how to improve the normal english classroom teaching effectiveness for the new curriculum（如何提高正常的英语新课程课堂教学的有效性）.docVIP

How to improve the normal English classroom teaching effectiveness for the new curriculum Abstract: English language teaching with the development of the times, faced with unprecedented challenges. Normal English classroom teaching of innovative education reform of the new curriculum standards, and improve the English classroom teaching effect of today’s high teacher English teachers of priority, is also practical problems faced by every English educators This article first analyzes the normal English in the traditional mode of classroom teaching effectiveness, and analyze the causes, followed by specific and comprehensive analysis of the new curriculum, How to Improve the English classroom teaching effectiveness. Paper Keywords: new curriculum, high teacher English teaching, the normal English classroom; teaching effectiveness English Teaching With the rapid development of science and technology, the extensive use of IT, faced with unprecedented challenges. A new round of English courses aim of the reform is to enable every student to have basic English language quality, cross-cultural communication awareness and ability of the English classroom teaching is the main front for training and to achieve this. how to change the concept of education, and abandoned the old drain new train generation a solid foundation, innovative spirit and ability to develop highly qualified personnel, how normal English classroom teaching innovative education standards under the new curriculum reform, improve the effect of normal English classroom teaching, the primary task of today’s Teachers of English teachers, but also the practical problems faced by a normal English educators. A normal English classroom teaching situation Normal English classroom teaching “time-consuming, the effect is low”, the less effective the situation is an indisputable fact that specific performance: Classroom teaching mode there are serious flaws in the teaching effectiveness of diff