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3.3.6 Develop Curriculum Resources, and Expand Learning Channels 7
3.4 The Way to Open and Utilize the Curriculum Resources 7
Ⅳ.Teachers’ Roles Transformation in the Perspective of New Curriculum Standards 7
4.1 The Reasons of Teachers’ Roles Transformation 7
4.2 Teachers’ New Roles 8
4.2.1 Teachers as Parents’ Agents and Student’ Friends or Confidants 8
4.2.2 Teachers as Organizers and Guides 8
4.2.3 Teachers as Regulators 8
4.2.4 Teachers as Researchers 9
Ⅴ. The Application of The Diversified Teaching Methods 9
5.1 Inductive Method 9
5.1.1 Definition of Inductive Method 9
5.1.2 The Applied of Inductive Method 9
5.2 Situational Teaching Method 10
5.2.1 Definition of Situational Teaching Method 10
5.2.2 The Related Theory 11
5.2.3 The Basic Way and the Benefits of Situational Teaching 11
5.3 Mind Maps Method 12
5.3.1 Definition of Mind Maps Method 12
5.3.2 The Applied of Mind Maps Method 12
5.4 Interest-arousing Method 14
5.4.1 Definition of Interest-arousing Method 14
5.4.2 The Classification of Interest-arousing Method 14
Ⅵ. Conclusion 16
Bibliography 17
Acknowledgements 18
Research on the Diversified Teaching Methods of Junior Middle School Under the Background of New Curriculum Standards
I. Introduction
Foreign language is a compulsory course in the element education stage. While English is one of the main languages in the course of a foreign language. In traditional English classes, students are afraid to open their mouths and to answer questions, because they have been accustomed to the “mouthpiece” teaching method. Most students learn English just to deal with the examination, and after the exam, the English language is behind the back of their heads.
In the 21st century, along with the deepening of globalization and the expansion of international education exchanges, the new education curriculum has a deepening tendency that requires the transformation of teachers’ role so as to rebuild the teachers’ role. Just as the saying “The teacher’s role is convertible, no longer for reasons” (Little William Dole, 2000).源`自*751?文.论/文`网[www.751com.cn
Teachers, fostering new generations and passing down the rich human beings’ cultures, are the main organizer in junior middle classroom. According to Fu Daochun (2001), teachers roles are not static. When it comes to the relationship between teachers and students, teachers are expected to richly put on persified roles with the implementation of the New Curriculum Standards. And teaching has its law, but has no fixed regular pattern and what most important is having a suitable method. Because each teaching method has its own unique performance, applicable scope and conditions. Neither one or several teaching methods are optimal, nor are applicable to all the scopes and conditions. In junior middle school, teachers ought to conduct persified teaching methods according to the law of teenagers’ physical and mental development. The teaching methods prepared in advance only can be as a record. Once when teachers get into classroom, they would face live lives. Teachers cannot ignore life’s information presented by the students in choosing teaching methods. The choice of teaching methods is limited by many factors, such as the characteristics of the teaching contents, students’ level of knowledge and personality differences, teachers’ quality and ability and junior school existing objective conditions. Only teachers observe carefully the classroom, timely regulation, and flexibly choose the feasible methods that they could have good teaching results.