競(jìng)爭(zhēng)機(jī)制在初中英語(yǔ)教學(xué)中的應(yīng)用研究 定稿

ContentsChineseAbstract 2EnglishAbstract 31.Introduction 41.1AnalysisofCurrentSituation 41.2ImportanceoftheStudy 52.AnalysisofDifferentTypesofCompetitionMechanisminJuniorMiddleSchoolEnglishTeaching 62.1IntroductionofThreeTypes 62.2AnalysisoftheProsandCons 72.3ProposalsofSolutions 83.PracticalApplicationoftheThreeTypes 93.1ProcessofApplication 93.2 ObservationoftheApplication 114.Conclusion 12References 14競(jìng)爭(zhēng)機(jī)制在初中英語(yǔ)教學(xué)中的應(yīng)用研究摘要當(dāng)今社會(huì)競(jìng)爭(zhēng)無(wú)處不在，隨著社會(huì)的不斷進(jìn)步與發(fā)展，競(jìng)爭(zhēng)也日益激烈。人類可以在競(jìng)爭(zhēng)中不斷提高自身能力。學(xué)習(xí)競(jìng)爭(zhēng)即以調(diào)動(dòng)學(xué)生積極性、提高學(xué)習(xí)效率為目的的一種特殊的教學(xué)手段和學(xué)習(xí)方式。根據(jù)新課程標(biāo)準(zhǔn)的要求，當(dāng)前新課標(biāo)下的教學(xué)理念為提升課堂教學(xué)活力。因此，激發(fā)學(xué)生學(xué)習(xí)的欲望在創(chuàng)建高效課堂中顯得尤為重要。本文將競(jìng)爭(zhēng)機(jī)制與初中英語(yǔ)教學(xué)相結(jié)合，首先介紹了三種競(jìng)爭(zhēng)模式、適用對(duì)象、利弊以及解決辦法。其次通過(guò)實(shí)踐，對(duì)三種類型進(jìn)行深入分析與探討。最后重申競(jìng)爭(zhēng)機(jī)制在初中英語(yǔ)教學(xué)中的重要作用。 關(guān)鍵詞：學(xué)習(xí)競(jìng)爭(zhēng)；高效課堂；初中英語(yǔ)；競(jìng)爭(zhēng)機(jī)制ResearchontheApplicationofCompetitionMechanisminJuniorMiddleSchoolEnglishTeachingAbstractCompetitionprevailseveywhereinmordernsociety.Withthecontinuousprogressanddevelopmentofthesociety,thecompetitionisaccordinglymorefierce.Humanbeingscanimprovetheirabilitiesconstantlythroughcompetitivemethods.Competitionisaspecificteachingandlearningmethodforthepurposeofstimulatingtheenthusiasmofstudentsandincreasingtheefficiencyofstudying.AccordingtotherequirementsoftheNewNationalEnglishCurriculumStandards,topromoteaninitiativeatmosphereintheclasshasbecomeanewscientificconcept.Therefore,it’svitaltotriggerthestudents’interestsinEnglishduringtheprocessofcreatingefficientclass.ThispaperbindsupthecompetitionmechanismwiththeEnglishteachinginjuniormiddleschool.First,itintroducesthreecompetitivemodels,applicableobjects,advantagesanddisadvantagesandthesolutionsrespectively.Second,itanalysesandprobesintothethreemodelsthroughpractice.ThenitreiteratestheimportanceofcompetitionmechanisminjuniormiddleschoolEnglishteaching.Keywords

:studycompetition

;efficientclass

;juniormiddleschoolEnglishteaching

;competitionmechanismIntroductionAnalysisofCurrentSituationNowadays,Englishhasbeenconsideredasignificantlanguageforinternationalcommunicationthroughmanycountries.PeoplearemoreandmorefocusedonEnglisheducationinjuniormiddleschool.Aseveryoneknows,Englishisnotonlyanextremelypracticalcourse,butalsoacommonly-usedlanguagetool.Oneofthekeyelementsoflanguagelearningsuccessistheuseoflanguagelearningstrategy(LLS),whichsupportslearners’learninginformaleducationsettingsandbeyond(Alfianetal.,2016).

However,numerousproblemsaboutEnglishteachinginjuniormiddleschoolstillexistinthecurrentsituationthatteachersshouldanalyzethemcloselyandtakemeasuresassoonaspossibletochangethecurrentsituationinEnglishteaching.Undertherequirementsofthenewcurriculumstandards,Englishclassteachingiscompelledtomeetthehigherstandards.ManyEnglishteachershavemadealotofeffortstoexploreavarietyofEnglishteachingmethodsinmiddleschool(HuiHe,2018).

IntheteachingcourseofEnglishinjuniormiddleschool,theteachersstilldominatetheclass.Theteachingmethodcannotkeepupwiththepaceofreform.Theminorityofteachersadoptastudent-centeredmeasure,whilethemajorityofthemtakecrammingmethodofteachingtoimpartknowledgetostudents.Thelatterusuallycausesstudentstobeinapassivepositionanddoesmoreharmtolanguageteaching.Thatistosay,traditionalteachingmodelwillsuppressstudents’enthusiasmandinterestsinstudyandignorethetruepurposeofcommunication(Net1).LetalonesomeunderachieversinEnglishlanguagelearning,theywilldislikeEnglishmoreandfeelmoreunfulfilled.Thereisasayingthatinterestisthebestteacher.Atthesametime,interestisalsothekeytolearningalanguagewell.Amongmanyteachingmethods,competitionisundoubtedlyanimportantwaytoarousestudents’interestinEnglishlearning.Theteacherswhoonlyrepeatwhatthetext-booksaycan’tmakestudentsfocusontheirlessonbecausetheircuriosityandthesenseofcompetitionaregraduallydeveloped.Consequently,thispaperwillelaboratesomemethodsaboutchangingtheteacher-centeredEnglishteachingclassesinjuniormiddleschool.IntegratingcompetitionintotheclassescannotonlymakeclassesmorevibrantbutalsomotivatethestudentsinEnglishlearning.Itisnecessarytoleavemoretimeandspaceforstudentsinclasstocultivatetheirabilityoflearningautonomouslysothattheycanreallybecomethemasteroftheclassroom.Awell-designedactivitycanpushtheclassteachingatmospheretotheclimaxandmakeeverystudentdevotethemselvestotheworldofEnglishlearning.Butthepoorly-designedonewillnotreceivetheexpectedeffect.What’sworse,itcanalsocausethenegativeeffect,suchasclassdisorder.Thispaperintroducesdifferentformsofcompetitionthatareadoptedtoorganizetheinteractionbetweenteachersandstudents.Theseformswillmobilizethelearninginitiative,promotestudents’interestinEnglishlearning,andsortoutstudents’self-confidencebyreferringtothecompetitionmechanism.AccordinglythesatisfactoryEnglishteachingeffectcanbeachievedinEnglishteachingofjuniormiddleschool.ImportanceoftheStudyHerearetheexplanationsoftwopropernouns:TeachingCompetitionMechanismand

CatfishEffect.CompetitiveMechanism,oneofthecontentsofmarketmechanism,isthemeansandmethodtoselectthesuperiorandeliminatetheinferiorintheactivitiesofcommodityeconomy.WhiletheTeachingCompetitionMethodreferstothemethodtostimulatestudents’interestsandmakeclassroomatmospheremoreactiveduringtheprocessofEnglishteaching.CatfishEffectoriginallycomesfromthepracticeofNorwegianfishermen,whoputcatfishintocontainerswithlivesardinestokeepthemactive.Thiskeepsthesardinesalivelongenoughtoreachthemarket,wheretheycanfetchahigherpricethanfrozensardines.Catfisheffecthasbeenusedflexiblybymoreandmoremodernenterprisesunderthepressureofmarketandenterprisecompetition(馬越,2018).Apersonhavingnoadversariesisjustlikeakindofanimalhavingnoenemies,whichwouldcauseanatmospherefilledwithlethargyandsluggishness.SothispaperstatestheimportanceofthestudyabouttheapplicationofcompetitionmechanisminjuniormiddleschoolEnglishteaching.Firstly,TeachingCompetitionMechanismcanstimulatestudents’interestinlearning.Themaximumstatusinlearningmeanstherelaxedandfocusedstatus(朱淑玲,2014:01).Therefore,studentswillstudymoreefficientlyiftheyarestimulatedthanforced.AdoptingtheCatfishEffectandCompetitionMechanismcanarousestudents’interestsinlearningEnglish.Accordingly,theclassroomatmosphereandtheteachingeffectwillbeimprovedalot.Undersuchcircumstance,teacherswillkeepenergeticandenthusiastictomakethewholeclassmorealive.Studentswilfeelextremelysatisfiedduringtheprocess.Thenstudentswillnotjustrelyontheteachers’explanation,insteadthey’lllearntothinkindependently.Ifthingsgoonlikethis,studentswilllearnEnglishwithenergy,whichwillhelpthemunderstandtheknowledgefully.Secondly,TeachingCompetitionMechanismcanenhancetheteamworkcooperation.WhenCatfishEffectisappliedinenterprises,employeesaremoreandmoreaggressivetodotheirwork.Likewise,duringtheprocessofEnglishteaching,TeachingCompetitionMechanismcanbeusedmoreefficiently.Ledbytheleaderofeachteam,thestudentsacttheirrolesrespectivelyinteamworkanddotheirbest.Thecommunicationsbetweengroupscaninitiallyconsolidatetheoriginalknowledgeandthenmaketheteammembersknoweachotherbetterinthecompetitionsoastoimprovethegroupcooperationcapacityamongteammembersandformavirtuouscircle.Thirdly,TeachingCompetitionMechanismcanhelprealizethestudents’individualdevelopment.ThepsychologistPiagetsaidthatthinking,servedasoperation,referstoanactofinternalization.Sukhomlinsky,anSovieteducator,alsosaidthatlearningcanbecomeoneofthepartsofchildren’sspiritwhenknowledgetheyneedtomasterandactivitiestheylovetoparticipateinarecombinedclosely(賴建華,2009(06):24-25).Accordingly,introducingcompetitionmechanismintoEnglishclassiscertainlyasignificantmethodforstudents’developmentofthinkingability.Students’enthusiasminlearningcanbesofullymobilizedthattheycanthinkandexpressthemselvesactivelyandbravelyduringthisprocess.Studentsarewillingtopresenttheirownideasinclass,whichmeansitistheprocessoftransformingthetraditionallearningmodebasedonpeople’spassivityanddependenceintoinnovativeindependentlearning.Meanwhile,students’awarenessofdiscovering,analyzingandsolvingproblemsindependentlycanbecultivatedaswell.AnalysisofDifferentTypesofCompetitionMechanisminJuniorMiddleSchoolEnglishTeachingIntroductionofThreeTypesIntroducingcompetitionmechanismintoteachingisbeneficialtoencouragestudentstocombinecooperationwithcompetition.ThepaperdividesTeachingCompetitionMechanismintothreecategoriesandherearetheintroductionsofthethreemodes:Teacher-studentcompetition:Justasitsnamesuggests,itmeansthecompetitionbetweenteachersandstudents.Itappliestothoseclasseswithasmallsizewherethestudentsstarttousethecompetitionmechanism.Student-studentcompetition:Itcanalsobeclassifiedintotwokinds:competitionbetweenmaleandfemale,competitionbetweenteams.Itissuitableforthoseclasseswithamediumorlargesize,wherestudentshavebeenaccustomedtothecompetition.Self-competition:Itisastateofmindinwhichanindividualattemptstotranscendhimselfbycomparinghispastwithhispresentandcomparinghispresentwithhisfuture.Itmeansstudentsstruggleforthemselvesconstantlybycompetingwiththemselvesduetotheirowndissatisfaction(林崇德等,2003:687).Itisappropriateforthoseclasseswherethestudents’learninglevelisatthemiddleorevenabove.AnditisalsosuitableforthoseunderachieversinEnglishlearning.Throughcontinuousself-competition,theyareabletoimprovetheirownacademicperformanceandlearntogrowslowlythroughtheseactivities,sothattheycanimprovetheirEnglishabilityquicklyorevencatchupwiththehigh-achievingstudentsintheclass.Whentheteachingcompetitionmechanismneedtobeused,teacherscancombinethesethreemethodsmentionedabovetogetherinordertocontroltheclassmoreefficiently.AnalysisoftheProsandConsTeacher-studentrelationshipisaspecialsocialandinterpersonalrelationship.Itisamulti-natureandmulti-levelrelationshipsystemformedbyteachersandstudentsthroughdirectexchangeactivitiesofteachingandlearningintheirownuniqueidentitiesandpositionsinordertoachieveeducationalgoals.Agoodteacher-studentrelationshipisnotonlyaindispensablemeanstosuccessfullycompletetheteachingtasks,butalsoaconcreteembodimentofthevalueintheteachingactivities.Thecooperativeandinteractiveteacher-studentrelationshipmeansthatstudentsbecomeequalparticipantsintheeducationalprocess.Throughcompetition,cooperation,negotiationandcompromise,teachersandstudentsreachaconsensus,andthusforminganinterpersonalrelationshipwithmutualunderstanding,mutuallearning,mutualpromotionandmutualinfluence(易朝暉,鄭中兵,2004(06):37-39).Buttherearestillsomedisadvantages.Firstly,itisextremelydifficulttocontroltheorderandeasytocauseclassroomdisorderwhenstudentsandteachersarecompeting.Secondly,teacherscannottakeeachstudentintoconsiderationsuchastheunderachieversinEnglishlanguagelearning,introvertedstudentsbecauseofthelargenumberofstudents,whichiseasytoaggravatepolarizationoftheclass.Student-studentcompetition,themostwidelyusedcompetitiveandcooperativemethodintheschool,requiresteacherstoexplaintherulesandthendividethestudentsintoanumberofgroupsaccordingtotheseatsorotherreasons.Firstly,itisthemostfavorabletothedevelopmentofallstudentsbecausetheiradvantagescanbewellutilized.Secondly,itishelpfultoimprovethestudents’senseofcommunityandcompetition.Whenstudentsdiscussingroups,theydaretoexpresstheirideasinEnglishandparticipateinthediscussionsothattheiroralEnglishwillbeimprovedsignificantly.Attheendofdiscussion,students’awarenessofcompetition,unityandhonorwillbehighlightedgreatly.Thirdly,itisconductivetoconsolidatetheteachingcontent.Intheprocessofstudents’discussionwithteammembers,studentswillfollowteachers’instructionsandrequirementstopractice.Accordingtotherepetitionconstantly,studentsareinapositiontomasterthedetailsofthislessonmorefirmly(王娟娟,2019(49):113).Buttherearestillsomedisadvantages.Firstly,itrequirestoomuchtime.Beforediscussion,studentsmustneedmuchtimetofamiliarizetherulesandthenoutputtheirthoughtsrespectively.Secondly,studentsareeasytofocusontheresultsoftheactivity.Thebasicrequirementsofalessonistogetstudentstoknowtheknowledgewell.Butifcompetitiveactivitiesareaddedintoacourse,studentsmaybecomeconcernedmoreabouttheresultsratherthantheknowledgeitselftheyshouldlearn.Intermsoftheform,self-competitionisarelativelysimplecompetitiveactivity,becausethereisnoneedfordiversityinform.Studentssettheirgoalsbythemselves,whichistheprocessofself-transcendence.Intermsofthecontent,self-competitionrequiresstudentstotranscendthemselvesandbearmorepressure.Thereforetherearestillsomedisadvantagesforself-competition.Firstly,inthisactivity,studentsaresupposedtohavehighqualityandstrongabilitytobearpressure.Duringthisprocess,themostpressureisnotfromothersbutmostlyfromthemselves.Secondly,self-competitionmaycauseatonelessatmosphereintheclassroomifmostofstudentsareinclinedtocompetingwiththemselves.ProposalsofSolutionsFortheteacher-studentcompetition,firstofall,teachersandstudentshadbettermaintainacertaindistance.Afterall,teachersandstudentsarepeoplewithtwodifferentlevels.Iftheteachersandstudentsaretoocloseortoocasual,studentswillbesopresumptuousthattheyarenoteasytobeeducated.Soteachersshouldmaintaintheirownidentityandadheretotheirprinciples.Onlyproperdistancecanmakestudentskeepasenseofawetotheirteachers,whichisadvantageousforteacherstocarryouttheteachingworklater.Duringtheprocessofteachingcompetition,onlyadignifiedteachercankeeptheorder.Furthermore,teachersshouldshowmoreconcernabouttheunderachieversandintrovertedstudentsintheprocessofinteractionbecauseoftheirconfusionandsensitivity.Teachersaresupposedtospendmoretimetounderstandtheirpsychologyafterclass,whileintheclass,moreopportunitiesshouldbegiventothemtoencouragethemtoanticipateinclassroomactivitiesandspeakEnglishconfidently(胡宣儀,2017).Forthecompetitionbetweenstudentsandstudents,firstly,teachersassigntaskstoteammembersonthebasisoftheirgradesandperformance.Inordertoavoidthestereotype,themembersshouldbeexchangedregularlytoimprovetheefficiencyofcompetition.Whenstudentshaveadiscussion,teachersshouldmakesuretosettimeandaskstudentstofinishtheassignedtaskswithintherequiredtime.Secondly,teachersmustbefamiliarwithteachingobjectivesonthegroundthatintheprocessofteachingactivities,thestudentsinadolescenceareinevitablycompetitiveandconcernedabouttheresults.Sowheneverduringclassorafterclass,teachersmustmakeasummaryoneachlessonsoastoensurethatthestudentscangrasptheknowledgebetter.Teachersshouldseetherealpurposeofcompetitionbesidestheoutcomeofcompetition.Thepurposeistomakeprogresstogether.Fromthispointofview,students’understandingofcompetitioncanbeimprovedfullyandtheirprogresscanbemadegreatly(李倩倩,2012).Fortheself-competition,teachersshouldhelpstudentspositionthemselvescorrectly.Studentsshouldsetsuitablegoalsforthemselvesaccordingtotheircurrentknowledgelevelandachievements,combinedwiththeirownneutraljudgmentandexpectations.Highexpectationstendtoproduceunexpectedpressurewhileconversely,lowexpectationsarenotconducivetoself-improvement.Therefore,teachersaresupposedtoassiststudentsinmakingproperplanstoachieveself-transcendence.Additionally,thiskindofcompetitiveactivitywillleadtomechanical

anddepressingclasseseasily.Hence,teachersshoulddomoretoconcentrateonstudents’colloquialEnglishinsteadofscores.Teachersshouldalsoencourangestudentstoputforwardtheirsuggestionsbravely.PracticalApplicationoftheThreeTypesProcessofApplicationThewaysofarousingstudents’desiresinEnglishistoletstudentslearnandmasterknowledgeinaharmoniousandpleasantway.Beforesettingupteachingcompetition,teachersshouldfirstmakecleartheknowledgethatstudentsneedtomasterinthelesson.Teachersneedtothinkcarefullybeforeusingtheactivityforthelessonandknowclearlyhowtousetheteachingcompetitiontobreakthroughdifficulties.Teachersshouldneitherblindlypursueaninterestingclass,ignoringtheteachingobjectives,norshouldtheyjustactivatetheclassroomatmosphere,neglectingtheteachingeffects.ThemostreasonableandeffectivecompetitionmechanismcanvivifytheclassroomatmosphereandboostEnglishteaching.Duringmycollegeyears,Ihavebeenworkingasapart-timeEnglishteacherinatrainingcenter,teachingjuniormiddleschoolstudentsNewConceptEnglish.Inthispaper,Iwilltakeaclassofmyownastheexperimentalobjecttoanalyzetheabovethreecompetitionmodes.Thereare20studentsinthisclass(8boysand12girls).MostofthemareonaverageintheirclassesandtheirenthusiasminEnglihislow.Teacher-studentcompetition:Forexample,whenteachingnumbers,Itreatthewholeclassasonegroupandmyselfastheother.Whenthestudentsanswerthequestionwithinthespecifiedtime,theyaregivenachancetorollthedice.Inturn,Irewardthewholeclasswhentheyreach100points.Thisrewardisnotnecessarilyamaterialreward,itcanalsobeachanceofnorecitation,aroundofgameandsoon.Butsometimesthereisnooneraisinghandstoanswermyquestionsduetotimidity.Inthiscase,Iwillusesomeincentivewordsorpretendtocompetewiththemtoanswerthequestions.Ofcourseiftheteachinggoalhasnotbeenachievedwhenthestudentshavegotten100scores,thepromisestillneedstobefulfilledbytheteacher.Thestudentsareeagertoanswermyquestions,andtheyareabletolearnhowtoexpressthenumberswellbyrepeatingthesequestionsthatIaskagainandagain.Afterwhile-teaching,Idomorethansimplypraisethestudentsbecauseoftheirachievements.InsteadIcombinethenumbersIteachwiththesentencestheyhavelearnedbefore,suchas“Howmanybirdsarethereinthetree?”andaskthemtopracticeasmuchaspossible.Combiningnewknowledgewiththeoldonecannotonlyhelpstudentsreviewthecontenttaughtinthelesson,itcanalsostimulatestudents’enthusiasmforlearningEnglish.It’saprocesstoacquirenewknowledgewhilethinking

over

theold.WhenIteachclothes,Ialsoadoptthismethod,treatingthewholeclassasonegroupandmyselfastheother.FirstImustbefamiliarwiththedifficultpointsofthelesson:“What’sthis/WhataretheseinEnglish?”AfterIteachthenewwordsandexpressionaboutclothes,Igivethemseveralquestionstothinkabout.IfthestudentsanswerallthequestionsIhavepreparedandpracticeenoughtimes,theywillberewardedbytheteacher.Byrepeatingthesesentencesandwords,studentsmasterthekeypointsproficiently.Fromthesetwolessons,Ifindoutthatthecompetitionbetweenteachersandstudentsisconductivetoformingcollectiveconsciousnesstoagreatextent,andstudentsaremoreunited.AndIalsofindoutthatstudentsaremuchmoremotivatedthantheyareinthetraditionalclassroomtolearnEnglish.Student-studentcompetition:WhenteachingLesson41ofNewConceptEnglish1,thesentencepatternsofwhichis“Therebe”andexpressingsofwhichareaboutfood,Iplacethemintogroupsoftwoaccordingtotheirgrades,eachwith10students.Idrawtwobasketsontheblackboard,oneisforGroupA,theotherisforGroupB.ThereisapartnamedFastReactionwhichrequiresstudentstoanswerthequestionsaskedbyteachersasquicklyandproperlyastheycan.Thetriumphantgroupcangetthecorrespondingmarks.WhatIdoistokeeporderintheclass.Ifthereissomeonespeakingouttheanswerwithoutraisinghishands,Iwilldeductthecorrespondingmarks.Studentswillcertainlybepraisediftheyanswercorrectly.Butiftheyanswerincorrectlyorincompletely,theywillalsobeencourangedproperly.Intheprocess,almostallofthestudentstryactivelytogetpointsfortheirgroup.Althoughitisalittletediouswhenteachingthegrammar,thestudentscouldlistencarefullyandtakenotesactivelyinordertodotheirbestinthenextroundofcompetition.Ialsocombinethekeysentencepatternswiththewordsandexpressionstoincreasethedifficultylevelbylevelinthislesson.

Duringthislesson,Isetupmanycompetitionsbetweenthetwogroups,andstudentsallvolunteertoparticipateintheseactivities.Thenafterthewhile-teaching,Idecidewhoisthewinneraccordingtothescoresontheblackboardandalsoencourageandpraiseallofthestudents.WhenteachingLesson16ofNewConceptEnglish1,thesentencepatternofwhichis“Whatcoloris/areyour…?”andexpressionsofwhichareaboutcolor,IuseagamecalledRadishDowntowarmupandconsolidatethewordsandexpressionsaboutcolorsduringtheprocessofpre-teaching.Iadoptthestudent-studentcompetitionmechanismnamedStartlingbyEachStepanddivideallofthestudentsintotwogroupsintheprocessofwhile-teaching.Teacherscansettheneumberofstepsandbombsfreelyaccordingtotheteachingtaskofthislesson.Isettenstepsforeachgroup,inwhichtherearetwoorthreebombs.Ifthestudentssteponthebombsunfortunately,thegroupwillgobacktothestartingpoint.Thefirstgroupwhoreachtheendisthewinningteam.Afterintroducingtherulesofthegame,thestudents’pantforvictoryisimmediatelyarousedrunningthroughthewholelesson,whichgreatlystimulatesstudents’enthusiasmforparticipation,andconsolidatestheteachingcontentthoughthecontinuouspractice.Self-competition:Studentswhowanttocompetewithothersmustfirstlearntocompetewiththemselves.WhenteachingLesson120ofNewConceptEnglish1,thekeypointofwhichistense,Icombinethetensestheyhavelearnedbeforetomakecomparison.Beforeteachingthislesson,Itellmystudentsthateveryoneincludingmewouldexperiencethedistinctmoments.Weneedtoknowwhowearenowandwhowewerebefore,meanwhile,wealsoneedtofocusonourfuture,lookforwardtothefuture,anddesignaperfectplanforit.Duringthewholesemester,Icomparestudents’testscores,andthenattachmycommentstothebackofthepaper,sothatstudentswillhaveaclearunderstandingoftheirperformance.Aftertheresultofeachexaminationcomesout,studentswillanalyzetheirpaperimmediately.Ialsoassistthemtodoananalysisonebyone,andaidsthemtomakeareliableplanaccordingtotheexaminationresultandtheirownexpectation.Studentsmustdevelopasenseofself-competitionunconsciously.Inmyclassroom,teachingthefuturewillpreparestudentsforthefuture--notbecausetheywillpredictwhatwillhappen,butbecausetheywillawakentheirimaginationsandobservationsandopenthemselvesuptonewpossibilities(King&Katie,2014:48).ObservationoftheApplicationInthissemester,differentkindsofcompetitionmechanismsareadoptedinthecourse.Ialsoobserveandrecordthecommunicationamongstudents,thelearningprocessandthestudents’reaction.Teacher-studentcompetition:Afteradoptingthismethod,Ifindthattheadvancedstudentskeeplisteningascarefullyasbefore,whiletheunderachieverschangealotwhenIintroduceactivitiesintheclass.TheunderachieverscanconcentrateonlisteningtotheteacherwhenIintroducetherules.Thenduringtheprocessofwhile-teaching,thereactionofunderachieversalsochangesgreatly.Allofthemsetonehundredscoresasacommongoalandregardteachersastheirenemy.Fromthebeginningtotheend,almostallthestudentscanparticipateactively.Thestudentswithsatisfyinggradesarebraverthanbefore;Thestudentswithdissatisfatorygradeshaveastrongersenseofparticipation;Andtheintrovertedstudentsarealsodrivenbytheclassatmosphereanddaretoraisetheirhandstoanswerquestions.Inaword,throughtheobservationoftheselessons,thecompetitionbetweenteachersandstudentscannotonlyactivatetheclassroomatmosphere,butalsoenhancethecohesionofthewholeclass.Student-studentcompetition:WhenIfirstplaceallofthestudentsintotwogroupsonthebasisoftheirgradesandordinaryperformance,thereareafewstudentsreluctanttoacceptit,buttheyarestillactivelyinvolved.Afterstudentsknowtherulesoftheactivity,thestruggleconsciousnessisaroused.Throughthisteachingcompetitionapproach,almostallofthestudentsgivemetheiropinionsmorepositively.Teacherscansetupthecompetitiveactivitiesbyreadingthewordsloudly,spellingthewordscorrectly,actingthesentencepatternsactivelyandsoon.Theseactivitiesthemselveswillmakestudentsbored,butifcompetitionmechanismisintroduced,studentswillbeinterested.Student-studentcompetitionisalsothemostlywidelyused.Teachersshouldcarryoutgroupactivitieswithmorediversitytobringstudents’intentionandpropelstudentstoparticipatemoreactivelyingroupactivitiesandprovidefeedbacktoteachers(YafeiWang,ZhuyuYuchi,2019).Self-competition:Comparedwiththeothertwocompetitionmechanisms,self-competitioncannotmobilizetheclassro