(3) High expectations

Helping students set up high standards is closely related to the notion that successful learning will promote more successful learning．Students’ success in learning will strengthen their study, establish their confidence and encourage them to accept further study。

(4) Expanded opportunity

Appropriate amount of time and timing for teaching and learning is essential to expand opportunities。 Teachers who use various methods and instructional modalities could also expand opportunities for successful learning。

Spady’s definition and principles of OBE is widely accepted by scholars working on OBE research after him。 In this paper, the author will adopt his definition and principles of OBE。 

3。3 Procedures of OBE teaching

OBE is expected to student learning outcomes as the goal of education mode, the American scholar Acharya (Chandrama 12) for a detailed analysis of OBE education mode, pointed out that the education mode has the following stages:

Defining-definition of learning outcomes: mainly about what kind of results the students should achieve or gain what kind of ability after learning。 Defining expected learning outcomes is a key component。 The definition of learning output should be operational and concrete。 

Realizing-realization of learning output: Teaching methods will be used to enable students to achieve the desired objectives。 In order to achieve the expected learning outcomes, all the teaching plans and curriculum content follow the principle of Design down。 

Assessing-evaluation of learning outcomes: to evaluate and test the ability of the students to achieve after learning。 Evaluation of learning output is a very important part in the OBE education mode。

Using-use of learning outcomes：namely the application ability of students in practice。 Using requests students to demonstrate that learning and apply what they have learn in their life。

4。 Application of OBE in Senior High School English Teaching Mode来自优O尔P论R文T网WWw.YoueRw.com 加QQ7520`18766

Spady's four principles and Acharya's four teaching procedures are the quintessence of OBE theory。 In order to apply OBE in the construction of teaching mode, the above four clear principles and four teaching procedures are necessary。 

The application of OBE theory must be connected with the course teaching。 This thesis mainly apply Acharya's four teaching procedures to guide high school English teaching。 These four teaching procedures are Defining, Realizing, Assessing and Using。 Defining is helpful for teachers to establish a clear picture of the learning outcomes they expect students to achieve。 Realizing means that teachers begin their curriculum and instructional designing from what they want students to ultimately arrive at。 Assessing the learning outcomes, teachers can understand the students’ period achievement of teaching aims and feedback timely, then adjusting the teaching activities and teaching methods。 Using means the application of what students have learned。

In practical English teaching, these four steps are embodied in setting teaching aims, conducting teaching activities and teaching assessments and application。 This section is devoted to the analysis of application of OBE in senior high school English teaching, including teaching aims, teaching activities, teaching assessments and the application activities。

4。1 Teaching aims (Defining)

Defining is to provide a description of learning results that we want students to demonstrate at the end of significant learning experiences。 Defining is to set teaching aims in English teaching。 Teaching aims is the expected learning outcomes that the student achieves after completing the learning task。 It has a guiding effect on the student's output, which is the accurate description of requirements for what students should learn and how to learn。 OBE理论框架下的高中英语课堂教学模式构建(3):http://www.youerw.com/yingyu/lunwen_201264.html