3。1。2 Analysis of Interview 12

3。2 Analysis of Problems in the Implementation of Optional Courses 13

3。2。1 Inappropriate Attitude 13

3。2。2 Inadequate Categories 13

3。2。3 Insufficient Teaching Hours 13

3。2。4 Unachieved Effect 14

3。2。5 Blind Selection 14

3。3 Analysis of Causes for Problems 15

4。 Solutions to the Problems 17

4。1 For High Schools and Teachers 17

4。2 For Students 18

5。 Conclusion 19

References 20

Appendix 22 

1。 Introduction 

One trend of high school curriculum reform is to strengthen the option and persity of curriculum structure, that is, a student not only needs to acquire basic knowledge and skills but also has a chance to decide what to learn according to inpidual interest or specialty。From~优E尔L论E文W网wWw.YoUeRw.com 加QQ7520.18766

It is the first time that optional English courses have been so highly valued in English teaching and learning owing to the national English Curriculum Standards for High Schools (2003) by Ministry of Education which first claims that to reflect the guiding ideology of curriculum reform, high schools should adopt the model in which compulsory courses are combined with optional courses, with the aim of carrying out quality education, motivating students’ interest in learning English and providing more chances for their personalized development。 The significance of curriculum reform can be found in more government papers issued in 21st century, such as the National Medium and Long-term Educational Reform and Development Plan (2010-2020), Zhejiang Medium and Long-term Educational Reform and Development Plan Outline (2010-2020) and the Construction Outline of Zhejiang Educational Modernization (2000-2020)。 With these guiding documents, optional English courses have been carried out gradually in high schools in recent years, but many courses are unqualified, not meeting the requirements strictly。 

On the basis of domestic and overseas researches, relevant educational theories and the latest government documents, this paper focuses on the implementation of optional English courses in grade one in three high schools (Hangzhou Changhe High School, Wenzhou Yongjia High School, and Wenzhou Shangtang High School)。 The situation, existing problems and prospect of optional English courses in high schools are to be discussed by means of questionnaire and interview。 Moreover, grounded on the research, certain suggested solutions are expected to strengthen practice of optional courses in English teaching in high schools, thus giving full play to functions。 

2。 Optional Courses in High Schools

2。1 The Definition of Optional Courses 

Course is a kind of dynamic system that consists of certain educational goals, specific knowledge and experience and expected learning activities。 It is a blueprint of education from the prospect of goal while, from the point of view of content, it means knowledge acquisition system which relates direct experience and indirect experience of learners based on requirements of society and characteristics of physiological and mental development。(Wang Daojun & Guo Wenan, 2009)