THE NECESSITY OF ENGLISH CLASSROOMINTERACTION TEACHING STUDIES.docx

THE NECESSITY OF ENGLISH CLASSROOMINTERACTION TEACHING STUDIES.docx

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THENECESSITYOFENGLISHCLASSROOMINTERACTIONTEACHINGSTUDIES

THENECESSITYOFENGLISHCLASSROOM

INTERACTIONTEACHINGSTUDIES

WeiJiafan

（Class1,Grade3,ForeignLanguageDepartment,ZhixingCollege,NWNU,China）

Abstract:

ThetraditionalEnglishteachinglaysmoreemphasisonEnglishknowledgeratherthanpracticalability,ongrammarratherthancommunication,onwritingratherthanoralEnglish.Soitishardtofosterthestudents’enthusiasm,initiativeandcreativity.OnthebasisofanalyzingthosedefectsofthetraditionalEnglishteaching,thisthesisadvocatesanewmodelforEnglishteachingandlearning,namely,theInteractiveEnglishTeaching.TheInteractiveEnglishTeachingemphasizesapplicationratherthanusage,advocatesdemonstrationratherthanmonotonousgrammarorvocabularyexercise,launchesactivityorappointstaskratherthanassigningdullhomework,andunderlinescommunicationratherthaninstruction.ComparedwiththetraditionalEnglishteaching,theInteractiveEnglishTeachinghasaseriesofadvantages.Inaddition,atpresent,mostChinesestudentsbegintolearnEnglishsystematicallyfromthejuniormiddleschools.Therefore,thisthesislaysmoreemphasisonelaboratingmeasuresofcarryingouttheInteractiveEnglishTeachingintheclassroomofthejuniormiddleschools,suchascreatingfavorablephysicalenvironmentandharmonioussocial-psychologicalatmosphere,qualifyingtheteacherfortheInteractiveEnglishTeaching,anddevelopingthestudents’active,autonomous,andcollaborativeattitudeandsoon.

Keywords:

theInteractiveEnglishTeaching,thejuniormiddleschools,psychologicalatmosphere,collaborativeattitude

1.INTRODUCTION

TheinteractiveEnglishteachingmodeinseniorhighschoolcanconsumedlystirupthestudent'sinterestinthestudyanddrilltheprocessofbecomingthevividapplicationtothemachineandprovideanemollientguaranteeforeffectivelydevelopingoftheclassroomteaching,isalsothestudent'sstudyinfusionpowerafterlessonandthusexpresstheoverallexaltationcreationofabilitytostudentEnglishandbiggestpromoteafunction.Theinteractionoftheteachingembodiedateachingbothparties'mutualcommunicationinformationtodeveloptogetherofhandoverafunctionwitheachother,endtargetaccordingtoteaching,isadvantageoustothetallcharactertalentedpersonwhomthedevelopmenthasastrongcompetitionability'seducatingtherequestofdevelopmentforagesbyadaptingtoaninformation.

2.THEMEANINGOFINTERACTIVEENGLISHTEACHING

TheinteractiveEnglishteachingistheteachingmethodthatthenewcourseinitiates,embodiedthedevelopmentdirectionthatthenewlessonchanges,alsopositiveasitdoes,itsabilitycontainsthemeaningofveryreality.

2.1theCorpusofUtmostExertionStudent

Thenewcoursepaysattentiontothestudent'scorpus,theinteractiveEnglishteachingdevelopsastudentcorpusandthebestteachingmethod（KeithJohnson,HelenJohnson,EncyclopedicDictionaryForeignLanguageTeaching;andResearchpress,BlackwenpublishersLtd,2001）.First,theinteractiveteachingistheteachingmethodthathasaninevitablerequesttostudent'scorpus,havenostudent'scorpustohavenointeractiveteaching.Secondly,onlyattheteachersandthestudents,livingrareemotionof,intheintellectualinteraction,teachersandthestudents,livingwouldofunderstandtheotherpartyorothers.End,theinteractiveteachingalsoguidesastudentcorpusdirection,thearguingofapocalypse,teachersandthestudentsofthetrulystudent'squestion,teacherandstudyinganddiscussingofclassmate,thesecorporaaptitudesthatwillguideastudentwearZongdeepdirectionharmonydevelopment.

2.2MakingtheTeacherQuicklyAdapttotheRequestofNewCourse

Theteachingprinciple,teachingroleandteachingofvarietytoteacherofthecoursebehaviorallmaketherequestofcarryingontheadaptabilityadjustment.Thecoreprincipleinitiatedbynewcourseistotakestudentascorpus,withpromotestudentofharmoniousdevelopmentintocenter.Underthisprinciple,thecontrollerthatrequestsateacherfromtheauthority,classroomoforiginalknowledgechangesdirectionthestudent'scooperationcolleague,organizerandparticipant.Atthesametime,theteachingbehavioralsowantstomakehomologousadjustment.Howdoestheteacherquicklyadapttotherequestofnewcourse?

Thebestwayistoadopttheteachingmethodthatthenewcourseinitiates（王家谨,1997,378）.Buttheinteractiveteachingisexactlyteachingmethodlikethis.

2.3PushingForwardaNewCourseofOverallImplementation

Thecoursereformsthekeyofsuccessorfailureattheteacher,theteacher'skeyathe/shetherealchangeofteachingbehavior.Suchasfrontsay,whetherthestudent'scorpustrulyisshownisnewcourseprinciplewhetherthekeythatgetsimplementation,teacher'srolefixedpositionistheteachingbehaviorchangesofleadsexconditionfirst.Onlythestudent'scorpusisshown,teacher'srolepositionquasi-,theteachingbehaviortrulychanged,wouldbeemollienttopushforwardlatelycurricularofcarryoutcompletely.ButtheinteractiveEnglishteachingcanmakethestudent'scorpustrulybeshownjust,teacher'srolegetanaccuratefixedposition,theteachingbehaviortakesplacerealchange.

3.INTERACTTHESTRATEGYOFMODEINTHEENGLISHTEACHING

3.1EstablishingaScenario

AtEnglishclassroomin,theteacher'sagentfunctionasksforhelpofalanguagerealization,thereforewhatEnglishteacherwanttoattainfirstistoestablishEnglishlanguageenvironment.TwothelanguageacquisitiontheoryalsothinktheenvironmentcanmakestudentBe"sinkandimmerse"toandusepurposelanguageidealforeignlanguageclassroomteachingin,carryonmeaningfulsocialintercourse.Isinoperationintheteaching,insistingusingthepurposelanguageorganizationteachingcanmaketheforeignlanguageteachingpursuestudiestolivingtocreategoodlanguageenvironmentinthisannuletterritoryintheclassroom,itgetsuptheforeignlanguageteachingcorpus（student）withinsystem,guest'sbody（purposelanguage）andenvironmentthreemainfactorcontacts.Thestudentconstantlyacceptssomenewlanguagematerials,andhavechoicegroundaccordingtothepreviouscognitionstructureonone'sowninitiativeconsciousnessistheseoutsideinformations,constructorpurchasethecomprehensionofthelatestinformation（material）.

3.2theTeacherStart

Atforeignlanguageclassroomteachingin,attaintointeractthereasonableluckXiangoftheteaching,theteacher'sstartandinstructionareEnglishthepremiseoftheteachinginteractionmode.Theteacher'sstartadvisesteacherinstructionthestudentcarryoneachactivityandcreatemoreopportunitiesforstudenttoapplylearnofknowledgeandtechnicalability（左斌,2002,P56）.Atthesametime,theteacheristhedominantoperatorandsupervisionofclassroom,canhavethefeedbackthefunctionofinstruction（feedback）,theteachershouldlookintothestudent'sprogressanddirectionatanytimeandmakeitcarriesontowardthecommonteachingtarget.Insistencouragingaprinciple,pushajuniorsstudent.Atpromotebadlivingconversionin,theteachershouldalwaysinsistbiggestencourageaprinciple,attainlittlethecritiquegivespublicrecognitionmore,littledrawaconclusionmuchhelp,littlecomplaintmuchencouragement.ProvidemoreopportunitiestocarryonadoubleinEnglishtowardthesocialintercoursesforstudent,trulypraisetotheirbreadth,strengthenitsself-confidentheart,theycanspeakwithoutanyinhibition.

3.3theStudent'sSelf-education

TheEnglishinteractiveteachingisakindofteachingmodethattakesself-educatedstudentasfoundation,thestudentreadsmaterial,thengoestoandconsidersaproblemandinvestigatesknowledgeaccordingtothestudytargetandtherequestfirst.IntheEnglishclassroominseniorhighschool,majorityofseniorhighschoolstudentsstillexistverystrongdependencementalstatetotheteacher,don'tknowtodevelopownsubjectivesexofcanningmoveandactivelystudyonone'sowninitiative.Suchasdon'tchangethisstudymethod,theywilldefinitelystudyinEnglishinsinkintopassivestatus.Intheself-educatedprocess,thestudentcausedtolearnEnglishfun,itisakindoftomakethemactivelyandamusedlybeengagedintheactivitiesofobtainingtheknowledgeinformationthismutualrespect,mutualexchanges,theinteractiveprocessofmutualcomprehensionisEnglishteachinginteractionmodeoffoundation.

3.4GroupDiscussion

WhatEnglishintheseniorhighschoolinteractionteachingemphasizesisinteraction.Firstismakethestudent"move".Theresearchofmoderneducationmentalstate,thestudent'slearningmotiveandstudystrategyaretwointegralwhole.Ifisn'tinterestedinthecontentsofstudy,thestudyachievementobtainedisalsobyallmeanssuperficialandcomestothesurface.Becausethestudentstudiesintheclassroomofcontentsplentifuliftheothers（includeeducatorandteacheretc.）inadvancemakesselectionofknowledgeandabstractconcept,thestudentcandon'tnecessarilyrealizethenecessityofstudyandthetargetforattainingwanted.Letstudentthemeaningandtargetofcomprehensionstudy,starttostiruptheirlearningmotives,itisanactivitytoisthemosteffectivewaythatthepremisethatmakesthestudentcarryon"meaningful"studywantstocarryoutthis.

4.THELOCALINTERACTIONTEACHINGSTUDIESPRESENTCONDITIONANDEXISTENCEPROBLEM

Theourcountryhasusheredinsincetheendof80'sinlastcentury,andcarryontheexperimentresearchthatinteractsteaching.Thedomesticinteractstheresearchofteachingconcerningtheteachersandthe