Student-oriented teaching in Yixing No.1 Middle School in Yixing City, Jiangsu Province is a quality education teaching concept advocated and popularized by Professor Guo from Guangdong Institute of Educational Sciences. Its core idea is that everything is for students, students are respected and students are completely dependent. It changes the traditional teaching from relying mainly on teachers' teaching to relying mainly on students' learning. The role and value of teachers are embodied in mobilizing students' internal enthusiasm to the greatest extent and organizing students to study independently. The concept of "student-oriented education" conforms to the actual teaching situation of today's times. Teachers should trust and respect students' autonomous learning and innovation ability, design teaching tasks well before class and arrange tasks well in class, so that students can give full play to their autonomous learning and research ability. Teachers teach students to learn knowledge, and students learn according to their own interests and abilities. In the classroom of student-oriented concept, the status of teachers has weakened, and they have gone from the foreground to the background in the traditional classroom, but the student-oriented classroom should not be the complete fading out of teachers. My ideal student-based classroom should really implement the requirements of the new curriculum "teacher-oriented and student-centered": students are the masters of the classroom. In the student-oriented classroom, teachers should be willing to be green leaves and return the stage to students. Specific to the reality of English teaching in senior high schools, teachers should fully understand the students' English learning situation, carefully find out the existing problems, teach students in accordance with their aptitude, truly achieve "student-oriented" and effectively improve the English teaching effect in senior high schools. The following are some of my experiences: First, "student-oriented" is a concentrated expression of improving English teaching effect, especially in differential teaching. First, follow the laws of language and give appropriate education to students at different stages of their learning ability development. What is language teaching? Michael Swan, a famous British linguist, said: Language teaching is to teach language. Language is a tool, and learning knowledge is not the ultimate goal of English teaching, but "to learn a language, we must learn the most basic, core and fermented knowledge in the knowledge system of pronunciation, grammar and vocabulary." This is the basis of listening, speaking, reading and writing, as well as communicative competence. (2) Respecting differences and teaching at different levels to provide suitable education for students at different levels. Goodrider, an American educational theorist, summed up the following experience: students not only have individual differences in physical strength, emotion, social ability, study preparation, academic performance, subject learning, but also have great differences in non-intelligence and IQ. Therefore, teachers should respect differences in teaching and teach at different levels. 1. Target layering. That is, teachers analyze the teaching content of each class, determine the common goal that each student should achieve, and then determine the expansion direction and content of this class, so as to provide development space for students with spare capacity. 2. Practice and test layering. For example, in listening training, excellent students can dictate the full text, middle school students can dictate the main phrases missing from the short passage, and students with learning difficulties can listen and fill in the blanks with words. 3. Stratification of class competition. In the classroom competition, excellent students compete with excellent students, students with learning difficulties compete with students with learning difficulties, and middle school students compete with middle school students. The difficulty of the competition content is different. The first place in the excellent student group has exactly the same score as the first place in the students with learning difficulties and middle school students. Ensure that all kinds of students compete fairly and enjoy equal opportunities for success. 4. Work stratification. While ensuring that the homework is oriented to each student and consolidating the contents of the teaching materials, we should create conditions for students with English learning potential and spare capacity to fully display their individuality and creativity in exploration and practice. 5. Cooperative learning evaluation. Dont Ask For Help people are successful, but they want everyone to make progress. In class, teachers grade and evaluate students according to the correct rate of answering questions, group performances and dialogues. Teaching assistants and team leaders are responsible for recording the accumulated group scores. Using "basic score" and "improved score" in classroom tests will give all students the opportunity to win the highest score for their group as much as possible, and guide students to concentrate on striving for continuous progress and improvement. Compared with their past, as long as they make progress, they have achieved their goals. In this way, students of different levels will have positive emotional experience (self-confidence). This kind of emotional experience virtually encourages students to take the initiative to develop, constantly surpass themselves and move from success to success. Children's world should be from small success to medium success, from which success to great success, from great success to miracles. (3) Respect students' existing knowledge and experience, pay attention to thinking participation, and let students know the new "tell me, and I will forget. Show it to me, and I might remember. Call me and I will understand. " (david kolb) This is a very classic and popular sentence about "experiential learning". It emphasizes the importance of learners' participation in the teaching process and highlights learners' subjectivity and initiative. In English teaching, students must participate in learning. Teachers should give students as many opportunities as possible to feel English and experience learning, so as to build a bridge between students' known and unknown. Teachers must attach importance to students' existing knowledge and experience, and pay attention to activating and using existing experience for learning. The process of building a bridge is to give students experience learning. The way to build a bridge is to let students learn through active participation, personal experience and personal experience on the basis of existing experience. This will help students form and improve their ability to discover facts, accept new knowledge, find problems and solve problems, thus forming a scientific learning spirit and autonomous learning ability.