Application of Teaching-and-Learning Plan in English Class of Middle School

论文总字数：35892字

摘 要

改革开放以来，英语在我们的生活中扮演着越来越重要的角色。人们开始越来越关注培养学生的能力。然而许多学生对英语不感兴趣并处于痛苦中。这种情况不仅与学生因素有关，如学习动力，还和教师因素有关。传统的教学模式填鸭式教学已不再适用于现代社会。改革创新教学模式以满足学生的需求迫在眉睫。在这种情况下，教学案就是需要改进的其中一项。

教学案就是对上课需要使用的方法、活动及素材提前做出决定。教学内容可能相同，但学生是不同的，时间是不同的，情感是不同的。教师受益于教学案因为教案是很好的练习，是专业的标志。教师又以许多其他方式从教案中受益。

这篇文章也对淮阴王营实验学校做了一次调查。作者选取了学生水平相近的两个班级，共100名学生，其中一个班50名，另一班也50名。他们都是水平相近的初三学生。然后收集分析数据。最后，根据研究结果，作者为教学案教学的进一步发展提供一些建议。

关键词：教学案；教学案教学；学生

Contents

1. Introduction……………………………………………………………….....1

2. Literature Review…………………………………………………………...2

2.1 The Definition of Lesson Plan……………………………………………....2

2.2 The Definition of Case-Teaching…………………………………………....2

2.3 The Characteristic of Teaching Case-Teaching…………………………......3

2.4 Design of Case-Teaching................................................................................3

3. Theoretical Framework............................................................................…..5

3.1 The Definition of Constructivism...................................................................5

3.2 Constructivism Learning Theory....................................................................7

3.2.1 Making up situations............................................................................….... 8

3.2.2 Studying Co-operatively..............................................................................8

3.2.3 Discussing in conversation..........................................................................9

3.2.4 Construction of meaning..............................................................................9

4. Applications of Teaching Case-Teaching …………………………...…….10

4.1 Preparation for the Research……………………………………………….10

4.2 Data Collection and Analysis of the Results………………………….........11

5. Conclusion……………………………………………………………….......12

Works Cited…………………………………………………………………...14

Appendix…………………………………………………………………...15

1. Introduction

The core idea of the new course reform is student-centered, which aims at making efforts to change the students’ learning style and to foster innovation spirit and practice ability of students. Classroom teaching is a key link in the teaching process and it plays a role of channel to culture students’ capacity. Teaching design is a kind of pre-arrangement or planning for classroom teaching and an essential step to improve the ideal teaching. No teaching design, there can be no teaching optimization.

The so-called teaching case is a kind of teaching material which is designed by the teacher in the process of preparation for teaching, based on the characteristics of the knowledge to teach, teaching purpose of this class, students’ cognitive level and English laws of cognition and their ability level. (Chen Hui) The teaching design should take the student as the center and cultivate his capacity. Edgar Faure in the learning to survive once said, in the future society, illiteracy is not being illiterate, but do not know how to learn. Sue Home Linsky, who actively encouraged the training of students’ learning capacity.

The new course reform aims at transforming former educational ideas and promoting students’ all-round development. Quality-oriented education, the core of the new course reform, demands to pay increasing attention to the process of learning and guidance of learning methods. Therefore, today it is still a key project in the process of the course reform to emphasize the transformation of teaching styles and traditional teaching process and the teaching model of cramming education or spoon-feeding.

Through research, it riches the theoretical foundation of the case study teaching and innovates the teaching. Effective teaching model is the basis of others’ and its formation can cultivate innovation and development of other theories. To reach this goal, we must make continuous innovation of teaching model. To some degree, the teaching of this model has its improvement, but at the same time it still has its restraints. Thus, it is necessary to research the learning-plan teaching model, then complete the theories to adapt to real teaching. From in-depth research, main problems in the teaching and challenges faced can be understood correctly and the intrinsic law of development revealed. The author conducted a comprehensive field study in Huaiyin Wangying Experimental school and ask for some information. This paper in its entirety analyzes the design of teaching case, practical application and some built-in problems in the process of teaching and then offers valuable suggestions for further development. In the process of effective development, the study will provide some reference basis for teaching-model formation of Huaiyin Wangying Experimental School and promote constant development of education.

2. Literature Review

Teaching-and-learning plan is one of important factors that influence the effects in middle school English learning. A course in English Language Teaching, written by Wang Qiang, who considers that writing teaching plan is an important part of preparation before class, is set apart a chapter for teaching-and-learning teaching.

Chinese scholars, like Shu Baimei, Li Binrong, Peng Lingling, whose data analysis and quantitative study also have confirmed that teaching plan contributes to the effective learning of students.

2.1 The Definition of Lesson Plan

A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to reach and how they would like to achieve it.

Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a number of ways.

2.2 The Definition of Case-Teaching

Case teaching, taking lesson plan as carrier, is autonomous pedagogical practices carried by planned and purposed guidance. In the lesson-plan teaching process, the main duty of teacher is to guide students to learn, timely feedback to learners and edify students thinking.

2.3 The Characteristic of Teaching Case-Teaching

2.3.1 Fundamentality

Teaching case teaching is concerned with the students, and it allows every student to have development space, and at the same time respects each student and let them fully play their body role. It relies on students, guiding them to actively participate in classroom teaching activities and exerting their principal role.

2.3.2 Openness

Teaching case teaching emphasizes flexible teaching form in the classroom to give students initiative. As the saying goes, teaching has no certain method. The teaching methods’ flexibility is embodied in the design of the flexible teaching plan and learning case.

2.3.3 Subjectivity

In the process of English teaching, case teaching emphasizes students’ subject position. The core of the English course is the development of students. But the reflection of student’s main body must also rely on the teacher’s planned and target guidance.

2.3.4 Diversity

In the learning process, the existence of students’ differences is inevitable, so laying emphasis on students’ individual differences becomes especially important.

2.4 Design of Case-Teaching

Teaching case generally includes the following contents: learning goals, the emphases and difficulties of learning, and activity design, feedback practice, knowledge expansion, extracurricular reading, homework, etc. On the one hand, it emphasizes the teaching content, gives full consideration to the students’ cognitive levels and cognitive law, and the activity design makes every effort to properly to form cognitive conflict, considering difficult points in the class, elaborately designs problem “situationor” inquiry activity, makes it the learning solutions which students are happy to use. From another point of view, the teaching plan which teachers use focuses on guiding students on how to learn.

Take a teaching case of Grade Nine as an example:

Analysis of students:

Most of the students are able to learn this unit well.

Teaching aims:

1. Learn how to write your troubles and how to express feelings.

2. Learn how to ask for advice.

Importance and difficulty:

New structure and phrases, learn how to write your troubles and how to express feelings.

Activity One (Free talk)

1.What do you like to do during your free time?

2.T: Do you like your school life in Grade 9? How do you feel? Why?

T: What do you often do with your problems?

Activity Two :While reading.

T: … We can also write to TV stations and newspapers, or sometimes write to youth workers like Sigmund Friend. Millie and Simon wrote two letters to him.

Step 1: Open your books at Page 36. Skim their letters and answer the two questions. 1. What are Millie’s problems? 2. What problems does Simon have? Finish the exercise in Part B2

Step 2: Here are some sentences in the two letters. And there are some new words in them. Can you read the new words? Read them again and try to understand the new words.

Do exercise (P38).

Step 3: Read Millie’s letter and try to tell true or false.

T: From the records we can see, Millie and Simon are feeling bad because of their problems. Do you want to help them to solve their problems? Let us help Millie first. Listen to Millie’s letter and tell true or false.

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