A study on the Application of Middle School English Teachers’ Class Teaching Strategies in the Context of New Curriculum.doc

基于新课程环境的中学英语教师课堂教学策略的应用研究 A study on the Application of Middle School English Teachers’ Class Teaching Strategies in the Context of New Curriculum Abstract: With the development of English teaching reform in Chinas education system，there is a great and explicit inclination in improving the learning efficiency. In class teaching context, teachers together with learners, teaching medium are one of the most significant and influential internal elements. Hence, improving the quality of some English teachers in middle schools and training them to be qualified for their profession is proving to be a great task indeed. This paper is to take an empirical approach to study the middle school English teachers teaching strategies in the context of new curriculum. Through the empirical research, its found that: 1.) most middle school English teachers class teaching strategies are adjusting strategies, cognitive strategies, source strategies and communicative strategies. 2.) The comparative research on experienced—novice teachers class teaching strategies shows that experienced teachers and novice teachers are showing no significant differences. Key words: New Curriculum Context; middle school English teachers; class teaching strategies 摘要: 随着中国教育体系中英语教学改革的发展，在学习效率上显现出较好而又明确的趋势。在课堂教学背景下，教学媒介是教师和学生之间最有意义和影响力的永久性元素之一。因此，当前最重要的任务是提高中学英语教师的专业素质，培训他们使之成为职业生涯中合格的人才。这篇论文采取以经验为根据的方法来研究新课程背景下，中学英语教师的课堂教学策略。通过以经验为根据的方法的研究，研究结果如下: 1.)大多数中学英语教师课堂教学策略是：调控策略、认知策略、资源策略和交际策略。2.)专家型教师和新手教师课堂教学策略的对比研究表明：专家教师和新手教师无明显差异。 关键词: 新课程背景; 中学英语教师; 课堂教学策略 Contents 1. Introduction…………………………………………………………………...2 1.1 Research background………………………………………………………..2 1.2 Research purposes …..…………..…………...……. ………………….. 3 1.3 Research significance…..…………………………………………………3 2. Literature review……………………………………………………………..3 2.1 Research about middle school English teachers……………….3 2.2 Research about English class teaching strategies………...7 3. Research………………………………………………………………………...9 3.1 Res