Analysis of Fine Arts Department of College English classroom teacherstudent interaction analysis o.docx
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AnalysisofFineArtsDepartmentofCollegeEnglishclassroomteacherstudentinteractionanalysiso
AnalysisofFineArtsDepartmentofCollegeEnglishclassroomteacher-studentinteractionanalysisofthestatusquoandcountermeasures
PaperKeywords:
effectivestrategiesforteachingstudent-teacherinteractionAbstract:
Theclassroomistheprimaryvenueforteacher-studentinteraction,collegeEnglishteachingshouldbestudent-friendlyinteraction,interactivemanner.Thispaperanalyzesthehospital09studentsinfineartsteachingcollegeEnglishteacher-studentinteractioninthepresentsituationofpromotingharmoniousinteractionbetweenteachersandstudentseffectivestrategiestoimprovethefineartscollegeEnglishteaching.
In2004,theMinistryofEducationpromulgatedthe<<CollegeEnglishCurriculumRequirements>>requireteachingfromateacher-centered,simplelanguageknowledgeandskillstoastudent-centered,notonlytoteachthegenerallanguageknowledgeandskills,moreattentiontodeveloplanguageproficiencyandself-learningteachingmodelchanges.focusonthequalityoftheoveralldevelopmentofstudents,thepracticalimplementationofthe‘student-centered’teachingphilosophy,andactivelycreateaneffectivelearningenvironmentandatmosphere,toprovidestudentswiththeopportunitytoshowthemselves,mobilizetheirmotivationtolearn,developtheirlanguageproficiencyandself-learningability.
Languageismankind’smostimportantcommunicationtool,thecollegeEnglishteachingistoplaytheirEnglishcommunicationcapabilities.LuoboWeithateducationalpsychologists,schoolteachinginthesocialenvironmentofmanyfactors,interpersonalrelationshipsarethemostimportant.Soexploretheteacher-studentinteractionincollegeEnglishteachingbehaviorhasimportantpracticalsignificance.
First,thefineartscollegeEnglishteachingstatusofteacher-studentinteraction
AuthoroftheUniversityDepartmentofArt09undergraduatestudentsincollegeEnglishclassconductedasurveyofstateteacher-studentinteraction,canberoughlysummarizedasfollows:
1poorstudentclassroominteractionactivelyinrecentyearswiththeschoolartdepartmentenrollment,poorperformanceofsomeculturalstudies(especiallyEnglish)studentsintotheuniversity.ArtsmoststudentsofEnglishasthebasisofpreviouslyweakperformancepoor,inthestudyexperiencedalotofnegativeexperiences,learningEnglishhasbeengreatlydampenedtheenthusiasm,learningEnglishandsomeevengiveupthepsychologicalconfrontation.Althoughtheyarelively,butintheclassroomtointeractinEnglishlessactive,theteacher’squestionseithersilent,orsayno.
(2)classroominteractionmodelofasingle,interactiveobjectsaredifferentduetotherelativelyweakEnglishlanguage-based,ortraditionalclassroomteaching,thevastmajorityofinteractionsareinitiatedbyteachers,teacher-studentinteractionstick‘question-answer-feedback’model,basicallytherighttypeofdivision,inefficientorineffectiveteacher-studentinteraction,and,mostfineartscollegeEnglishteachinginlargeclasses,mostinteractionsoccurinaverysmallnumberofteacherswithindividualstudentbaseisrelativelygood.
3studentrelationshipsmoredistant,lessemotionalcommunication.Undertheconditionsoftoday’sstudentsandteachersofsocialvalues?
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androleexpectationsandsoconstantlydeepenedtoincrease,duetovariousreasons,theexchangesbetweenteachersandstudentsisrelativelysmall,outsidetheclassroomteacher-studentinteractionisalmostzero,andsometeachersthinkthatstudentsarenotmotivated,difficulttomanage,andstudentsrequiresteacherstounderstandandsupport.
Second,topromotetheFineArtsDepartmentofEnglishUniversityofeffectivestrategiesforclassroomteacher-studentinteraction
Thedeepsignificanceofteacher-studentinteractioninwhicheachindividualexposure,theinteractionthroughtheformationofknowledge,experience,mentalmodelsandlifeexperiencesuchassharedresourcesforsurvival,thedevelopmentofintellectual,emotional,andspiritualwillcompleteallaspectsofthehuman,sothateveryonehasaccesstothepowerofself-transcendence,andconstantlyimprovethemselves,beyondtheirown,soincollegeEnglishteaching,teachersshouldtakeeffectivemeasurestopromotetheharmoniousteacher-studentinteraction,studentsinteraction,acomprehensiveEnglishlanguagestudentscapacity,whileenhancingtheirself-learningability,increaseculturalawareness,toadapttoChina’seconomicdevelopmentandinternationalcommunicationneeds.
1.changesinteachingconcepts,specificallyteachersintheclassroomrole.moretraditionalEnglishteachingis‘teachingknowledge’isknowledgeoftheauthorityofteachers,studentsarepassiverecipientsofknowledge,betweenteachersandstudents,lifeandlittleinteractionbetweentheuniversityEnglishteacherstochangeThesetraditionalconcepts,in-depthstudyofmodernteachingtheoryandteachingconceptstoadheretothestudent-centered,teachersplayaleadingrole,tobecomeaninteractiveenvironmentforthecreationwho,interactivelearningandindependentstudyoftheleader,thecultivationofcreativethinkingby,throughitsownlisteningtoinspire,guideandmotivatestudentstoactivelyparticipateinthinking,toparticipateinclassroomactivities.
(2)thecouragetoinnovateandchallengethemtocreateademocratic,equal,harmonious,andactivelearningenvironment,relaxedmentalenvironmentforstudentsdaredtotouch,wanttomove,move.CollegeEnglishteachersfromthestudent’sneeds,respectfortheindependenceofstudents,subjectivityandcreativity,promotemutualrespectandtrusteachother.Adoptdemocraticteachingmethods,respectforthedemocraticrightsofstudents,andstudentstoplananddiscussissues.Teachingstudentstodelaythejudge’sview,non-arbitraryoneisbetter,andcertainlytoencouragestudentstoincreasestudentexchangesbetweentheself-confidence,sothattheygetasenseofaccomplishment,havethepowertomakeprogressandonlyinarelaxedandharmoniousteachingandlearningenvironment,studentswillbefreeandcreativewaytolearntoplayarichimagination,andactivelyparticipateinteachingactivities,interactionbetweenteachersandstudentstoachievethecollegeEnglishclassroomistheexchangeofviewsintheclassroom,tostimulatethemind,classroomfullofvitality.
3formoftherationaldesignofclassroomactivitiestostimulatestudents’enthusiasmforlearningEnglishbecauseofcollegeEnglisharemostlylargeclasses,soteachersintheclassroomtodesignavarietyofclassroomactivities,givingstudentsmoreopportunitytospeak,suchas:
groupdiscussions,representativesreportedtheclass,studentsdoreportoptionalsubjectintheclassroom,teachersandstudentsswitchroles,theroleofreadingandperformingsub-text,etc.ThisinteractioncannotonlystimulatetheirenthusiasmforlearningEnglish,butalsocanimprovetheirknowledgeofvoiceandtone.
4todopre-classpreparation,focusingonrelevantculturalbackgroundknowledge.Effectivepre-classpreparationforthesuccessofclassroominteractionhasasignificantrole,studentscanactivelyparticipateinclassroominteractionisanimportantreasonfortheweakandlackthenecessarylanguagefoundationofbackgroundknowledge,teacherscanbearrangedbeforeclassstudentslearnedthecontentofthebackgroundknowledgeandrelatedvocabularytorehearsal,inadditiontotheclassroomtoexplainthebasicknowledgeofthelanguage,butalsoshouldpayattentiontobackgroundknowledge,sothatbetterintegratedintotheclassroomamongstudentsanddeepenunderstandingofthearticle.
5askquestionsinclasstotakeatargetedapproachQuestioningisanessentialpartofteacher-studentinteraction.Languagecoursesteachinginwaystheteacher’squestionsthesuccessoftheclassroom,studentsunderstandanduselanguagecapabilitiesplayancrucialroleintheteacherquestionsopen-endedquestionsshouldbeusedformodel,thesamequestion,toencouragestudentstousedivergentthinkingfrommultipleperspectivestoexpressinordertoimprovelanguageproficiency.Second,closetoreality,thatthestudentstargetedmoreinterestedintheproblemsandpromotetheirparticipationinclassroominteraction.
6studyguidestudentstochangetheirideas,developgoodstudyhabits,collegestudentsareaftertheexam,collegeentranceexaminationandotherscreeningbeforeenteringtheuniversityforlearning,teachersshouldguidethemtochangethepreviouspatientandpassiveacceptanceofknowledge,verylittleinteractionwithteachers,learningconcepts,developtheirownteachingactivitiesintheactivesenseofparticipation,improvetheabilitytoparticipate,todevelopgoodhabitsofself-learning,theinitiativetospeakandaskquestions,learnrealknowledge,improvetheirEnglishlanguageproficiency.
Inshort,thecollegeEnglishteaching,teachersshouldtakeactivemeasurestopursuebetweenteachersandstudentsbetweenthecontacts,communication,interactionandharmoniousblendofsoul,trulyreflectthe‘student-centered’principleofqualityeducation,tostimulateArtsstudentsinterestinlearningEnglish,developtheirself-learningability,andultimatelythegoalofteachingcollegeEnglish.
[References][1]DepartmentofHigherEducation.CollegeEnglishCurriculumRequirements(Trial)[M].Shanghai:
ShanghaiForeignLanguageEducationPress,2004.
[2]LuoBowei.TeachingofPsychology[M].Hangzhou:
ZhejiangUniversityPress,1996.
[3]Pucore.Teacher-studentinteractioninthede