introduction

The importance of English education in China's basic education stage was emphasized, especially the challenges faced by students with weak English learning foundations in high school. The Curriculum Standards emphasize special attention to this group of students, highlighting the importance of teachers' professional development and the crucial role of teachers' internal drive in improving teaching quality and promoting student development.

Review of Teaching Experience

This article reviews the author's 31 year teaching experience in three middle schools in the mountainous area of Miyun District after graduating in 1992, including 12 years of junior high school and high school teaching since 2004. The author found that although students generally have weak English foundations, their learning attitudes and goals vary, and some students even do not intend to study English seriously. The merger of schools and the increase in admission rates have led to an increase in students with poor English foundations, posing greater teaching challenges. The author has achieved remarkable results by reading professional books and literary works, continuously learning and improving, exploring teaching methods, such as winning Beijing and national teaching design awards.

Explore the path of voice teaching and promote personal professional growth

Detailed records of the author's English teaching experience for high school seniors from 2010 to 2015, especially the teaching practice of the class of 2015. The author found that students have low English grades that do not match their classroom performance, mainly due to weak vocabulary and pronunciation foundations. In order to improve this situation, the author adjusted the teaching strategy from reviewing question types to reviewing texts, and significantly improved students' vocabulary mastery and grades through methods such as reading aloud, questioning, and translation. In addition, the author also attempted hierarchical teaching to provide special guidance to students with weak foundations and made progress.

Suggestions for Phonetic Teaching for High School Students with Weak Foundations

Four suggestions have been put forward for effective phonetic teaching for high school students with weak foundations: 1 Teachers should arrange the teaching content in a reasonable order and follow the steps from shallow to deep; 2. Adopt teaching methods that are suitable for students' cognitive level, such as rhymes and simplified syllable rules; 3. Teachers should be good at utilizing course resources outside of textbooks to reduce their own burden; 4. Encourage students with weak foundations, capture their small progress, stimulate their learning enthusiasm, and establish a good emotional foundation between teachers and students.

conclusion

The importance of "mutual growth between teaching and learning" was emphasized, and it was pointed out that when facing students with weak foundations, teachers need to improve their professional abilities by carefully designing teaching content and methods, while stimulating students' learning motivation and achieving common growth between teachers and students.