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The guiding ideology of "education should face the world, the future and modernization" and "education must serve the socialist modernization and be combined with productive labor to cultivate builders and successors of the socialist cause with all-round development in morality, intelligence and physique" was promulgated. The "second-phase curriculum reform" has established a new curriculum concept, innovated the concept of classroom teaching, reformed the spirit of teaching materials and teaching methods, and set off a wave in teacher education.

Learning the spirit of "the second phase of curriculum reform", practicing the innovation of classroom teaching, injecting the teaching concept with strengthening scientific spirit and humanistic spirit as the core into the traditional classroom teaching mode, and taking changing students' learning methods and further expanding classroom teaching space as the breakthrough point, I have some experience in my attempt.

Among the students who apply for schools with fine arts characteristics, except for some students who choose to study with characteristics because they like fine arts, more people choose to study fine arts because they have not laid a good foundation for junior high school cultural study and their grades are not satisfactory, given that the admission scores of fine arts colleges are relatively low. The reality is that these students have to complete both professional courses and cultural courses in high school for three years, and the college entrance examination in June is not easy for them. Because the students' foundation is weak, they have to complete the study of textbooks in senior high schools like other ordinary middle schools, and they are unable to allocate time, learn interest and invest energy. This is why there are "poor students" in all subjects, especially English.

In view of this situation, teachers' main task is to select teaching materials suitable for students' actual level, realize the inspiration and training of students' research-based learning methods in class, give full play to students' main role in the learning process, and thus effectively develop students' various abilities.

Learning the spirit of the "second-phase curriculum reform", I realize that in the process of school education and teaching, students are always the main body of classroom learning, and their learning experience, learning objectives and learning interests all restrict the effectiveness of classroom teaching. As the object of students' cognition, learning and mastery, English is an object. Therefore, teachers should change their ideas and renew their ideas in English teaching. Teachers should create conditions, give full play to students' inherent subjective ability, and don't simply regard students as passive recipients of language knowledge. Students' learning experience and social experience should be considered to fundamentally develop their multiple intelligences.

In the traditional teaching mode, teachers often consciously or unconsciously regard themselves as the main body for students to learn from textbooks. The classroom language that best embodies this view is: Do you understand? Or: "Do you all understand?" If the students give a positive answer, the teacher will proceed satisfactorily. But it didn't last long. Before long, you will hear the teacher reprimand the students, "how many times have I told you, why don't you!" " Let's not talk about "why don't you know" or "if you understand, you must master it". Let's analyze the teaching philosophy contained in How many times have I said it. "Speaking" means imparting knowledge, and "speaking" in English class means clarifying language knowledge such as language form or part-of-speech conversion, phrase structure and grammatical rules. "How many times" does not mean that the teacher's classroom teaching task has been completed, but only the first step. For students in American classes, the level of students is uneven. Teachers should fully consider the overall factors of students and the knowledge needs of students at different levels. Therefore, in the practice of the second-phase curriculum reform, teachers should help students to promote the combination of language form and language meaning, so that language form can be used to express language meaning. At the same time, in the process of classroom teaching. Pay attention to the humanistic connotation of science, let learning and doing promote each other and integrate with each other, and let students really learn to use language.

I think teachers should also consider students' learning while teaching. Cultivating learning strategies and developing multiple intelligences is another topic that teachers pay attention to in classroom teaching. We say: learning strategies are the steps, methods and skills that students take in the process of learning English knowledge and developing English skills. Multiple intelligences are the necessary abilities for students' lifelong sustainable development. In real study life, all students have their own learning strategies, but the difference is that excellent students are good at combining good strategies with language learning and application. However, those students who are not ideal in their studies often can't adjust their strategies according to their own learning tasks and can't achieve a harmonious combination of the two. In other words, the learning strategies of "poor students" are often irrelevant.

In the practice of the second phase of curriculum reform, the training of classroom learning strategies can be carried out from the following aspects:

First of all, students' learning strategies are observed in a planned way and trained in a targeted way. Understand what useful strategies students lack, and then carry out targeted classroom training to achieve the purpose of strengthening.

Second, according to the learning content or training requirements, determine the special training objectives, and focus on one or more strategic training in the classroom. For example, the training of word memory strategy, brainstorming strategy in English writing or avoidance strategy in communication.

Third, the individual problems found in class should be trained immediately.

Fourthly, according to the learning strategies of individual students, the whole class is trained in class, so as to improve most students.

5. Combine strategy training with learning content, and insist on designing meaningful classroom activities according to learning content in the long-term classroom teaching process, so that students can not only learn to use language forms to express language meaning, but also improve their strategic ability.

Mr. zankov said: "Once teaching touches students' emotional and will fields and their spiritual needs, this teaching method can play an efficient role. "Teaching is a bilateral interactive activity between teachers and students. In the teaching process, teachers should first update their teaching concepts, grasp the width and breadth of classroom teaching expansion, be good at discovering the excitement of students' learning, and actively use information technology to realize the perfect integration of teaching courses. Secondly, we should strive to find teaching methods that are suitable for students' reality, meet their needs and stimulate their interest. On the basis of "three lines, one side" and "trinity", we should keep pace with the times, improve our personality, give full play to students' main advantages in learning, and realize the fundamental purpose of "the second phase of curriculum reform"

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