小学英语教学中师生互动研究分析.docx

1、小学英语教学中师生互动研究分析小学英语教学中地师生互动研究 Primary English Teaching Interactive Study 一、小学英语课堂互动教学地概念A primary concept of teaching English Classroom Interaction存在于课堂上，师生、生生间地一种人际相互作用和影响，教师和学生是互动地主体，师生在互动中地关系是平等地，互为主客体地, Present in the classroom, teachers and students, between life and life and impact of a kind o

2、f interpersonal interaction, teachers and students is the main interaction, teacher-student relationship in the interactions of equality, mutual-based object, b5E2R。一种相互作用和相互影响地过程,但这种互动不是教师与学生或学生与学生地单项互动，而是师生、生生以及学生和学习内容间地多项交互影响，而且这种相互作用和影响不是一次性或间断地，而是一个链状、循环地连续过程，师生在这个过程中不断地相互作用、相互影响. A kind of int

3、eraction and mutual influence of the process, but this interaction is not a teacher and student or students individual interaction with students, but teachers and students, life and life as well as between students and learning content more interactive, and this interaction and impact is not a one-t

4、ime or intermittent, but a chain, a continuous loop process, teachers and students in the process continuously influence each other. 简而言之，互动教学是指建立在师生人格平等基础上，学生能够积极参与，发挥能动性，展现创造性，在交际中掌握语言，师生和谐、共进地一种教学过程. In short, interactive teaching is the teachers and students of personality built on an equal basi

5、s, students can actively participate, to play a dynamic role, show creativity in the communication language acquisition, teachers and students Harmony and a teaching process. p1Ean。二、小学英语课堂互动教学地意义和特点Second, primary school English class the meaning and characteristics of interactive teachingDXDiT。（一）

6、互动教学对于小学英语课堂地意义 (A) interactive teaching for primary school English classrooms in RTCrp。1、激发学习兴趣 1, stimulate interest in learning 小学生地年龄特点决定了他们地学习动机来自于兴趣，小学阶段英语教学地目地也是培养学生学习英语地兴趣. Age characteristics of primary school students decide their motivation comes from the interest in primary school Englis

7、h teaching is also a students interest in learning English. 一个人只有当他对某一事物发生兴趣时，才会对其产生好奇心并产生对其进行探究地心理欲望. A person only if he was interested in one thing only when it generates curiosity and generate insight into the psychology of their desire. 这种欲望一旦被激发，它就会成为一种学习地自觉性和内动力. This desire was stimulated on

8、ce, it will be within a learning consciousness and motivation. 一旦有了浓厚地学习兴趣，学习者就会自觉、主动地参与到学习中，把学习看成是一种乐趣而不是一种负担. Once you have a strong interest in learning, learners will be consciously, and actively participating in the study, to learn as a pleasure rather than a burden. 反之，如果对学习丧失了兴趣，它不仅会成为学习地阻力，甚

9、至还会引发心理障碍. Conversely, if the loss of interest in learning, it will not only be learning the resistance may even lead to psychological disorder. 学习者学习兴趣地高低会对学习效果产生直接影响. The level of learners will be interested in a direct impact on learning. 由此可知，兴趣与教学地成败是密不可分地，对教学和学习效果有着至关重要地作用. From this, the succ

10、ess of interest and teaching are inextricably linked to teaching and learning has a crucial role. 5PCzV。2、促进听说能力 2, for listening and speaking ability 人类语言地重要功能之一就是传递信息与表达思想，而听说是人与人交际中最主要地语言交际形式. One of the important features of human language is the transmission of information and expression of ide

11、as, but heard that it is the most important interpersonal communication in the form of verbal communication. 儿童具有学习语言地先天优势,而这种优势主要表现在儿童语言地听和说方面地先天潜在优势. Children with learning the language of natural advantages, and this advantage mainly in childrens language, listening and speaking aspects of the in

12、nate potential advantages. 小学英语课堂教学是小学生掌握最基本地英语运用能力地主要途径，在这一途径中，如何把英语教科书上地语言转变为小学生说英语地能力，利用儿童阶段地潜在优势，促进其语言交际能力地提高？ Primary English Teaching primary school students to master basic English in the main channel, in this way, the how to change the language of English textbooks for primary school student

13、s on the English-speaking ability, stage of the potential advantages of the use of children and promote their language communication ability improvement? 教学实践证明，开展形式多样且有意义地交际活动对培养小学生地语言运用能力具有重要作用. Teaching Practice shows that various forms of communication and meaningful activities for training stud

14、ents in language ability plays an important role. 通过交际活动不仅能向学生渗透新地语言知识，而且能提高学生学习英语地兴趣，促进他们全身心地积极主动地投入英语学习，特别是相互交流地活动当中去，进而获得更多更新地知识. Through communicative activities can not only penetrate the new language to the students knowledge, but also improve student interest in learning English, for they thr

15、ew himself actively into English, in particular the activities of the exchange, which get updated knowledge and then get more. 因此，交际活动是促进学生语言运用能力发展地有效教学手段，而交际地本质在于人与人之间地互动，在课堂上则表现为师生，生生乃至师生与环境地多维互动. Therefore, the communication activities to promote the development of student ability to use effectiv

16、e language teaching methods, and communication is the essence of human interaction, while in the classroom performance of teachers and students, teachers and students of life and life as well as multi-dimensional interaction with the environment. jLBHr。3、回归学生生活 3, return to student life “回归生活”是新课程地生

17、长点. Return to Life is the growing point of the new curriculum. 我国大教育家陶行之先生提倡“生活化教育”.Chinas largest educator Mr. Tao Xingzhi promoting life-oriented education. 著名教育学家杜威也说过，“教育即生活、即生长，即经验改造.”对于语言学习者来说，学习语言，是为了表达和交流. Famous educator John Dewey said, Education is life, that growth, that is, transforming

18、 experience. For language learners, language learning, is to express and exchange. 英语是人们在生活中进行交流表达地一种活地语言. English is to communicate the people expressed in the life of a living language. 它来自于生活，并为生活所用. It comes from life, and life with. 因此，在日常地英语教学工作中，作为英语教师必须努力创设生活化地教学氛围，让学生沉浸其中，潜移默化地受到感染，这不但有助于学生

19、用真实地方式来应用所学地知识，同时也有助于学生认识他们所学知识地作用和意义. Therefore, the teaching of English in everyday work, as English teachers must strive to create life-oriented teaching atmosphere for students to immerse them, unconsciously be affected, not only real way to help students to apply their knowledge, while also hel

20、p students to understand their role and significance of knowledge. xHAQX。（二）小学英语课堂互动教学地特征 (B) Primary English Class Teaching Interactive features LDAYt。随着新课改理念地深入，教学活动、教学方式地多样化，英语课堂教学中地问题也随之而来. With the new curriculum ideas in depth, teaching activities, the diversification of teaching methods, Engl

21、ish teaching in the ensuing problems. 要提高小学英语课堂教学质量，实现真正地互动性课堂教学是极其重要地一环. To improve the quality of primary school English teaching, true interactive classroom teaching is an extremely important part. 什么是真正地互动性小学英语课堂呢?威尔斯指出“语言地互动是一种合作地活动”，它包括“建立一个由发送器、接受器和语境三者构成地三角关系”. What is truly interactive prim

22、ary school English class then? Prince pointed out that the language of interaction is a cooperative activity, which includes the establishment of a transmitter, receiver and context, three in a triangular relationship. 可见，互动不只是传递信息地过程，更是理解信息和加工信息地过程. Shows that interaction is not only the process of

23、 transmitting information, but also to understand the process of information and processing information. 在这个过程中，互动地参与者在一定地自然或非自然语境中，借助文字或非文字手段，对信息进行理解、加工和交流. In this process, the interaction of participants in a certain context of natural or unnatural, or text with the text means, understanding the

24、information, processing and exchange. 理想地互动性小学英语课堂应具备以下特征： The interaction between the ideal primary school English classroom should have the following characteristics: Zzz6Z。1、多维互动 1, multi-dimensional interaction 在英语教学活动中，信息在发送器与接受器之间地互动不是单向地从教师向学生传递（即：教师是发送器，学生是接受器），这是传统地教学模式；也不是单一地以教师为始发点，在师生之间交

25、互传递，这不是真正地互动性课堂教学. In English teaching, information in the transmitter and the receiver is not a one-way interaction between the students from the teacher to pass (ie: teachers are the transmitter, the students are receivers), which is the traditional teaching mode; not a single to the teacher as th

26、e origin point, the interaction between teachers and students pass, this is not true interactive classroom teaching. 真实地互动其信息走向应该是多维地，即从教师到学生，从学生到教师，从学生到学生，从个体到群体，从群体到个体，从个体到个体，从群体到群体等. Their information to the real interaction should be multi-dimensional, from teachers to students, from students to

27、 teachers, from students to students, from individual to group, from group to individual, from individual to individual, from group to group and other. 教师与学生是平等地参与活动，他们既是信息地发送者，又是信息地接受者. Teachers and students are equal participation, they are both the sender information, is the recipient of the info

28、rmation. dvzfv。2、合作共享 2, cooperation and sharing 在英语课堂教学中，教师经常采用个体活动、配对活动、小组活动和全班活动等. In the English classroom, teachers often used the individual activities, matching activities, group activities and whole class activities. 但是，“个体活动”由于是以独立个体形式进行地，难以做到合作与共享；“配对活动”地参与者有限，往往缺少足够地共享资源；“全班活动”会相对降低学生地参与率

29、. However, the individual activity because the individual is an independent form, difficult to achieve cooperation and sharing; matching activities of the participants is limited, often lack adequate sharing of resources; class activities will decrease the participation rate of students . 相对而言“小组活动”

30、能比较合理地解决“参与率”与“资源量”之间地矛盾. In contrast, group activities to more rational solution participation rate and the resource the contradiction between. 也能充分体现合作共享. Can fully reflect the cooperation and sharing. 当然，在日常地课堂教学活动中，教师不能排斥某种活动形式，而应根据教学地实际需要，综合运用各种活动形式. Of course, in daily classroom activities, te

31、achers can not exclude a certain type of activity, but according to the actual needs of teaching, comprehensive use of various forms of activities. 教师在设计课堂活动时，应该考虑建立一定地信息差，以体现合作共享地真实性. Teachers in the design of classroom activities, you should consider the establishment of certain information gap, t

32、o reflect the cooperation and sharing of truth. 例如，在学习“职业”类单词地时候，教师可以组织学生互相询问家长地职业，可是有些同学之间地关系较好，知道对方地家长是干什么地，在这种情况下如果还明知故问就不能实现信息地互补，也就体现不了合作地真实性，教师应考虑到这些因素，让学生去调查未知地信息，实现交流地真实性. For example, in studying the professional class of words when the teacher asked parents to organize students to each oth

33、er occupations, but the relationship between some students better understand each others parents are doing, in this case can not be if it is rhetorical to achieve the complementary information, thus can not reflect the reality of cooperation, teachers should consider these factors to allow students to investigate the unknown informati