论互动教学模式在初中英语教学中的运用.docx
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论互动教学模式在初中英语教学中的运用.docx
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论互动教学模式在初中英语教学中的运用
Abstract
Theinteractionhasbecomethecentralsubjectofsecondlanguageacquisition.Moreandmoreresearchersrecognizethattheinteractionplaysanimportantroleinlanguageteaching.Thetraditionalmodeofteachinginthepasthasbeenunabletomeettherequirementsofthenewprogramwhichistodevelopacomprehensivehigh-qualitytalent.Interactiveteachingisdesignedtoachievetheteacher-studentinteraction,student-studentinteractionandteacher-teacherinteraction.ThiskindofconceptisveryimportanttoimprovethequalityofEnglishteachinginjuniorhighschool.Thisthesisreviewstheresearchonlanguageacquisitiononthebasisoffurtherdeepentheunderstandingoftheinteractiveteachingconceptsandfundamentaltheories.Thefocusofthispaperistofindoutthefactorsthataffecttheinteractiveteachingmodeandthefinalresults,andthenthewriteradoptstheseresearchmethods,suchas,theclassification,examples,analysis,andsynthesis.Finally,thewritercanputforwardherconclusions.Meanwhilethethesisconcernsaboutthestatusandroleoftheteachers’roleininteractivemode,Interactiveteachingmodeisselectedbythestudents’personalability.Atthesametime,thewriterexplantstheinteractiveteachingmodeintheuseofJuniorEnglishwhichstillhashadshortcomingsanddeficiencies.Then,thewriterputsforwardherconstructivecomments,suggestionsorsolutionsforsuchshortcomingsanddeficiencies.
KeyWords:
interactiveteachingmode;languageenvironment;
Classroomefficiency;Englishteachinginjuniorhighschool
摘要
互动已经成为研究第二语言习得的中心课题,越来越多的研究者认识到互动在语言教学中起着重要的作用。
过去传统的教学模式已经不能适应新课程对培养综合性高素质人才的要求,互动式教学实现了师生互动,生生互动,师个互动的教学理念,对提高初中英语教学质量有着重要作用。
本文在回顾了关于语言习得的相关研究成果的基础上,进一步深化了对互动教学概念和理论基础的认识。
本文的重点就是,进一步找出影响互动模式执行和最终效果的因素,然后再采用分类、举例、分析、综合等研究方法,提出自己的结论。
特别关注教师的角色在互动模式中的地位和作用;学生个人能力对互动模式选取的影响。
同时,说明互动教学模式在初中英语教学运用过程中还仍然存在的缺陷和不足,针对这种不足和缺陷从而提出自己的建设性意见、建议或是解决的方法。
关键词:
互动教学模式;语言环境;课堂效率;初中英语教学
Contents
1.Introduction1
2.Literaturereview1
2.1Theresearchoninteractiveteachingmodetheoryathome1
2.2Theresearchoninteractiveteachingmodetheoryabroad..2
3.TheintroductionofinteractiveteachingmodeinjuniorhighschoolEnglishteaching2
3.1Thedefinitionoftheinteractiveteachingmode2
3.2Characteristicsoftheinteractiveteachingmode3
3.2.1Bidirectional3
3.2.2Real-time3
3.2.3Cooperative3
3.2.4Integrated3
3.2.5Vivid4
3.3Themaintypesofinteractiveteachingmode4
3.3.1Teacher-studentinteraction4
3.3.2Student-studentinteraction4
3.3.3Individualinteraction(teachers)4
4.ThecloserelationshipbetweenEnglishinteractiveteachingandclassroomteachinginjuni
-orhighschool4
4.1TheaffectedfactorsintheapplicationofinteractiveteachingintheEnglishteachinginjuniorhighschool4
4.1.1Theanalysisofteachers’level4
4.1.2Theanalysisofstudents’level5
4.2ThesolutionsofinteractiveEnglishteachinginjuniorhighschool5
4.2.1TheprinciplesofimplementationofinteractiveEnglishteachinginjuniorhighschool……..……………………………………………………………………………..5
4.2.2ThewaysofinteractiveteachingmodeinjuniorEnglishschool6
4.3TherelationshipoftheuseofinteractiveteachingmodeandimprovetheEnglishteach-
ingeffectivenessofjuniorhighschool7
4.3.1Theapplicationofinteractivemode7
4.3.2Teacher-studentinteractionininteractiveteachingmodetoimprovetheefficiency
ofclassroom7
4.3.3Goodteacher-studentcommunicationtoachieveagoodteachingefficiency8
5.Conclusion12
References10
Acknowledgments11
1.Introduction
Atpresent,theteachingmethodsofEnglishteachingaresingleinjuniorhighschoolinChina.Thesefollowingsituationsshouldbeconcerned:
teacherreliesontextbookstoomuchinEnglishteaching;theteachingschemecannotbedesignedtostartfromthereality;andteachercan'tarrangeclassroomcontentflexibly;theatmosphereoftheclassroomteachingisdull.Whatismore,thereisnointeractionbetweenteachersandstudentsintheclassroom,somanyproblemsthatareinEnglishteachinginjuniorhighschool.EnglishteachinginChinaisalsoadvocatedactivelythatteachershouldchangethespoon-traditionalteachingmethods,andteachermustemphasizeonstrengtheningtheactuallanguageapplicationability.Peoplestarttopaymoreattentiontotheprocessofclassroomteaching.Therefore,thestudyofinteractionmodeisparticularlyimportant.
Withthefurtherdevelopmentoftheinformationera,itisinevitablethattheapplicationofthenewcurriculumreforminjuniorhighschool.Insuchanenvironmentandcontext,howtoimprovetheefficiencyoftheEnglishteachinginjuniorhighschoolhasbecomeapressingproblem.Theinteractiveteachingmodeisproposed,andthenitprovidesamoreefficientmethodforthestudyofhowtoimprovetheefficiencyofEnglishteachinginjuniorhighschool.Inmodernandcontemporary,althoughtheinteractiveteachingmodehasbeguntouseinjuniorhighschool,onthewhole,itisstillintheminorityandinthepilotteststage.Itisnotuniversalimplementation.Thisinteractiveteachingmodehasalotofshortagesandscarcities.Thus,thestudyofapplicationoftheinteractivemodeinjuniorhighschoolEnglishteachingbecomesmorevaluableandmeaningful.Withthisteachingmode,studentswilllearnlanguagehappily,usethelanguagefluentlyandmasterthelanguagequicklyinpractice.Atthesametime,students’thinkingability,communicationskills,cognitivelevelandtheoverallqualityhavebeenimprovedgreatly.
2.Literaturereview
2.1Theresearchoninteractiveteachingmodetheoryathome
Theearly1980s,theresearchonthesecondlanguageclassroomroseup.Researchersbegantofocusonthelevelofinteractioninclass.Theresearchersthoughtthattheteacher-studentinteractionintheclassroomcanprovidemorecomprehensibleinputforlearners,makethelearnerstolinklinguisticform,andprovidethemwithmoreopportunitiesforoutput.Forexample,WuKangning,fromtheangleofinteractivesubject,cameupwithdifferenttypesdependingontwokindsofstandardsinhisarticleSociologicalStudyofClassroomTeaching.Itwasdividedintothreetypesaccordingtotheobjectofconductofteachers:
teacherinteraction,teachergroupinteraction,andteacherclassinteraction.WangJiaqindidanalysistothetwofactors—teachersandstudentsinhismasterpieceToResearchtheDesignandPracticeofOptimizationofTeachingfromtheInteractionofTeachingandLearning.Hethoughtthatthereweretwokindsofinteractivemodebetweenteachersandstudents:
positiveinteraction,reverseinteraction.
Inaddition,therearealotofresearcherspublishedtheirworksaboutteachinginteraction,suchasGuxin’sarticleToImplementInteractiveTeachinginJuniorHighSchoolEnglishTeaching,HuangJingliang’sthesisTheEnglishInteractioninJuniorHighSchool.Intheseworks,theresearchersmadefurtherstudyandsummarizedtheresearch,andtheyadmittedthattherewerethreekindsofinteractions:
Interactionbetweenteachersandstudents,students’interactionandteacher-teacherinteraction.
2.2Theresearchoninteractiveteachingmodetheoryabroad
TheresearchonteachinginteractionispopularintheWesterncountry.ClassroomlanguagebehaviorinteractionanalysissystemisputforwardbytheAmericaneducatorFlanders.Thissystemseizedtheessenceofclassroomteaching.Itprovidedaneffectivewayforthepeoplewhowanttoexploretheprinciplesofclassroomteaching.SomeForeignscholarsstartedfromdifferentanglestodistinguishdifferenttypesofclassroominteraction,forexample,VanLierstartedfromtheangleofsecondarylanguageenvironment,andaccordingtothetopicsandactivities,andhepointedoutthattherewerefourdifferenttypesofclassroominteraction.InhisarticleTheClassroomandtheLanguageLearner:
EthnographyandSecondLanguageClassroomResearch(1988).Forexample,asmallrangeofconversation;lectures;interview;repetitionandsubstitutionexercises.InthearticleTheStudyofSecondLanguageAcquisition(1984),Ellisdivideditintofivedifferenttypesofinteractiontype.CauldronpointedoutthattheinteractionwastheconversationsandinstructionalexchangesbetweenteachersandstudentsinhisthesisSecondLanguageClassrooms:
theResearchonTeachingandLearning.Accordingtohistopics,classroominteractionincludedinput,output,andotherverbalcommunication.Studentscandrillthetargetlanguageandverifytheeffectivenessoflearningstrategies.
Someabroadscholars’studieshaveshownthattheinteractionpatternsplayanimportantroleintheteachingprocessandthefeasibilityoftheinteractivemode.Forfutureresearchandinteractivemodeusingintheteachingprocess,theroleofinteractivemodeisparticularlyimportant—providesapowerfuldatasupport.
3.ThebriefintroductionofinteractiveteachingmodeinjuniorhighschoolEnglishteaching
3.1Thedefinitionoftheinteractiveteachingmode
“Interactiveteachingmode”referstotheoveralldynamicprocessofteachers’“teaching”andstudents’“learning”.Thetwoprocessesinteractwitheachother.Specificallyperformancefortheguidanceoftheteachers’teachingandstudents’subjectiveunderstandingofthecomplementaryclassroomactivitiesintheprocessofmutualcontactbetweenthe“teaching”and“learning”,mutualpromotionandorderlydevelopmentoftheoverallactivities.Byregulatingtherelationshipbetweenteachersandstudentsandtheirinteractions,itwillformaharmoniousteacher-studentinteraction,students’interaction,mediatedinteractionoftheindividualandtheteachinglearning,andstrengthentheinfluenceof
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