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Students’ Participation in Teaching in High School English Vocabulary Teaching

Author: QuHongYan
Tutor: ZhangZuo
School: East China Normal University
Course: Education
Keywords: Subjectivity Participation Vocabulary Teaching Educational value Task -driven
CLC: G633.41
Type: Master's thesis
Year: 2009
Downloads: 556
Quote: 6
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Abstract

English vocabulary classroom teaching situation is not optimistic, vocabulary lessons dull, unable to engage students, the decline in students 'self-learning ability; ignore the importance of vocabulary to affect students' attitude towards vocabulary. Studies have shown that the main engagement in teaching has a strong educational value: to help reform the traditional vocabulary teaching mode: help to improve the quality of English teaching; vocabulary classroom full of vitality; conducive to the formation of a harmonious teaching interpersonal; favor the formation of students' sense of responsibility, gregarious and social skills. On teaching high school English vocabulary the main participatory teaching requirements in the teaching process should be followed to meet the learning needs of the students in the classroom, suitable for students interested in mobilizing student initiative three principles. Research shows that the implementation of the main high school English vocabulary lesson engagement in teaching, mainly based on three considerations: a high school English teaching responsibility to speak copied back \autonomy; 3 students called for a harmonious teaching interpersonal relationships. Overview of the current high school English vocabulary teaching situation, I found that the teaching of high school English vocabulary the main participatory teaching high feasibility, focus is reflected in the vocabulary rules, students learned better than teachers teach better, definitely enrichment, content integrity, evidence to be found, you can save the energy of the students' self-learning, this model can thus ensuring long-term implementation of it, and to carry out the main engagement in teaching students welcome teaching. The combination of classroom teaching high school English vocabulary, the author in the first chapter of the research background and direction, including the Participation teaching background, status and purpose. In the second chapter of mainly related to a number of educational scientists involved in implementation of the main achievements in the main participatory teaching high school English vocabulary teaching based teaching principles. Chapter elaborated the necessity and feasibility of the implementation of the main engagement in teaching high school English vocabulary lessons. Chapter IV focuses on the use of participatory teaching high school English vocabulary lesson implementation of the main strategies, including teachers and students to do a good job of teaching activities to prepare; individual activities and group activities, classes, group activities combined; teachers and students emotional blend enhance classroom interaction; enrich teaching scenarios to stimulate the interest of students to participate. Chapter pointed out that the implementation of the main engagement in teaching high school English vocabulary lesson practice and exploration, cited in the text reflect the main engagement in teaching the principles of the four cases, carried out on the implementation of the main engagement in teaching high school English vocabulary teaching practice The main task-driven group cooperative learning as the main form of in the main participatory teaching theory, under the guidance of English vocabulary participatory classroom teaching mode, and describes the experimental study of high school English vocabulary lesson in the implementation of the main participatory teaching the implementation of a number of issues in the teaching of subject participation. Finally, the chapter through the investigation concluded after the implementation of the main engagement in teaching, participation of students in the classroom of English vocabulary.

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