The Adoption of Studentcentered English Teaching Mode in Middle School

1、中學英語教學中以學生為中心的教學模式the adoption of student-centered englishteaching mode in middle schoolcontentsabstract1key words.1i. introduction2ii. current situation of english teaching in china3iii. student-centered.53.1 origins.53.2 definition .63.3 characteristics.63.4 advantages.7iv. theoretical application

2、.84.1 developments.84.2 results.9v. practical teaching methods under learner-centered teaching mode115.1 communicative approach.115.1.1 definition.115.1.2 authentic materials in communicative approach.125.1.3 group work.135.1.3.1 advantages .135.1.3.2 requirements for group work .135.2 exploring lea

3、rning.145.2.1 theory.145.2.2 operation15vi. teachers role under learner-centered teaching mode.156.1 works in pre-class planning procedure.166.1.1 need analysis166.1.2 grouping learners166.2 content planning166.2.1 content selection166.2.2 content gradations176.3 way of teaching17vii. conclusion18re

4、ferences.18the adoption of student-centered englishteaching mode in middle school摘 要： 教學活動中“以學生為主體還是以教師為主體”一直是教學界爭論的熱點.教學的目的在于提高學生素質。要使學生獲得充分的發(fā)展，就必須在教學中以學生為主，以學為主。學生是學習的主人，教師的作用在于成為學生學習英語的組織者、引導者和合作者。建立“以學生為中心”的英語教學方式，使英語學習既有利于學生打好英語基礎，又有利于學生形成健全人格，更有利于學生去探索、創(chuàng)新。這篇文章追溯了以學生為中心的教學模式的起源, 對以學生為中心的教學模式進行論

5、述, 全面分析了其優(yōu)勢和意義, 提出了實施以學生為中心的教學模式的方法和目前中學教學模式改革的必要性及具體方法。關鍵詞：應用； 教學模式； 以學生為中心； 以教師為中心； 起源abstract: whether learner-centered or teacher-centered in teaching and learning activities is a hot spot of argument in education all the time. the purpose of teaching is to improve the students quality. in order

6、 to make students develop fully, we must play the students and learning on the central place. students are the host of learning and the function of the teacher is becoming the organizer, guide and cooperator of the students learning. establishing the learner-centered teaching mode makes english lear

7、ning good for students not only to form a solid basis of english but also to form a sound personality, and what is more, it will promote students to research and create. this article assigns the origin of learner-centered english teaching mode, and makes discourse of learner-centered and analyzes th

8、e advantage and meaning of the learner-centered fully, also raises the ways of carrying out learner-centered teaching mode and the necessity and concrete ways of reform in the present teaching in middle school.key words: adoption; teaching mode; student-centered; teacher-centered; origini. introduct

9、ionalthough the reform of english teaching has been put into practice for a long time, traditional teacher-centered teaching mode is still widely adopted in english class in middle school in china. we still cannot see much in change. teacher-centered is still in dominance. why can student-centered m

10、ode not go into power successfully? maybe some even dont know what is teaching mode, let alone student-centered, and also the conversion from teacher-centered to student-centered is difficult to handle, but most importantly, what concrete teaching methods should be adopted in a student-centered clas

11、s is still vague. so giving some emphasis to the research of student-centered teaching mode of english is necessary, even urgent.for centuries, traditional teacher-centered instruction has been dominating classrooms in china. the typical classroom in china is one in which the teacher talks most of t

12、he time, while the students only listen. there is not a great deal of interaction, and it is even considered impolite for students to cut in to challenge or raise questions when the teacher is teaching (huang & xu, 1999; wu, 2001) “there is nothing more difficult to take in hand, more perilous to co

13、nduct, or more uncertain in its success than to take the lead in the introduction of a new order of things”, stated the french philosopher jacques rousseau. there is no better way to describe the difficulty of implementing non-traditional teaching methods. the present-day classroom has remained rema

14、rkably similar to that of 1900. students no longer write notes on slates, and they often sit by moveable desks, yet many teachers still use the i lecture; you listen and write method of teaching. despite the proliferation of electronic media and alternative methods of instruction, lecture is often t

15、he instructional tool of choice, forcing students to take notes and to listen carefully (ohara 1998). a more contemporary approach to teaching is to adopt classroom practices or learning activities that relate to the findings of research. one of the hardest things for administrators and teachers to

16、accept is the idea of change, though the mandate to reform public education has become a high profile, highly politicized, widely accepted inevitability. indeed, increasing students test scores and decreasing classroom discipline problems will require new approaches.human being has stridden into the

17、 twenty- first century and the competition between nations becomes intenser. the new century is an internationalization and informatization times, the fast propagation of knowledge and information promote the exchange of culture between nations. as it was that various countries in the world are comp

18、eting with changing english as the most important communicative language and english talented persons will be the focus in this competition. in order to meet the challenge, in order to win victory in this competition, in order to advance our countrys comprehensive strength, in order to bring about a

19、 great rejuvenation of the chinese nation, the department of education established the new english national syllabus which is facing forward the twenty-first century. the aim of the new national syllabus embodies the spirit of the education for all-round development. the spirit of the education for

20、all-round development consists of many contents, while the core aims at the all students, to focus the individual difference and to provide the condition for every students full development; its people- oriented to develop students good moral character, pay attention to students affective factors, h

21、elp them form healthy personality to lay a good foundation for lasting development in the future. the stress of the education for all- round development is on cultivating students creativity. during the process of learning language and dealing with language information, its necessary to bring up stu

22、dents creativity. therefore, english teaching should base on the learner-centered class to carry out the teaching.ii. current situation of english teaching in chinawith the current liberal policy of opening to the outside world, english language teaching is increasingly popular in china. furthermore

23、, with the recent success of chinas accession to the world trade organization and winning for hosting the 2008 olympic games in beijing, there is an obvious consensus among the nation that english is a necessity for almost any modern chinese. despite the apparent achievements of chinas elt professio

24、n for the last couple of decades, there are still unsatisfactory aspects in teaching the english language at the tertiary level, especially when oral skills are concerned. some government officials have made their complaints about these in public. this makes it more urgent that current teaching meth

25、odology should be changed or at least modified with respect to the necessary reform in the teaching of english in china.in china, the research in english language teaching (elt) started as late as the 1980s. when discussing issues of elt, chinese language researchers tend to interchange teaching eng

26、lish as a foreign language (tefl) and teaching english as a second language (tesl) and borrow language-learning theories from studies of second language acquisition (sla), which are mostly conducted in english cultures (cao, 2000; sun, 2000). such ambiguity indicates that there may be confusion amon

27、g researchers in understanding the nature of elt in china, which may mislead the practitioners in applying suitable learning theories to second language development (song, 2001). it is vital to clarify the difference between efl and esl. language researchers who are aware of the distinction indicate

28、 that differences do exist between efl and esl (ellis, 1997; kramsch, 2000; song, 2001; swiderski, 1993). the most obvious difference lies in the setting in which language teaching and learning occurs, with the former taking place in a non-english home culture and the latter in the target culture. t

29、eachings in those two different contexts are therefore named respectively as tefl and tesl. tefl conducted in non-english settings fails to provide language learners with sufficient opportunities for interactions in the target language and within authentic contexts. quite often the only comprehensib

30、le language efl students hear and read is within the classroom; in contrast, when esl students leave the classroom, they may enter into a number of situations in which they can use and practice the target language (gebhard, 1999). gardner and macintyre (1991) also noted the differences in learners m

31、otivation toward english learning in different contexts. the distinction of context also brings about other differences between tefl and tesl, such as different formation of student and instructor populations, different educational policies, different goals of learning and different concerns, which

32、all play significant roles in the effectiveness of language teaching and learning.it is argued that what kind of teaching mode is the most suitable approach for english teaching, and nobody knows how many kinds of teaching modes there are. but they can mainly be divided into traditional approaches a

33、nd non-traditional approaches. teacher-centered mode is a typical traditional teaching mode while learner-centered approach represents non- traditional. under teacher-centered approach the teacher decides what is to be learned, what is to be tested, and how the class is to be run. often the teacher

34、is in the center of the classroom giving instruction with little input from students. the teacher decides the goals of the class based on some external criteria. we may say that teacher-centered is not good, but everything exists with reasons teacher-centered approach can function well under proper

35、use. in teacher-centered class teacher can control teaching and learning process easily, so the class can go smoothly under teachers plan therefore teaching plan can be finished successfully, also in teacher-centered class the discipline is fine, and it benefits students learning very much. (wang qi

36、, 1999) while under student-centered approach students will have a higher motivation to learn when they feel they have a real autonomy in their own learning. instead of being the sole, infallible source of information, the teacher shares control of the classroom and students are allowed to explore,

37、experiment, and discover on their own. the students are not just memorizing information, but they are allowed to use the information alone or with peers. their diverse thoughts and perspectives are a necessary input to every class. the students are given choices and involved in the decision-making p

38、rocesses of the classroom. students interests of learning can be aroused naturally and their characteristics have more chances to be shown.iii. student-centered3.1 origins1) the idea of humanism education the emphasis of this view is to regard students as a whole person. language teaching is not onl

39、y teaching language but also helping develop students personality and latent energy.2) subject education theorythis theory refers to making most use of students central function and developing their ability to promote their healthy integrated development in the education for all-round development. i

40、t stresses that students and teacher are equal and cooperative community. students are the subjects in the teaching activities and the teacher services for students.3) education object theory in new elementary education theoretical systemthe present education modes of thought formed at industrializa

41、tion times. at that time, in order to meet the need of productive forces development, the aim of education was to train a large amount of knowledgeable and skilled industry producers. students were just like the products, which were produced from the production line. but nowadays, social development

42、 has got into a new period, the development of new technology whose core are information technology and biological technology asks for a higher demand for education. so teachers must change their position and role in class. that is to say, they should pay more attention to the students central posit

43、ion, subject function, the development of their latent energy and their diversity.however, the principle in english class is teacher-centered all along. teaching takes up almost or most of the time in the class, so the students dont have enough chance to practice and they become passive receivers of

44、 knowledge gradually. in fact, the main task of foreign language study is learning. corder once said that effective language teaching shouldnt disobey the natural process and we shouldnt force students to adjust themselves to teacher and book, while making teacher and book be suited to them. as engl

45、ish teachers, we know that english is different from other basic subjects; its a practical subject, students language skills can be trained and improved through their practice. so its effect depends on students subjective initiative and participation to a great extent.3.2 definitionstudentcentered:

46、(also learner-centered) centering planning, our teaching, and our assessment around the needs and abilities of our students. the main idea behind the practice is that learning is most meaningful when topics are relevant to the students lives, needs, and interests and when the students themselves are

47、 actively engaged in creating, understanding, and connecting to knowledge (mccombs and whistler 1997). students will have a higher motivation to learn when they feel they have a real stake in their own learning. instead of the teacher being the sole, infallible source of information, then, the teach

48、er shares control of the classroom and students are allowed to explore, experiment, and discover on their own. the students are not just memorizing information, but they are allowed to work with and use the information alone or with peers. their diverse thoughts and perspectives are a necessary inpu

49、t to every class. the students are given choices and are included in the decision-making processes of the classroom. the focus in these classrooms is on options, rather than uniformity (papilla 1996). essentially, learners are treated as co-creators in the learning process, as individuals with ideas

50、 and issues that deserve attention and consideration (mccombs and whistler 1997).3.3 characteristics1) in a student-centered class focus is often on both students and instructor.2) language use in typical situations (how students will use the language) usually was put on a central position.3) the in

51、structor model under learner-centered teaching mode is students interact with instructor and one another4) students are required to work in pairs, in groups, or alone depending on the purpose of the activity.5) in a student-centered class students often talk without constant instructor monitoring an

52、d instructor provides feedback/correction when questions arise.6) students will answer each others questions, using instructor as an information resource, also in discussions students have some choices of topics.7) students can be the evaluators of their own learning while instructor also evaluates

53、it.8) the classroom under learner-centered is often noisy and busy.3.4 advantages learner-centered education views language acquisition as a process of acquiring skills rather than a body of knowledge. the notion is strongly supported by communicative language teaching and examined by finding out th

54、e nature of learner language. and conflicts between teachers views and learners views seem inevitable. learners must learn not only to make grammatically correct sentences, but must also develop the ability to use language to get things done. an improvement in language knowledge will stimulate learn

55、ers competence and performance, and vice versa. teachers may define the students needs in terms of processes of learning rather than solely in terms of end goals and purposes. meanwhile, they should remain aware of what they expect to happen in the learning situation. we may find out the nature of l

56、earner language by focusing on the kinds of errors learners make and how these errors change over time so that teachers may take measures to hinder the occurrence of errors. when mismatches between learners and teachers views of language learning cause dilemmas, we need to convince learners of the long-run benefit of it. the artificial side of the communicative approach should be avoided.learner-centered education in second language acquisition involves at least two dimensions: firstly, it provides a very convenient tool for communication, work and study; secondl