【正文】 e reform of English teaching and learning in high schools has a further development in china, which has improved the English language teaching and learning a lot, but many questions of teaching and learning still exist in the field of teaching and learning in schools (Shu Ding fang, 2020). 1. Though the English teaching and learning has begun earlier in kindergarten and last until the university, the effects are not very ideal. Even when students have finished their university, their ability of English is not so strong. When concerning the real practical munication, they can’t manage to do that. 2. The English teaching is ingrained. A great many of teaching methods and thinking ways remain unchanged and are used all the time. It pays great attention to the instruction under teachers and the grammatical knowledge explanations excessively, and doing the exam papers constantly. This kind of teaching has neglected the municative function of English language and student’s individuality development. 3. Though the teachercentered teaching approach is being transformed to the studentcentered learning approach, it still occupies the majority of time in schools, and 5 takes the teacher as the center rather than students. Teachers dominate the whole classroom teaching, which is against the goal of language teaching (Liu Runqing, 1990). At the same time, all the students have to do a lot of homework and assignments set by the teachers. In class, they have to take notes, recite language points and do boring homework. Yet with all the work on both the part of the teacher and students, the students still can not use English to municate with each other effectively or idiomatically. 4. Students are lack of interest in English. Learning English is not their choice, it is just a task for them. The students learn English under the teachers’ and parents’ pressure, some of them bee bored or scared of being reprimanded by teachers. Graph 1 es from a research on university students’ attitude on English learning. Seen from this graph one fifth of the students in the research have no interest in English, some of them even hate English. Graph 1: university students’ attitude on English learning Research items Evaluation s Your attitude towards English learning Very Interesting 25％ Soso 54％ No Interest 12％ Hate 9％ 5. In conventional classroom English teaching, some teachers prefer to dominate the classroom and retain authority over the students’ (Zhao Huafang, 2020). Teachers fail to make the classes interesting and they also fail to think out some useful ways to make the class active. The ways that teachers use are very rigid and conservative. They teach just as what the textbook say, which is boring and simple. When giving lessons, they also lack passion. 6. English in schools is not taught as a kind of language but just as a subject. Schools open classes about theory of English, ignoring the overall development of the ability of English language. So the English teaching is partial. 7. The purpose of teaching the English subject is not to prepare for the practical use of the language, but to create the linguistic petence and language knowledge (Zhang Jianmin, 2020). In reality, the reason that we need learn English is that English is a language which is very important for us to municate with others from different countries. However, after many years’ learning and teaching, the practical municating ability of students is not developed. Then, we can say the meaning of opening the English class has lost. 8. There is a wrong concept in English learning method. No matter in which grades, the students always have the concept that to memorize English words is the most 6 important and useful. And much vocabulary is taught in the form of list of isolated words. Then the wholeness of English learning is broken. 9. CET4 and CET6 for university students can help people recognize the level of a university student’s English. If they pass the exams, it will be very helpful to them in job hunting. Just because of this, students study for it, while ignoring the real English practice. When they have finished the exams, they will find that they gain few. Therefore the exams also lose its real meaning. 10. The kind of teaching and learning pattern is oriented to the tests and the examinations (Mei Deming, 2020). That is to say, they can take any measure to ensue the students to gain good marks in the tests and examinations. This kind of traditional English language teaching and learning is just like a factory which produces socalled talents. Teachers teach English not for students’ mastery of the language, they just for students’ performance in examinations. For the language teachers, they will teach whatever es up in the examinations, their responsibility is to enable the students to pass various language tests and examinations, if so, and they may be considered as good teachers. Though many people have realized the severe consequences caused by this sort of examinationoriented education in the process of English language teaching and learning, the overall situation is not greatly improved (Zhao Huafang, 2020) In general, at the present, English teaching and learning in Chinese schools is not so ideal. Though there are many virtues in the present teaching model, questions still exist, and they should be solved for the better improvement of English teaching and learning. Solutions should be found. In the next part, some solutions will be proposed. IV. Solutions of the improvement on English teaching and learning in Chinese schools. of the causes to the questions In part III, many virtues and questions are discussed. Though they are not all, just some in the process of English teaching and learning, they can reflect something. The c