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ral primary school.
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Chapter Two Literature review

This chapter includes six sections. The first section describes the open teachingmode and the second section introduces the theoretical foundation of it. In the thirdsection, it explains some studies on the application of English open teaching mode. Thefourth and the fifth describe some studies on anxiety and interest. At last, there is asummary.

2.1 Open teaching mode
In this part, it illustrates some relative definitions about open teaching mode. Itincludes an introduction to open teaching mode, the characteristics and strategies of openteaching mode, and previous studies on open teaching mode.Broadly speaking, open teaching mode can be summarized as “learning is a kind ofexperience”. It breaks the traditional view that teaching and learning can only be carriedout in the classroom. Open teaching mode can broaden the learning time and space bysetting assignments before and after class. This teaching style encourages students toaccomplish specific learning tasks to achieve the purpose of learning and use variouseffective ways, such as books, magazine, newspaper, internet and so on (He, 2004). In anarrow sense speaking, open teaching mode not only affirms the combination of teachingand student’s practical life, but also focus on how to apply the teaching openness to theclass teaching and how to develop students’ innovation spirit and practical ability.Based on the theory of constructivism, open teaching mode is to constructknowledge, develop ability and perfect personality through individual practical activity.The advantage of open teaching is that it pays more attention to student’s learninginterest and advocates the learning in activities.
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2.2 Theoretical foundation
The open teaching mode is originally from constructivism theory. Thus, somerelated opinions of constructivism and the influence of constructivism on open teachingmode are introduced in this part.The earliest educational constructivists are Socrates and Plato. Socrates’ “Midwife”is a very typical constructivism theory. Piaget founded Children’s CognitiveDevelopment Theory so that he is seen as the first person who put forward thecontemporary constructivism theory. Piaget (1966) states that children’s knowledgeconstruction is synchronized with the growth of children’s intelligence and is developedgradually. It is not that the environment brings up children, but that children adapt to theenvironment.“Constructivism is a theory built around the notion of learners as active and socialconstructors of meaning, and learning as an act of construction through social interactionin many contexts” (Anderson, Corbett, Koedinger & Pelletier, 1995:145-149).“Constructivist theory lays more emphasis on students rather than teachers. In dailylife, they have formed a rich system of background knowledge through constant learning,so they do not learn something new with empty minds. Therefore, in a teaching process,the previous experience can be considered as a “stimulus”. Based on those series of“stimulus”, the teacher guides students to complete knowledge construction”(Cunningham& Duffy, 1996: 170-198). What’s more, constructivism argues that thelearner is the center during the information process and plays an important role in thelearning process.
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Chapter Three Methodology............ 19
3.1 Resear