英语论文网

here are five options from complete disagreement to complete agreement with scores ranged from 1 to 5 points.
2.1 Investigation subject
These investigations subjects are the students from grade one of an ordinary high school in Guiyang, high school students who just graduated from the different junior high school. There are a total of 11 classes .The average age is 16 years old, and the number of boys and girls is basically same. 560 questionnaires, excluding leakage elections and other unqualified answer paper, recover in the 524 valid questionnaires
2.2 Results
The study of this investigation mainly showed that high school students initially have the capacity of independent study, but in a teacher-centered curriculums ,teachers have not exerted themselves effectively on the following concrete aspects : 1)High school students have owned awareness of study goal and formulation learning program, willing to actively participate in various learning processes, but due to being unable to accurately focus on the study of keys and difficulties, they cannot set clear goals and plans; 2) During the learning process, students learn to use certain methods and strategy, to arrange extra-curricular learning activities, but the cooperative learning and reflection on the study are still in a state of uncertainty; 3)In the evaluation of the results of the study, the students have the ability to evaluate, but the exam is still only criterion for evaluating student learning, therefore ,self-evaluation capability needs to improve. These survey results have differences from those of past survey. The difference is that high school students are not completely lack of self-learning capability. The students who are psychologically and physiologically growing have abstract thinking abilities and awareness of independent evaluation. Thus training students’self-study ability during this period would obtain very distinct results.
But how to improve students’self-study ability is the point. I believe Discussion-study teaching methodology is the best way.
3 The specific application of Study-discuss Teaching Methodology in high school English
Study-discuss Teaching Methodology is defined that under the guidance of teachers, the students discuss alone first regarding a certain topic, and then in the collective form, state separate views, inspire mutually, clarify problems and reach a consensus as the result of understanding and having a control over knowledge. (郭培俊，龚洪胜 2005:71, with my translation)
In high school English class utilization Study-discuss Teaching Methodology divides into approximately five steps ,each of which is intimately collected to the last step and the next one, and become a whole system.
3.1 Theme for the proposal brings into questions
The questions teaching method, which was proposed by Soviet educational experts such as M.A.Danilof , refers to teachers to form of asking questions to enlighten students to explore the answer so that students’study interest is stimulated. It changes the traditional teaching of only teacher speaking into active cooperation between teachers and students. It not only strengthens enlightenment, exploratory, and research in teaching, but also the relationship between teachers and students who become independent in study. (陆莺, 2002:111—112, with my translation)
In English teaching practice, when the designed questions are too simple, or too easy, the student might not use one'