小学英语教学中的师生互动研究.docx

1、小学英语教学中的师生互动研究小学英语教学中的师生互动研究The interaction between the primary school English teaching一、小学英语课堂互动教学的概念.Primary English classroom teaching concepts存在于课堂上，师生、生生间的一种人际相互作用和影响，教师和学生是互动的主体，师生在互动中的关系是平等的，互为主客体的,一种相互作用和相互影响的过程,但这种互动不是教师与学生或学生与学生的单项互动，而是师生、生生以及学生和学习内容间的多项交互影响，而且这种相互作用和影响不是一次性或间断的，而是一个链状、循环的

2、连续过程，师生在这个过程中不断地相互作用、相互影响。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、共进的一种教学过程。Exist in class，Between students and a human interaction and influence，Interaction between teachers and students is the subject，In the interactive relationship between teachers and students are equal，Each o

3、f the object，A kind of interaction and mutual influence of process，But this kind of interaction between teachers and students, or is the single interaction between students and students，But teachers and students and learning and the interaction between the contents of many，And this kind of interacti

4、on and the influence of one-time or not，But a chain of continuous process, circulation，Teachers and students in the process of continuously interaction and mutual influence，In short, interactive teaching is established on the basis of equality and personality, students can actively participate, init

5、iative, creativity, show in communication and language, harmonious, of a kind of teaching process.二、小学英语课堂互动教学的意义和特点 Primary English classroom teaching characteristics and significance（一）互动教学对于小学英语课堂的意义The elementary school English classroom teaching1、激发学习兴趣1、Stimulate interest in learning小学生的年龄特点决定

6、了他们的学习动机来自于兴趣，小学阶段英语教学的目的也是培养学生学习英语的兴趣。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的心理欲望。这种欲望一旦被激发，它就会成为一种学习的自觉性和内动力。一旦有了浓厚的学习兴趣，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。反之，如果对学习丧失了兴趣，它不仅会成为学习的阻力，甚至还会引发心理障碍。学习者学习兴趣的高低会对学习效果产生直接影响。由此可知，兴趣与教学的成败是密不可分的，对教学和学习效果有着至关重要的作用。Pupils age characteristics of learning determ

7、ines their interest and motivation comes from primary school English teaching aim is to cultivate students interest in learning English. A person only when he interested in one thing, when will the curiosity of the inquiry and the psychological desire. This desire, it was once a learning self-consci

8、ousness and power. Once you have a strong interest in learning, the learners will consciously, actively participate in the study, the study as a fun and not a burden. Conversely, if learn to lose interest in learning, it will not only be the resistance, even can cause psychological barriers. Learner

9、 interest for learning effect of discretion will have a direct impact. Thus, the success or failure of interest and teaching is closely tied to the teaching and learning effects, which plays an important role.2、促进听说能力2、Promotes listening ability人类语言的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的语言交际形式。儿童具有学习语言的先天

10、优势,而这种优势主要表现在儿童语言的听和说方面的先天潜在优势。小学英语课堂教学是小学生掌握最基本的英语运用能力的主要途径，在这一途径中，如何把英语教科书上的语言转变为小学生说英语的能力，利用儿童阶段的潜在优势，促进其语言交际能力的提高？教学实践证明，开展形式多样且有意义的交际活动对培养小学生的语言运用能力具有重要作用。通过交际活动不仅能向学生渗透新的语言知识，而且能提高学生学习英语的兴趣，促进他们全身心地积极主动地投入英语学习，特别是相互交流的活动当中去，进而获得更多更新的知识。因此，交际活动是促进学生语言运用能力发展的有效教学手段，而交际的本质在于人与人之间的互动，在课堂上则表现为师生，生生

11、乃至师生与环境的多维互动。One of the important function of human language is information and express ideas, and that is the main communication language communication. Children with congenital advantage of learning a language, and this advantage is mainly manifested in the childrens language of listening and spea

12、king of congenital potential advantage. Primary school English teaching is the most basic grasp of English skills, and the main way in this way, the English textbook on how the language into elementary English ability, using the potential advantages of childhood, promote its language communicative a

13、bility raise? Teaching practice proves that develop diverse forms and meaningful communication activities to cultivate students ability to use language plays an important role. Through the communication activities can not only to the students in the new language knowledge, and infiltration can impro

14、ve students interest in learning English, and promote their wholeheartedly actively into English learning, especially the mutual exchange activities, and then get more knowledge. Therefore, the communicative activities to promote students ability to use language is the development of effective teach

15、ing methods, and the essence of communication between people is in the classroom interaction, the teachers and students, teachers and environmental movement and multidimensional interaction.3、回归学生生活3、Returning student life“回归生活”是新课程的生长点。我国大教育家陶行之先生提倡“生活化教育”。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

16、语言，是为了表达和交流。英语是人们在生活中进行交流表达的一种活的语言。它来自于生活，并为生活所用。因此，在日常的英语教学工作中，作为英语教师必须努力创设生活化的教学氛围，让学生沉浸其中，潜移默化地受到感染，这不但有助于学生用真实的方式来应用所学的知识，同时也有助于学生认识他们所学知识的作用和意义。Return to life is a new course of growing. Our big TaoHangZhi educators advocate life education, Mr. Famous education experts Dewey also said, life edu

17、cation namely, namely growth, namely the experience. For language learners, learning a language is to express and communication. English is to communicate in life expression of a living language. It comes from life, and used for life. Therefore, in the daily work of English teaching, the teacher mus

18、t strive to create a life in English teaching atmosphere, lets the student among subtly, infection, which not only helps students with the real way to apply their knowledge, but also help students to understand their meaning and function of knowledge.（二）小学英语课堂互动教学的特征 Primary English classroom teachi

19、ng随着新课改理念的深入，教学活动、教学方式的多样化，英语课堂教学中的问题也随之而来。要提高小学英语课堂教学质量，实现真正的互动性课堂教学是极其重要的一环。什么是真正的互动性小学英语课堂呢?威尔斯指出“语言的互动是一种合作的活动”，它包括“建立一个由发送器、接受器和语境三者构成的三角关系”。可见，互动不只是传递信息的过程，更是理解信息和加工信息的过程。在这个过程中，互动的参与者在一定的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。理想的互动性小学英语课堂应具备以下特征：With the new concept, teaching methods, teaching ac

20、tivities in English classroom teaching, diversification, questions. To improve the quality of classroom teaching, true interactive teaching is one of the most important one annulus. What is the real interactive classroom elementary school? The language of interaction that Wells is a cooperative acti

21、vities, it includes build a transmitter and receiver and the context of the triangle three constitutions. Visible, interactive message not only, more understanding the process of information and information process. In this process, the interaction of the participants in the context of natural or na

22、ture, with words or verbal means, to understand, processing and information exchange. The ideal of elementary English classroom interaction should have the following features:1、多维互动1、Multidimensional interaction在英语教学活动中，信息在发送器与接受器之间的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），这是传统的教学模式；也不是单一地以教师为始发点，在师生之间交互传递，

23、这不是真正的互动性课堂教学。真实的互动其信息走向应该是多维的，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。教师与学生是平等的参与活动，他们既是信息的发送者，又是信息的接受者。In English teaching activities, information transmitter and receiver on the interactions between teachers and not to students from one-way transmission (i.e., teachers, students are th

24、e transmitter is receiving device), this is the traditional teaching mode, Not a single to teachers for the origination point between teachers and students, this is not true, interaction of interactive teaching. True to its information should be multidimensional, namely from teachers to students, te

25、achers and students from to from a student to students, from individual to individual and group from the group, from individual to individual and group to from the group, etc. Teachers and students is equal to participate in activities, they both senders of information and information of the receive

26、r.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。但是，“个体活动”由于是以独立个体形式进行的，难以做到合作与共享；“配对活动”的参与者有限，往往缺少足够的共享资源；“全班活动”会相对降低学生的参与率。相对而言“小组活动”能比较合理地解决“参与率”与“资源量”之间的矛盾。也能充分体现合作共享。当然，在日常的课堂教学活动中，教师不能排斥某种活动形式，而应根据教学的实际需要，综合运用各种活动形式。教师在设计课堂活动时，应该考虑建立一定的信息差，以体现合作共享的真实性。例如，在学习“职业”类单词的时候，教师可以组

27、织学生互相询问家长的职业，可是有些同学之间的关系较好，知道对方的家长是干什么的，在这种情况下如果还明知故问就不能实现信息的互补，也就体现不了合作的真实性，教师应考虑到这些因素，让学生去调查未知的信息，实现交流的真实性。In English teaching, teachers often USES individual activities, matching, and group activities and class activities, etc. But, individual activity because of individual form is hard, cooperat

28、ion and sharing, Matching, the participants often lack of sharing resources, The class activities will be relatively lower student participation. Relatively group activity can compare reasonable solution participation and resources. Also can fully embody the cooperation and sharing. Of course, in th

29、e daily activities of classroom teaching, the teacher not exclude some form of activity, and should be based on the teaching of actual need, comprehensive use of various forms of activities. Teachers in the design of classroom activities, should consider to establish certain information sent to refl

30、ect the authenticity of cooperation and sharing. For example, in the study of the word professional, teachers can ask students to each other, but some parents professional students, the relationship between the parents know each other is stem what of, in this case, if still know perfectly well past

31、ask can realize the complementary, also dont reflect the authenticity of cooperation, teachers should consider these factors, lets the student to survey the unknown authenticity of information exchange.3、体验创造3、Experience of creation在互动性语言活动中，学习者运用他们所学的语言知识，通过真实的交流，表达自己的真实思想，这是一个创造的过程。首先是语言的创造。为了表达的需

32、要，学生运用所学的语言知识，重新组合语言材料，这体现了语言的创造性特征。其次，学习者对信息的理解本身就是创造的过程他们借助自己的生活阅历和已有的语篇结构，对信息作各种合理的处理和加工。另外，信息的交流是为了填补交际双方的信息差，但同时又会产生新的信息差，这又是一种创造。要让学生体验各种创造过程，活动的情景设计是关键。教师必须考虑学生的语言水平、生活背景和心理特征。只有当学生有了交流的能力、交流的欲望和交流的内容，课堂教学能真正互动起来，学生才能体验创造。作为教师首先在教学中充分地尊重学生，让他们成为课堂的主人，给他们足够的时间自由思考想象。In the interactive activities of language learners use what they have learned and the language knowledge, through the real communication, express your true thought, this is a process of creation. First is the language of the creation. In order to express, students need to use language knowledge, the combination of la