Article Open Access http://dx.doi.org/10.26855/er.2024.11.013
An Exploration of English Classroom Teaching Reform Under the New Curriculum Ideology: Taking Vocabulary Teaching as an Example
Hua Li
Jilin International Studies University, Changchun 130117, Jilin, China.
*Corresponding author: Hua Li
Published: December 9,2024
Abstract
Vocabulary is not only the foundation for students to learn the English language but also a tool for them to explore and appreciate the English language and culture deeply. It serves as a universal key, opening the door to the vast world of English for students and guiding them to roam in the ocean of knowledge freely. Meanwhile, it influences the balanced development of their listening, speaking, reading, and writing abilities directly. Vocabulary is not only the cornerstone of the English discipline's edifice but also a solid support for students to build a complete English knowledge system. In light of this, this paper employs the method of literature analysis to dissect the current status of junior high school English vocabulary teaching under the new curriculum concepts deeply, revealing the existing problems meticulously and proposing practical reform measures accordingly. This paper aims to provide beneficial references and insights for junior high school English vocabulary teaching, with the hope of effectively enhancing students' efficiency in learning English vocabulary.
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How to cite this paper
An Exploration of English Classroom Teaching Reform Under the New Curriculum Ideology: Taking Vocabulary Teaching as an Example
How to cite this paper: Hua Li. (2024). An Exploration of English Classroom Teaching Reform Under the New Curriculum Ideology: Taking Vocabulary Teaching as an Example. The Educational Review, USA, 8(11), 1353-1358.
DOI: http://dx.doi.org/10.26855/er.2024.11.013