Under the concept of new curriculum reform, what kind of high school English classroom teaching model should we build? First of all, we should establish a student-centered teaching concept and re-recognize the role of teachers. As we all know, in the process of education and teaching, although teachers' teaching behavior and students' learning behavior coexist, students' learning behavior is a purposeful behavior of teaching activities and determines the final result of education and teaching. Therefore, education and teaching must always focus on students' subjective behavior. In the traditional English classroom, teachers are in a dominant position, dominating everything in the classroom. The teacher leads the students and the students revolve around the teacher. Under the control of this teaching concept, students are in a subordinate position, have no enthusiasm for learning, can not reflect their personality, let alone cultivate their innovative spirit and practical ability. Under the concept of new curriculum standards, teachers should change the previous "centralized" teaching mode and become the designers and participants of students' classroom activities. Designing a "student-centered" teaching idea requires a lot of language practice activities such as question and answer, performance and discussion in class. Let students gradually form a learning attitude of active participation, willingness to explore and diligent cooperation in such activities. Teachers should use their knowledge and ability in teaching, help students explore learning strategies, pay attention to stimulate students' interest in learning, develop a new teacher-student relationship of mutual assistance, care and cooperation, create a relaxed, democratic and harmonious classroom teaching atmosphere, respect students' thoughts, emotions and individual differences, and make students truly become masters of learning. In English classroom teaching, we should use various media to coordinate the classroom environment and create a relaxed atmosphere. Zankov said: "We should try our best to make learning full of unrestrained atmosphere, so that both children and teachers can' breathe freely' in class. If we can't create such a good teaching atmosphere, then no teaching method can play a role. " A pleasant classroom atmosphere, relaxed learning mentality, interesting language environment and positive self-participation consciousness can promote students to obtain the maximum amount of language information. Second, take practice as the core and pay attention to cultivating students' awareness and ability of cooperative inquiry. Dewey, an American pragmatic educator, believes that "the purpose of school knowledge is not the knowledge itself, but the way to make students acquire knowledge themselves." These viewpoints are the ideological basis of the exploration and discovery method. Bruner's "discovery learning" mainly cultivates learners' exploration spirit and innovation ability. The core of exploring innovative teaching mode is exploration. In the process of learning, we pay attention to questioning and asking difficult questions, and study and discuss with questions. The Outline of Basic Education Curriculum Reform clearly points out: "Change the phenomenon that the curriculum implementation overemphasizes learning, rote memorization and mechanical training, and advocate students' active participation, willingness to explore and cooperative learning. "the State Council's Decision on the Reform and Development of Basic Education also mentions:" Encourage cooperative learning, promote mutual exchanges and common development among students, and promote mutual learning between teachers and students. "The new curriculum standard emphasizes the exploration of learning strategies. English teaching divorced from inquiry and practice can't reflect the basic idea of new curriculum reform. In teaching, teachers should start from students' psychological characteristics, and use questions, questions and practical observations to make students actively generate the motivation to explore. In teaching, teachers should fully consider the psychological needs of students and design teaching plans according to their psychological needs. Create novel, artistic and difficult problem situations, and mobilize students' exploration enthusiasm through students' discussion, cooperation, competition, operation and discussion in the form of pairing, group and grouping. Here, the most important thing is the attitude of students, which makes them eager to know more questions and willing to discuss them in depth. Cooperative learning is a remarkable feature of modern study and work, and it is also one of the important learning methods advocated by the new curriculum standards. Cooperative inquiry learning can provide students with opportunities to learn methods and use language, and can help students actively transform language knowledge and skills into communicative competence in language practice. Students actively think and speak in cooperative discussion. Cooperative learning is not only a good learning form in classroom teaching, but also an effective way to cultivate students to learn to learn and attach importance to cooperative spirit. At the same time, in the process of group cooperative learning, students' non-intelligence factors and emotional factors can be developed and developed. Such as: sense of responsibility to other members of the team; Members help each other and raise awareness; Innovative consciousness of problem evaluation in the process of cooperative inquiry: maintaining the spirit of collective unity, etc. Therefore, teachers should flexibly choose peer-to-peer cooperative learning, group cooperative learning and full-time cooperative learning according to students' current level and specific teaching situation. Teachers should demonstrate in all aspects of teaching and participate in activities of perception, experience and cooperative inquiry with students. Third, we should pay attention to dialogue and highlight solid and flexible language practice. Oxford senior high school English embodies the teaching concept of "learning English", which takes topic as the main line and activity as the form, organically combining topic, function, task and structure. The plate design of each unit of the textbook revolves around a certain theme, and each plate organizes listening, speaking, reading and writing activities to guide students to actively try and practice and conduct inquiry learning. Especially the dialogue between teachers and students. For example, the reading part is mostly a dialogue between teachers and students and textbooks, so as to quickly browse the text and experience the content, and then a dialogue between teachers and students (teachers ask questions or students ask questions); Another is the dialogue between students; In the task part, an open task-based activity is designed for classroom teaching. The main purpose is to guide students to use English in the process of completing tasks and cultivate their comprehensive skills of listening, reading, speaking and writing in the form of tasks. Students' dominant position can be highlighted, so as to cultivate students' English pragmatic ability to the maximum extent. Therefore, we should focus on the whole unit and guide students to learn and practice new words and new sentence patterns through situations and various means and methods. In the process of practice, language form and language meaning should be closely linked and organically combined as far as possible, and the four skills of listening, speaking, reading and writing should complement and promote each other as much as possible, and strive to achieve clear goals, focused points, scattered difficulties and vivid forms, and pay full attention to the speed, rhythm and density of training. Classroom exercises should be sufficient, and students should participate in language practice activities. A lot of practice shows that as long as the language practice is properly arranged, diversified and practiced, the vast majority of students can better master the teaching content and improve their ability to use language in practice. Fourthly, integrate innovative education into English classroom teaching to stimulate the development of students' creative thinking. Nowadays, knowledge updating is accelerating day by day. The main criterion to measure a person's quality is not only the amount of knowledge he has, but also his academic ability, enterprising spirit and pioneering and innovative skills (creativity). It is not difficult for people to get a knowledge that the new century requires more strongly to cultivate creative thinking in teaching. Naisbitt once said: "In the era of knowledge economy, what we need most is creativity and innovative spirit". When designing classroom teaching, teachers should leave space and time for students' thinking activities and completely change the closed and full-time teaching methods. Teachers should start with cultivating students' desire for innovation and create a free and relaxed innovation space for students. Only when students are fully relaxed can they actively learn and innovate. Teachers should make full use of the rich creative factors contained in textbooks and carry out corresponding activities. For example, teachers can skillfully set goals for teaching content and design four teaching goals: basic goal, primary goal, intermediate goal and advanced goal. Through independent inquiry and group cooperative learning, students can reach the standard layer by layer in continuous exploration, thus giving them a sense of accomplishment and stimulating their enthusiasm for learning; In classroom activities, teachers, as the organizers of teaching, should often adopt the form of classroom discussion, actively encourage students to "be unconventional" and answer teachers' questions with their own unique opinions. Let the students express their opinions and have a heated discussion; Teachers should create a relaxed learning environment for students, and often use positive and encouraging evaluation methods to motivate students in and out of class. Always tell students "believe in yourself!" "Never give up!" "Keep your courage!" Such as inspiring words, encourage students to express themselves boldly; Teachers can also stimulate students' enthusiasm for learning by carefully designing classroom questions, thus stimulating the development of students' creative thinking. Questioning in class is the most direct bilateral activity between teachers and students. On the premise of cultivating students' thinking ability, we should pay attention to the art, quality and effect of classroom questioning. The questions asked should be conducive to promoting the development of students' cognitive ability rather than simple knowledge; Conducive to the establishment of students' thinking mode; It is beneficial to cultivate students' divergent thinking. We can grasp the "expansion points" in the text to supplement and extend, the "differences" in the text to associate, the "key points" in the text to train general thinking and deep thinking, and the "doubts" in the text to train evaluation ability and critical thinking ability. Fifth, we should pay attention to cultivating students' ability to use language to solve practical problems, which is the ultimate goal of English learning. In the teaching process, we should insist on giving priority to language content and function, supplemented by language form and language structure, so as to achieve mutual penetration and interaction between content and form, function and structure. Through narrative, question-and-answer, discussion and speech, actively guide students to closely contact with real life, do things with language, absorb and transmit information with language, express ideas with language, exchange ideas, and apply the language they have learned to real communication. On this basis, we should pay attention to guiding students to be good at finding and analyzing problems. Some research results show that finding, analyzing and solving problems are the essence of cognitive process. A strong sense of problems is an important symbol of creative talents. Aristotle said: "Thinking begins with doubt and surprise!" Teachers can create suspense by cleverly setting doubts, stimulate students' desire for learning, and make students from asking questions to thinking to solving problems. For students, the most terrible thing is "I have no problem". The commonly used problem-solving methods in developed countries are that teachers create various situations close to reality for students, stimulate students to ask questions with certain quantity and quality independently, and inspire students to solve the same problem with different methods and ideas from different angles according to different conditions, thus guiding students to improve their creative thinking ability. There is a famous saying in American education: "I have heard it, but I forgot it;" I saw it, I remembered it; I have done it, I understand. Therefore, we should carefully design English classes so that students can think, explore and discover. In fact, the process of letting students explore, discover and solve problems is precisely the process of cultivating students' understanding of their inherent laws and using their problem-solving ability through understanding the concepts and principles of basic knowledge. To sum up, in the research of "New Curriculum Reform Connecting with New College Entrance Examination", we should build a high school English classroom teaching model that embodies the concept of new curriculum reform.