The Application of PDCA Theory in Middle School English Teaching——Taking Xijie Junior Middle School as an Example

Feng Kaihui

(School of Foreign Languages,Sichuan Technology and Business University, Meishan 620000 China)

Abstract: This paper introduces how to use PDCA theory for classroom design, taking the first unit of Grade 8 English Curriculum of Xijie Junior Middle School What is the matter as an example. By using PDCA theory for classroom design, after completing the staged classroom instruction, the author found that to a certain extent, it can cultivate students’ interest in learning and improve students’ English expression ability. What’s more, the author can be more effective in the preparation of lessons, teaching process but also better understand Herbart’s transfer acceptance teaching model.

Key words: PDCA theory；Transfer acceptance teaching model；Classroom design

1 Introduction

1.1 The origin of the research

1.1.1 The general situation of Xijie Junior Middle School

Because the author knew Xijie Junior Middle School very well, so chose it as my internship unit. Xijie Junior Middle School is located in a small town whose local economy is underdeveloped. The education here is relatively backward. The students of Xijie Junior Middle School are all from local villages and towns. Students are inept at English on the ground that local economy poorly developed and parents pay little heed to English. The size of the school is not large. There are two classes in the eighth grade, each class has more than 40 students. There are four English teachers, the least of which is a teacher with 15 years of teaching experience. Though the teachers have rich teaching experience, their commonly apply transfer acceptance teaching model to teach. They usually use a combination of Chinese and English to teach. The teacher mainly takes the teacher-led teaching form. The main interactive activities are to ask questions and write small dialogue performance so that students lack participation in class and learning enthusiasm for English. Through the analysis of the scores，it is observed that High section student is not many, those who can pass is about 10, the rest of the students English performance is not ideal, and high score students are very fixed, little change. English is also a weak subject for students. The school has had no fresh graduates for more than ten years. When the author first met this class of eighth-graders and found that the situation-edification teaching model and the anchored teaching model are not practical for them. They lack basic knowledge. By the eighth grade, most students write without complete sentences. So the author was reflecting on whether there is a real-time monitoring of teaching model, which，according to the real-time learning of students, adjusts teaching content and methods of the model. Later, the author discovered that the PDCA management theory in previous elective course. The author had the idea of combining management theory with teaching theory.

1.1.2 Personal professional background

Although the graduate school is not a normal school, but the author has always been interested in teaching. Before this internship, the author also had the corresponding subject internship experience, obtained the corresponding teacher qualification certificate. There has always been a great interest in how to pass exams and really learn English under our testoriented mechanism. But as a senior student in the internship process is faced with many difficulties, weak theoretical basis, lack of systematic learning and teaching knowledge. Starting with certain difficulties, the author hope to find teaching methods as soon as possible, to do a good job in teaching each necessary link. In this internship, author found the direction of my research, the exploration of PDCA mode in English teaching. At the same time, in the process of practicing and reflecting on this model, the research direction was finally determined, the internship goal was clearer, research methods were determined and relevant materials were collected accurately.

1.2 The brief introduction about PDCA management theory

“PDCA theory is a process model, also known as Deming cycle, first proposed by the American quality management expert Dr. William Edwards Deming, which was originally a scientific procedure followed in the quality management system”[4]. PDCA consists of the first letters of the English words Plan, Do, Check and Action. It consists of four stages. The four stages are PLAN, DO, CHECK and ACTION. PLAN refers to the master plan, which needs to seek solutions to the problems found on the basis of full understanding and analysis of the current situation, including the formulation of purpose, policy, direction and procedure; DO stands for Execution, Implementation and Doing, which is to operate and expand according to the specific content of Plan. CHECK means to evaluation, reflect and test, which needs to reflect on the operation content and process of DO according to the PLAN and target of PLAN. ACTION is the key link in PDCA mode, this link is the fundamental guarantee of PDCA model validity. Without this link, we can’t realize the effect of PDCA mode to solve the problem. The main purpose is to improve the result of the examination, reflection and feedback, to lack of planning and implementing procedures, to continue the next phase of the operation. The above four orderly cycle of the process model reflects the quality management of the two essence: pay attention to the planning in advance and in the matter of control, emphasizing the continuous improvement of the organization[5].

Figure 1-2

1.3 The purpose and significance of the study

1.3.1 The purpose of the study

The first goal is to find a practical and effective teaching model to guide my teaching practice and enrich my teaching experience.

The second goal is to be able to contribute to my old school, improve students’ English language ability, let students love with English.

The third goal is to provide a novel perspective for English teaching theories in China. PDCA management theory generally combined with enterprise management, and are widely used in other fields, like medicine, and got the attention of many scholars and research. This study attempts to apply the advantages of PDCA management theory in the field of pedagogy. Taking English teaching in middle school as the breakthrough point, the paper conducts theoretical innovation research and practical application.

1.3.2 The significance of the study

For author, the author will gradually expand my learning of other teaching modes and theories, and take a big step towards my dream, becoming a qualified English teacher.

For English teaching, the proposal of the combination of English teaching and PDCA theory has enriched the theoretical research of English teaching. The application of PDCA theory in middle school is an initial pilot, which enriches the relevant theoretical research of English teaching model in middle school.

For PDCA model research, it is widely used in management. It is just emerging in English teaching and has not yet involved in the field of middle school English teaching. It also has a breakthrough significance for theoretical research on PDCA model. The combination of the two is also a bold attempt and breakthrough, which provides broad ideas and different perspectives for relevant theoretical research.

2 Current situation

2.1 The research of English te aching models

Wagenshain put forward the example teaching, which means to gradually refine and summarize the perceptual principles from the analysis of examples, and then transfer and integrate them. The main teaching steps are first to learn the “individual”, then to learn the “class”, then to understand the rules and finally to learn about the world and life experience[2]. The key to teaching is to find good examples. This model is easy to teach, easy to learn, easy to understand, can be subject teaching, pay attention to teaching leadership.

Educators Bruner and Dewey put forward leadingdiscovery teaching, which refers to the teaching activities to solve problems as the center, under the guidance of teachers, students find problems, ask questions and find answers through their own activities. The main teaching steps embody raising questions, forming hypotheses, testing and finally summing up. The key element is to give full play to the role of teachers and guide students to explore actively. This model is conducive to cultivating students’ exploration ability and creativity.

Herbart put forward transfer acceptance teaching, which refers to students’ cognition of the objective world under the guidance of teachers[3]. The main teaching steps include reviewing old lessons, stimulating learning motivation, teaching new knowledge, consolidating knowledge and checking evaluation. The key condition is to ensure teacher dominance. This teaching model is suitable for students of any subject and any stage, and easy to play the leading role of teachers, so that students receive a lot of information in a short time.

Lozanov put forward situation-edification teaching, instructing students to use their unconscious mental activities and emotions in the created teaching situation to strengthen the conscious rational learning activities. The main steps include creating scene, scene experience and finally summary transformation. The key part is teachers. Teachers are the motivators and maintainers of students’ emotions. This model is conducive to stimulating students’ emotional state and establishing a good relationship between teachers and students.

Constructionists put forward anchored teaching, which means to determine the content and process of the whole teaching according to the real problem. “The teaching steps mainly include creating scenes, determining problems, autonomous learning, cooperative learning and effect evaluation”[2]. The key to implementation is the scenario setting. This teaching model develops students’ ability to innovate, solve problems, think independently and cooperate.

All in all, all the above five models emphasize the role of the teacher. The steps of the transfer acceptance teaching model proposed by Herbart are very similar to those of PDCA theory. Reviewing old lessons is to strengthen memory, deepen understanding, strengthen the interrelationship between knowledge and the systematic arrangement of knowledge. Stimulating learning motivation is to set up certain situations and introduce activities according to the content of the new lesson to stimulate students’ interest in learning. Teaching new lessons is the core of teaching, in this process mainly to the teacher’s teaching and guidance, students generally want to observe discipline, follow the teaching rhythm of teachers, step by step to complete the task assigned to them. Consolidation practice is a process in which students use new knowledge in class and practice problem-solving. Check evaluation is to check students’ mastery of new knowledge through class and homework. We should improve and develop the PDCA teaching model from it.

2.2 The research of PDCA management theory

“PDCA cycle mode is the core content of ISO9000 quality management mode”[6]. China began to quote ISO9000 series standards for the first time in 1989 for China’s economic construction services, initially in order to make Foreign-funded enterprises and Sino-foreign joint ventures to improve product quality and gain customer trust and promote the system. From the 1990s, many schools, such as Qingdao Ocean Shipping College, Dalian Maritime University, Shanghai Marine College and Dongfang Ming in Dongguan, Guangdong Pearl School, Shenzhen Hailida kindergarten, Jiangyin High School Experimental School through the system certification, in the whole school for the first time to implement this System. At the beginning of the 21st century, the Central Institute of Educational Sciences continued to deepen the research on quality standards and educational management. In 2002, Central Institute of Educational Sciences Dr Wu Ni as the Project Leader “Tenth Five-Year Plan” Ministry of Education Planning Project 1 School Management Cited Study on Standards of Quality Certification System, “In the Project Study,” Shandong Changle No. 2 Middle School, Beijing Petroleum Institute, JiangSu Shuyang Senior High School, Jiangsu Siyang Middle School and Suqian School in Jiangsu province, Suzhou Experimental Primary School. County Zhiyuan Middle School, Jiangsu Sihong High School and Heilongjiang Daqing Experimental School have joined the research. Become a research base. The above is the practice of ISO quality management system applied to education in China, which provides the premise and reference basis for author to apply its core principle of PDCA cycle mode to English teaching.

By September 2020, taking PDCA as a key word in the CNKI search, you can find out a total of 376 engineering management and project management academic papers, 137 technical development academic papers, 73 technical research academic papers, 3 academic papers on discipline education and teaching, PDCA model and university teaching management combined research. PDCA management theory in the field of English teaching has a great space for development, the combination of PDCA management theory and English teaching practice process, so that foreign language teaching objectives can be successfully achieved and produce considerable practical effects, has a strong guidance and practicability.

3 Teaching practice based on PDCA theory

At present, the middle school English teaching scheme based on the PDCA theory proposed by the author has been piloted in Xijie Junior High School. In this chapter, the author chooses the knowledge points of What’s the Matter in the middle school textbook as a case to elaborate the implementation process of PDCA management theory in English classroom.

3.1 P: teaching plan

When the teaching goal of design is given priority to the syllabus. At the same time, teachers need to consider the need of actual course content and the class students and characteristics of the students. The class in which the author practiced was the student of Grade 8. The number of students in this class was 40, and the class time of each class was 45 minutes. Therefore, the teaching objectives designed by the author in this section respectively start from three aspects of knowledge objectives, ability objectives and emotional objectives, and pay attention to the all-round development of students. Section A in this section mainly involves two main contents: one is some words about body parts and health problems; The second is an article about drivers and passers-by who are eager to save the elderly. According to the teaching objectives, teaching should focus on resolving difficulties and increase the novelty and diversity of teaching contents. Appropriate supplement close to the daily study and life practice of students and innovative materials, using intuitive and diverse teaching media to support, enrich, strengthen and consolidate the new knowledge introduced in the textbook, to overcome the obsolescence and singularity of the content of the textbook. The distribution of teaching time is reasonably distributed according to the proportion of the importance and difficulty of each part of the task, and each link is well grasped in the teaching process and the content is carefully designed. In the design of teaching measures, the principle of diversification is followed in the hanging and use of teaching methods and teaching media. On the teaching method, we pay attention to the comprehensive use of teaching method, discussion method, discovery method and combination method, so as to fully mobilize students’ learning enthusiasm and improve the teaching efficiency while giving play to the leading role of teachers. In terms of teaching media, both traditional and modern teaching media are taken into account, including traditional media such as language, text, chalk, blackboard and pictures, as well as medium and modern teaching media such as audio recording and slides. All kinds of media promote their strengths and avoid their weaknesses and complement each other. As shown in the figure:

Figure 3-1

3.2 D: teaching implement

In the process of teaching implementation, different teaching activities are adopted according to different knowledge points in the course, and the detailed situation is shown in the figure:

Figure 3-2

3.3 C: teaching evaluation

In the classroom, the teaching evaluation stage is a very important link for students, teachers and curriculum optimizations, which is helpful for dynamic recording and statistical analysis of the teaching process and teaching effect, as well as students’ learning process and effect. In this section, we need to evaluate and examine the whole process of teachers, students and classes in each link.

3.3.1 Teacher evaluation

As the participants of teaching activities, teacher testing plays a very important role in the stage of teaching evaluation. In this section, the knowledge points are mainly used in class testing, homework testing, unit testing three main types. The quizzes given in the textbook include 1a word test, 1b listening test, 1c conversational practice 2a listening test, 2b listening test, 2c conversational test, 2d role-playing test, 3b reading test and 3c discussion test. Each test is interlinked, distinct levels, from shallow to deep in-depth development. The exercises in 1a, 1b and 1c are mainly designed to attract students’ attention. The general completion rate and accuracy rate of these three parts are very high. 2a is on the basis of the previous exercises, the knowledge point of making suggestions is added, which not only enables students to learn new knowledge points, but also enriches their life and health knowledge and learns to care for others. In the 2b practice, students have a certain life experience on the basis of, although said listening material difficulty has been improved, but the students with their own life experience knowledge so the overall error rate is very low. In the 2d role-playing exercises, it involves students' weakest oral practice. Some students do not dare to actively express themselves due to self-confidence and shyness. At the same time, due to the lack of oral practice, there are still problems in how to organize sentences and how to connect sentences. At the same time, author found that students still have problems in the pronunciation of words. The overall effect of reading exercises in 3d is very good because the design of the questions is relatively simple. Due to the limitation of teaching time and the decrease of students’ enthusiasm in the final stage, the discussion exercise of 3c was not completed according to the expected plan. As for the test of homework, students have learned the knowledge about letter writing in the previous teaching and are allowed to use other devices to look up words. The completion of homework is satisfactory. In the unit test, it was mainly about vocabulary, grammar, listening and reading exercises. Only a few students failed, and there were 23 students with high scores of 80 or above.

3.3.2 Student evaluation and parent evaluation

Since both the student evaluation and the parent evaluation are carried out outside class, the two parts are combined together, mainly through the cloud learning platform on the parents’ mobile phones. This not only allows parents to supervise learning, but also allows parents to view students’ learning records through the platform so that family members can know the learning situation of students in real time. However, due to the limitation of platform, it needs to be improved. According to parents’ feedback, oral English exercises after class are in urgent need of improvement. because the completion rate of the multiple choice is very good.

3.3.3 School evaluation

During the teaching of this unit, the school supervisor tested the author on teaching. According to the feedback, the overall teaching design in the learning process is very good, which closely follows the teaching syllabus and makes full use of the books. However, due to the lack of teaching experience in the teaching process, the overall grasp of the classroom still needs to improve, especially the grasp of the overall process and time of teaching. What’s more, the students’ enthusiasm of role-play and other links needs to be improved and the ability to organize teaching activities also needs to be improved.

3.4 A: teaching improvement

3.4.1 Reflection problems

(1) Due to the junior middle school stage entrance requirements, oral English is beyond the scope of entrance of the investigation. At the same time, students learning subjects and learning task are so heavy after class that led to the dwindling of time used to practice oral ability. Therefor the students’ oral English ability is weak. After a period of teaching, it will be found that out of the teaching environment, students will no longer speak English. Even in the classroom, as long as they are not interacting with the teacher for teaching tasks, students are still communicating in Chinese.

(2) The teaching task is heavy, and the class hours are limited. As a novice teacher who lacks education experience, it is difficult to complete the assigned teaching task within the specified teaching time, which leads to the unfinished teaching task in the last part of the teaching.

(3) The number of students is too large, which leads to the failure to take care of the needs of every student, and the teaching can only be conducted according to the performance of the majority of students.

(4) In the middle school stage of teaching is facing the pressure of entering a higher school, the classroom is mainly based on knowledge imparting, students lack certain enthusiasm for learning, the vitality of the classroom needs to be improved.

3.4.2 Solution

Firstly, in view of the oral problems, one is to cultivate children’s language habits. Using interactive teaching mode to form dialogue relationships and situations, guide students to communicate, pay attention to formative evaluation, can help students to develop the habit of using the target language communication; Second, make full use of extracurricular time, parents supervise students to carry out a certain amount of oral practice. Such as, seeing original English movies so as to they can imitate the pronunciation. Moreover, parents can have a certain amount of oral practice with students if conditions permit.

Second, in view of the lack of teaching experience, the author can improve his teaching ability and improve classroom teaching in the following ways.

(1) Teachers should write reflective records, every class on the timely reflection thinking, and record, the formation of reflection diary, to develop the habit of reflection. Every record is a process of reviewing and summarizing experience, and it is also a valuable experience for teachers’ personal growth. It can provide reference for the continuous revision and improvement of teaching in the future, polishing and refining again and again, giving full play to advantages, making up for deficiencies, and promoting the continuous improvement of teaching level.

(2) Teachers should practice micro-teaching frequently. With the help of micro-teaching, teachers can record their teaching process into a short video and watch it again and again after class. If you find any shortcomings, you may send the teaching video to peers for evaluation, and actively listen to the opinions and suggestions of others.

(3) Teachers should also consult and communicate with experts, seniors and colleagues in the same field. One is to listen to each other. On the one hand, you invite other teachers to listen to your class and ask them to give objective evaluation. On the other hand, you can also listen to the classes of other teachers, learn their teaching modes and good experiences, discover the advantages and disadvantages of different teaching methods, and then communicate and discuss in the same class, summarize the success and mistakes of others and yourself, and make progress together in the process of mutual discussion. The second is to listen to classes of different subjects. In addition to undergraduate courses, I can also attend more classes of other subjects to learn the teaching ideas and methods of different subjects and integrate them into my own experience. Third, you can make full use of Internet resources, learn from excellent teaching videos and teaching design on the Internet, and constantly adjust your teaching standards. Through studying the excellent experience of others, you can find your own shortcomings in teaching and become more comprehensive and objective, which is of great help to your teaching improvement.

(4)Teachers should systematically learn education and teaching theory. Reflect on the theory, improve the theoretical and practical level of education and teaching, enhance the professional quality of teachers, stimulate teachers to think deeply about education issues.

(5) Teachers should often listen to the student. The student as the main body of classroom teaching, say, fully to the quality of the lesson about whether their teaching goal to achieve, teaching logic is clear, whether the teaching difficult point breakthrough, whether teaching atmosphere active, whether teachers explain clearly, interaction between teachers and students are in good condition, such as more profound experience, describe the objective and true. By understanding students’ reaction, learning expectation and learning effect, we can regulate the teaching progress and behavior. By listening to students’ comments on ourselves, we can make clear our strengths and weaknesses, and try our best to overcome them so as to make continuous improvement.

Third, to solve the problem of excessive number of students and low enthusiasm of students, we can solve it through group cooperative learning[7]. Deal with cooperation and competition reasonably through the group. The group is a cooperative relationship. Members of each group can help each other, learn from each other and complement. To some extent, this can make up for the lack of teachers’ attention to individuals. And between the group and the group, there is a competitive relationship. Because of the collective, in the group will naturally form a sense of honor, which enhances the students’ learning motivation. Learning motivation is the key to the vitality of the classroom.

4 Achievement

4.1 Middle school English teaching method based on PDCA theory

PDCA teaching method of middle school English teaching is based on the needs of social development, combined with the characteristics of students’ physical and mental development, with the purpose of cultivating interest in English learning and certain listening and speaking ability, aiming to achieve cultivation goals and teaching objectives in the rigorous teaching process according to the actual needs. This teaching method is a new English teaching for middle schools, which is based on a variety of pedagogy theories, integrates a variety of English teaching methods, and takes second language acquisition theory and PDCA theory as the guiding ideology. Its basic idea is to take students as the center, give full play to the leading role of teachers, cultivate students’ interest in English learning and improve their English ability.

4.2 P stage of PDCA theory in middle school English teaching

Stage P is a preparation stage before the class and a process of overall planning. It should embody the teaching objective design, the teaching content design, the teaching time design, the teaching measure design four basic aspects.

(1)The design of teaching objectives is the planning of the expected results of teaching activities, and it is an important part of instructional design. “The establishment of teaching objectives should have both the requirements of promoting individual socialization and social individuation”[8]. To promote individual socialization means to cultivate individuals into people with certain attitudes, emotions, knowledge, skills and belief structures that meet the needs of the society according to certain social requirements. This requires that the development of teaching objectives should pay attention to the social needs, education activities in the direction of efforts, social trends and personnel training standards and other aspects of the standard and direction, so as to strengthen the relationship between society and school. Promote social individuation is to internalized the concept, system, and behavior patterns to the individuals whose needs, interests and quality are different, so as to shape their unique personality psychological structure, requirements. When design the teaching goal should consider the characteristics of the students’ physical and mental development, the needs of students and recent developments. “The teaching objectives are in line with the reality of their physical and mental development and meet the needs of their physical and mental development”[9]. Students welcome this very much. On the contrary, the teaching goal is divorced from the reality of students, students will be depressed and hold an opposing attitude to the teaching activities. Zones of proximal development is a concept proposed by Soviet psychologist Vygotsky. He believes that ‘teaching must go ahead of students’ psychological development in order to promote their development”[8]. ZPD directs differences between a student’s actual level of development in solving problems independently and the student’s potential level of development in solving problems under the guidance of an adult or in cooperation with others. This requires that the existing development level of students should be fully considered in the teaching, and higher development requirements should be put forward for students according to the proximal development zone.

(2)Teaching content is the concrete embodiment of teaching objectives and the basic guarantee for the realization of teaching objectives. Teachers are required not only to be able to macroscopically grasp the teaching content and microscopically analyze the teaching content, but also to be able to restructure and transform the teaching content.

(3)School teaching activity is always in a certain teaching time, teaching time, to some extent also means to control and change the teaching activity, this requires a good grasp the overall time distribution, guarantee the students' actual learning time, scientific planning unit class, pay attention to students’ focus on time, and prevent loss of teaching time.

(4)The design of teaching measures includes the selection and design of teaching methods and teaching media.

4.3 D stage of PDCA theory in middle school English teaching

Stage D is a teaching implementation stage that is the implementation of teaching and learning process. Based on the viewpoint of Constructivism, a series of teaching steps are proposed here. In terms of learning, Constructivism pays more attention to how students construct knowledge based on their original experience, psychological structure and beliefs, and emphasizes the initiative and sociality of learning. Firstly, students enter a certain situation, and teachers introduce students to a certain problem situation and provide possible tools. Cognitive activities cannot exist independently from the activity situation, and learning should be combined with contextualized practice activities. Then build scaffolds to guide exploration. In this link, teachers can inspire, guide, demonstrate, and provide the prototype of problem solving, so that students can master, construct and internalize the knowledge they have learned, and enable them to carry out higher-level cognitive activities. Students are active information builders rather than passive stimulus receivers. In this link, we should believe that students have potential and let them solve problems according to their existing knowledge and experience. Cooperative learning, also known as cooperative learning, emphasizes the role of learning community in this link. Learning community is a study group made by the learners and help scholars (including teachers and experts, students, etc.). They are learning in the process of communicating, sharing of resources, with some learning tasks. The cooperative learning is not only beneficial to improve the efficiency of learning but also affords student’s positive emotional experience.

4.4 C stage of PDCA theory in middle school English teaching

Stage C is a stage of teaching evaluation, a comprehensive evaluation and reflection of the whole teaching implementation stage. Stage C is the most important link in the whole PDCA mode. Stage C is based on the setting of P, and the whole process of D is monitored and detected, so as to timely find problems in teaching and make changes to ensure the quality of teaching. The main methods of stage C are divided into teacher evaluation, student evaluation, school evaluation and parent evaluation according to different subjects.

“Teacher evaluation is divided into teacher self-testing, homework testing and unit testing”[10]. Teacher self-testing refers to teachers check the process of teaching according to the teaching goal setting, active, conscious, for example, timely observation and reflection should be made on the effectiveness of teaching methods in each teaching process, the realization of teaching objectives, and the good feedback of students... The problems found should be improved in time or put into the next round of PDCA cycle until they are solved. Homework testing means that teachers will assign 10-15 minutes of listening and speaking homework after class according to the teaching content and require feedback in a certain form. Teachers will make timely comments and summaries based on the feedback, and further reflect on the teaching process. Unit testing means that at the end of each unit, the teacher tests the learning results of the students. The testing is divided into different ways. For the firstlevel courses, the oral test is adopted, that is, the foreign teacher asks questions, the students answer, and the teacher records and observes them in the side. After entering the second level of the course, it will adopt the way of machine testing that is in the cloud learning platform test, only need the teacher to take notes beside. The test results should be recorded in detail on the test sheet, and some video materials should be kept for reference in subsequent teaching.

Parent evaluation includes not only the above methods of student testing, but also the open class at the end of the unit class, where parents can enter the class and see the students’ unit learning results.

The school evaluation method is mainly conducted by other teachers who come into the classroom from time to time for class assessment. The main contents of the test include whether the teacher’s class process is complete, whether the teaching content is correct, whether the teaching method is effective, whether the classroom management is perfect, whether the problem is handled in time, whether the classroom atmosphere is active, and so on. The assessment teacher will give feedback and communicate with the lecturer after class and keep the lecture record. The multi-subject and multi-dimensional characteristics of stage C are the characteristics and key points of the whole mode.

4.5 A stage of PDCA theory in middle school English teaching

Stage A is A reflective revision stage. The implementation of phase A depends on the assessment results of phase C. If there is a problem in any test link in Stage C, it is necessary to make timely improvement. For example, in the teaching process, if the teacher finds that the teaching method is not suitable, it can’t arouse the interest of students or can’t achieve the due teaching effect, he/she should make timely adjustment to the problem, such as teaching methods and strategies. In addition, it also includes the results of homework testing and parent testing after class, which should be corrected in time. When the unit test fails, one-to-one teaching tutoring will be conducted according to the results of the test. After the tutoring, the test will be conducted again. If the test passes, the whole process will be ended and the next unit will be studied. If the test still does not pass, then carry on the needle counseling until the test passes. The essence is the cyclic alternating process of C and A, the purpose is to improve the problems and deficiencies in the test. In teaching, a unit constitutes a complete PDCA process, but the PDCA between each unit is not completely independent, but interconnected, spiraling up, the problems generated in the previous round of PDCA, the evaluation results are the basis and basis for the next round of PDCA. In addition, PDCA mode not only exists in the unit learning, but also runs through every class. PDCA teaching method of middle school is shown in the figure:

Figure 4-5

5 Enlightenment

PDCA teaching method of middle school English teaching strictly monitors teachers’ teaching process and children’s learning effect and helps teachers to achieve the set teaching objectives and tasks. The author has encountered many problems in the process of practice and has accumulated some experience in the process of solving them. It provides enlightenment on teaching concept and methods for teachers when they apply the model to teaching practice.

5.1 Enlightenment of teaching concept

(1) The PDCA teaching method with introspective thinking brings the greatest enlightenment to teaching which is to have introspective consciousness and action habit. This is also the meaning of the Check link, Check refers not only to the student’s learning results, more important is in the teaching process of teachers’ active frequent reflection. With the habit of Check thinking, teachers will at any time to their own teaching design. Teaching strategies re-examine remind teachers whether they have designed the teaching according to the actual situation of the students’ teaching, whether they fully consider the problems that may exist and occur in teaching, and whether they master enough professional knowledge and subject knowledge, etc. Under such thinking habits, teachers are urged to do enough homework and preparation in every process related to teaching, which not only promotes the professional development of teachers, but also improves teachers’ scientific research ability.

(2) Teachers should set up life-long learning concept，which requires teachers to improve their teaching skills and pursue certain teaching art through learning and accumulation. Because teachers are faced with different teaching objects, teaching environments and teaching situations, the PDCA teaching method in middle school English teaching also urges teachers to establish the concept of lifelong learning. Continuous learning and accumulation, coping with different teaching situations, in order to present a better classroom, complete the corresponding teaching tasks.

(3) It is important to form rigorous teaching thinking. PDCA teaching method in middle school English teaching cultivates teachers’ rigorous teaching thinking. Because of the rigor of PDCA teaching methods, teachers are required, in implementing the plan, Must be planned according to the real teaching situation, and each teaching design must have relevant significance, can’t be separated from reality and independent existence, the design in front of the decision to implement the process, Each link must be closely linked, otherwise PDCA teaching method will become an empty shell, tend to formalize, can’t play its real effectiveness, thus improving the teaching effect. This kind of teaching method has a very strong guiding role to teachers’ teaching thinking. The cultivation of rigorous thinking not only helps teachers to teach better, realize their professional ideals, but also improve teachers’ ability in life, work, interpersonal communication and other aspects.

5.2 Enlightenment of teaching method

(1) Choosing teaching methods according to teaching practice and teaching objectives and ideal teaching effects must be based on realistic conditions. This requires teachers to fully understand and master the social environment requirements and school training goals. All teaching activities should be designed on the basis of the objective design and also ask teachers to have a correct understanding and grasp of their students’ real level and maximum space. Teaching activities need a certain teaching ideal as a guide, but in the specific stage of implementation, we must carry on the specific teaching design according to the actual teaching environment and teaching object, which requires the choice of teaching methods to return to the real teaching environment. In the teaching classroom, teachers should choose different teaching methods according to the specific situation, according to different teaching concepts and theoretical basis in order to achieve the purpose of teaching. PDCA teaching method is like a string of beads, all the teaching activity design, teaching mode and teaching method choice must be under the monitoring of the selection, design, implementation and testing, exert its maximum function, accomplish the teaching goal and achieve the ideal teaching effect. Therefore, no matter what kind of teaching methods teachers use, they must always be in selfmonitoring, supplemented by other monitoring conditions.

(2) It is important to choose and change teaching methods flexibly, which requires teachers to be familiar with and master various educational concepts and teaching methods. In the teaching scene, teachers can quickly judge and choose suitable teaching methods to use. In addition, the higher requirements for teachers are manifested in the monitoring process when teaching methods can’t play their due teaching effect, teachers should have flexible change and remedial ability, quickly choose other suitable teaching methods for teaching. In this process, it is not only the test of teachers’ knowledge reserve, teaching ability and teaching wisdom, but also requires teachers to have a strong contingency ability.

(3) Teachers should implement teaching methods creatively. Teachers should be flexible in the application of the teaching method and can’t copy the experience of others. Teachers should always remind themselves to test and improve at any time.

(4) The essence of this teaching method is the Check and Action link. Check links allow teachers to find problems, reflect on themselves, reflect teaching, set up life-long learning concept, continue to learn, improve their teaching skills and teaching wisdom and other aspects of ability; Action requires teachers to correct and improve their teaching problems in time, teachers can’t be put on the next stage to solve the problem. Only by improving the monitoring problem in time can the teaching effect be guaranteed. It should also be emphasized here that teachers should not have the thought and behavior of avoiding mistakes and unsuccessful experiences. The purpose of Check is not to criticize teachers’ deficiencies, but to help teachers achieve professional growth and better achieve teaching goals. The problems arising from Check link monitoring are not criticisms of teachers, but to help teachers to plan and improve the next step. Only by establishing the correct concept, teachers can face the teaching of the Check link frankly and make a positive plan to achieve the integrity and effectiveness of the teaching method in the Action link.