1 Introduction

This article introduces the organizational background and purpose of the "output oriented method" cloud teaching and research community, aiming to promote foreign language teachers to conduct classroom teaching research and share results. The author points out that the reason for the difficulty in publishing research papers on foreign language classroom teaching is due to inadequate research quality and non-standard paper writing. The article aims to help teachers solve these problems, explore the dimensions and types of innovative research in foreign language classroom teaching, and how to write related papers.

Classification of Innovative Research in Foreign Language Classroom Teaching

Table 1 shows the dimensions and types of innovative research in foreign language classroom teaching, including the theme or content of innovative research (innovation dimension) and the innovation path (innovation type). The innovation dimension is divided into three levels: teaching content, teaching methods, and teaching research methods, each of which can be further subdivided into macro, meso, and micro levels. Innovation in teaching content usually stems from changes in macro teaching objectives, such as multiple adjustments to foreign language education goals in China. The research on innovative teaching methods is reflected at different levels, such as communicative teaching method, content based teaching method, etc. Although innovative teaching research methods are difficult and slow to update, they are of great significance for classroom teaching research, such as action research, educational narrative research, etc.

Writing a paper on innovative research in foreign language classroom teaching

Thesis writing should pursue innovative value, provide new knowledge for foreign language education, and offer inspiration for teachers. The author should clarify the publication value and requirements of different types of innovative achievements, and clarify common misunderstandings. The innovative knowledge in the field of foreign language teaching in China mainly includes "introduction and evaluation" and "introduction and transformation", with relatively few other types. The requirements for publishing papers on different types of innovative achievements vary.

4 Conclusion

The paper classifies research on innovative foreign language classroom teaching, elaborates on the value of innovative types and publication requirements, points out that young teachers need to accumulate teaching experience, and suggests starting from micro innovation to gradually promote innovation in teaching content, methods, and research methods, and contribute to the development of Chinese characteristic foreign language education theory.