theory thinks thatthesamestrategymaybe has two versions：meta-cognitiveversion and associative version.Corresponding to the two strategies of operation and association’sshape style existat the same time. The choice of strategiesisasuperposition of the two independent mechanisms（meta-cognitive mechanis mand associative mechanism） decision.

2.5Implementation of the diversification evaluation teaching strategy

（1）Teacher Evaluation

To evaluate classroom performance， quizzes to evaluate and to evaluate with lecture notes

（2）Student self-evaluation

Each lesson self-evaluation and daily learning self-evaluation

（3）Student peer assessment

Teachers ask students top reparea lecture note sand awrong title set and ask the students to correctin the wrong title set and identify the cause of the error.

（4）Student Portfolio Assessment It records the student's long-term learning， for exhibition the students' efforts， achievements and progress， and describes the students' learning process and results. It can comprehensively present students learning， personal efforts in front of peers， teachers and parents， and thus plays a role to inspire and promote each other. Generally， learning files case bag record includes class notes， exercise books， the test volume， wrong title set， and evaluation of the record sheet， students text， and courseware related to the learning content.

【參考文獻】

[1]徐展，張慶林.策略發現的元認知機制和聯接機制的交互作用理論[J].心理學探新，1999（2）.

[2]Robert J. Marzano. Classroom Assessment Grading that Work[M].Beijing： Educational Science Publishing House，2009.