The focus of the new round curriculum reform is to change the phenomenon ofpaying too much attention to English grammar and vocabulary and neglect student’sactual language using. From the perspective of students’ interest in learning, learningexperience and cognition level, the new curriculum reform advocates experience,participation, cooperation and communicative learning and task-based languageteaching model. To develop the students’comprehensive language using ability, theprocess of language learning need cultivate students positive emotional attitude,active thinking and rich practice, improve cross-cultural awareness and formautonomous learning ability. (Song Guiyue, 2002, p.35). As the guiding document ofjunior high school English curriculum reform in our country, National Standards forEnglish Course of Compulsory Education (2012) explicitly advocates task-basedteaching and emphasize the concept of ‘the innovation in learning, learning in theinnovation’which should be fully embodied in classroom teaching. The newcurriculum reform makes English class show a new situation of teaching. Teachers’teaching actives as well as students’ learning activities have changed significant. Andthe enthusiasms of students’ learning and effectiveness of teachers’ teaching havevarying degree increased. However, when truly goes into the junior high schoolEnglish class, the author finds some wasteful teaching phenomena. Following aspectsare common problems. First, casual teaching and there is no clear teaching goal. Forexample, ateacher in the lesson plan sets an English class teaching goal as following:Knowledge goal: To learn the language points; Ability goal: To cultivate the ability;Emotional goal: To help others. These three goals are broad statements and do nothave specific description. Second, some teachers think experience and task areactivities. The new standard advocates the idea of ‘to learn in practice, to practice inlearn’ and experiential learning and real task-based teaching method, but these newideas are understood as a rich class activities by some teachers. As a result, in Englishclass, there are some phenomena that students do activities just to finish activities.The students are busy in the whole class, but far from the real understanding oflanguage knowledge. Third, in the public class, some teachers make show whichbecomes a common phenomenon, but they couldn’t find a breakthrough point toimprove the quality of English teaching. In some successful public class, the newcurriculum teaching idea appears repeatedly, in fact these false appearances areprepared, and repeatedly rehearse before class, sometimes even the teachers of all theeducational research group contribute ideas to design public class teaching process, sothese model lessons have obvious showing ingredients, although they are successful,but not actually well realize the teaching goal, and the students do not get the realdevelopment, therefore teaching can be regarded as inefficient and waste time andteaching resources.
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CHAPTER TWO LITERATURE REVIEW
2.1 Research Status on Effective Teaching
Theory and practice of effective teaching in our country have a certainfoundation. According to relevant documents, the author finds that in our research oneffective teaching mainly distributed in the late 1990s. Chen qi, Liu Rude (Chen qi,&Liu Rude, 2007, p.58), the editor of Contemporary Educational Psychology,dedicated a chapter to the effective teaching, which is the first domestic discussion ofeffective teaching. They introduced the learning mode and the characteristics ofeffective teachers and effective teaching. Chen Houde (Chen Houde, 2009) compiledthe Effective Teaching which is the first book on effective teaching monographs. Thebook is divided into seven chapters. It presents the basic concepts of effectiveteaching, discusses the basic principles of effective teaching, basic qualities and skills,essential elements of the basic model, an
