《Interactions in English Class Teaching.doc》由会员分享，可在线阅读，更多相关《Interactions in English Class Teaching.doc（17页珍藏版）》请在三一办公上搜索。
1、英语课堂教学中的互动Interactions in English Class TeachingContentsAbstract.1Key Words.1I. Introduction2II. Background.22.1 The Main Features of a Communicative English Class2III. The Meanings of Conducting Interactions in Class Teaching.33.1 The Problems of Teaching That Exist in China for Years33.2 The Appea
2、rance of Student-center Teaching Model.43.3 The Meanings of Class Interaction in Teaching5IV. The Factors That Affect Class Interaction.6 4.1 The Teachers Influence on a Class64.2 The Improvement of Organizing a Class.64.3 Planning of Teaching Materials.64.4 Methodology for Interactive Teaching and
3、Learning.7 4.5 The Influence of the Students on the Interactive Class Teaching.8 4.6 The Method to Better the Interactive Activities in Class Teaching.9 4.7 Research on the Students Participation in Class Activities.10V. Effective Interaction Strategies.115.1 What Is Class Interaction?.115.2 How to
4、Activate and Cultivate the Class Interaction.115.3 The Advantages of Taking Part in Class Activity.125.4 The Most Workable Classroom Interactive Activities.135.5 The Factors That Teachers Should Pay Attention to.14VI. Conclusion.15References.15Interactions in English Class Teaching摘 要： 交流式英语教学其中一个主要
5、特征是活动,由教师组织和学生进行表演,它包括不同主题和不同的职能。班级互动的使用受到越来越多的注意，不过,这些班级活动之间的连接似乎被忽视了。这篇论文是为了探索班级活动的组织，以研究其是否能有效地引导教学，就是如何充分利用教师与学生之间的互动，以达到较好的课堂效果。而这个关键是在课堂上有利于沟通英语课堂教学效果的互动气氛。 这篇文章旨在探讨课堂互动在中学课堂教学的某些方面的意义和作用。本文将分为四个部分，第一部分研究互动英语教学的意义；第二部分主要谈的因素的影响；第三部分是关于一些有效的互动模式，而在第四部分将会有一个简单的结论。关键词：班级教学； 互动； 英语； 交流； 中学Abstract
6、: One of the main features of a communicative English class is activity, organized by the teacher and conducted by the students performing involving certain functions and different topics. The use of activities has gained much attention. However, the links between activities seem to have been ignore
7、d. This paper is an attempt to explore the organization of the activities which lead to an effective class teaching. That means how to make full use of interactions between teacher and students in order to achieve an excellent class. The key is that interactions in class contribute to the atmosphere
8、 and effectiveness of communicative English classroom teaching.The paper intends to explore interactions in communicative classroom teaching in middle schools. There will be four parts in this paper. Part one examines the meanings of interactions in English class teaching. Part two mainly talks abou
9、t the factors that influence the interactions in class, and part three is about some effective interaction models. In part four, there will be a brief conclusion.Keywords: class teaching； interaction； English； communicative； middle schoolI. IntroductionI have been interested in class teaching for a
10、long time. During the teaching practice, I obtained a deeper impression about class teaching, especially interactions which proved to be effective adopted in class teaching. So I determined to write about this topic. The intention of this paper is about practical language teaching in English class.
11、And from a more practical point of view, it is a matter of interaction in the daily English teaching. For years a number of writers and experts have noted that, we follow the teacher-centre model. But it turns out to be not so satisfying. And even many of them try to search for an appropriate relati
12、onship between teachers and students in class teaching which shows out to be a difficult matter. Nowadays, with the rapid development of education, we gradually switch our attention to the students, and great changes have taken place in the area of our teaching model. As more and more attention is f
13、ocused on the students, it is proved that students-center teaching model will be better for our knowledge learning. And also, the actual teaching result show out that it will be an extreme just to emphasize whichever side. So cooperation between teaching and studying comes into being. To the practic
14、al class teaching, as some experts have maintained that teachers do not think of methodology when planning their lessons, they would rather think of activities adopted in class, because methodological labels tell us little about what really happens in class. So I write this paper for the hope that i
15、t will of some help to our teaching.II. The background 2.1 The main features of a communicative English class According to Littlewood, Richard and Rogers who have made overall and thorough analyses of the communicative approach, it is understood that language is a system for the expression of meanin
16、gs which involve interaction and communication. The goal of language learning is communicative competence, reflecting both functional skills and linguistic abilities. Thus communicative teaching has particular characteristics, some of which are described as the following points.It aims to reach the
17、language target which needed to express and understand different kinds of functions, such as requesting, describing, complaining, exchanging and other functions.It emphasizes the process of communication through which learners learn the language and develop their competence by appropriately using th
18、e language, performing classroom tasks and interacting with other people.It is learner-center. Learners are not passive recipients. Instead, they actively participate in classroom learning process, performing tasks and taking the responsibility for their own learning. With the above points as basic
19、principles, we can state that each specific class is composed of series of activities which have the following features.The activities are sequenced to focus on one topic or task, for example, greeting and introducing people, talking about likes and dislikes.Each activity has different roles. They c
20、an be language input, language awareness, controlled practice and extended use of the language.Four skills are involved, such as listening, speaking, reading and writing, all of which are embodied in classroom activities.Learners are the participants of each activity which engages learner in the pro
21、cesses of interacting, sharing and negotiating.The teacher is the organizer of each activity and facilitator of the learning process.For learners, English is not only the language they learn and practice, but also the language they use for real communication.For the teacher, English is not limited t
22、o be only a classroom language, it can be real, versatile and communicative.III. The meanings of conducting interactions in class teaching.3.1 The problems of teaching that exist in China for years For thousands of years, in China, we have steadily followed the teacher-centre teaching model, which i
23、s also professionally called “spoon-feed”. During certain period of time and to some extent, this kind of teaching model proved to be effective in class teaching, because it aims at acquiring knowledge as much as possible. In this kind of classroom, especially an English class, the teacher plays the
24、 dominant role. He is the lecturer who is interested in presenting language items, the organizer of teaching and learning activities, and the assessor of learners performance. Students are usually bench-bound listeners. They just watch the teacher explaining language points and giving samples, take
25、notes, and do follow-up exercises. Apart from being asked to read aloud parts of the text or sentences they made or translated they are virtually mute. Though attempts have been made to promote learners involvement and participant in the language classroom, classroom situations, at present, are far
26、from being learner-centre. For most teachers still feel comfortable and secure with textbook-oriented teaching. They stress the passing of what they have prepared on to their students. Besides “spoon-feed” teaching model, there are also other old models. To the old teaching model, the teacher just l
27、ocated on the primitive phase, no powerpoint, no update teaching methods such as computer, and even sometimes no radio. Under such kind of teaching model, the class is mainly filled up the explaination and lecture given by the teacher. The students are not interested in the class at all. And another
28、 model which mainly focuses on tests, is so-called test-centre. To this teaching model, the teacher just stresses the grammar or the sentences, but seldom pays attention to the students listening, speaking, reading and writing ability. Following this kind of teaching model, the students can do very
29、well at the examinations, but once asked to communicate in English or write an English composition, they act negatively. And some other teachers who have been teaching for years are boring to improve their teaching methods, teaching organizations as well. They sometimes did not understand the teachi
30、ng material thoroughly and just emphasized the knowledge they have possessed for years. They seldom positively deal with the texts. Under such kind of teaching model, students are also boring about the class and they can not learn anything inside the classroom and also outside. No sooner, from psych
31、ology they will hate to learn. Especially in English teaching, if a teacher dose not insert in with some new language points or insert some humors into the class, the students will be boring of listening to a gramphone . 3.2 The appearance of student-center teaching modelFor years a number of writer
32、s and experts have noted that the teacher-centre teaching model was not satisfying. With the rapid development in the area of education, we gradually switch our attention to the students. And great changes have taken place in the area of our teaching model. As more and more attention is focused on t
33、he students, it is pointed out that student-centre teaching model will be better for our knowledge learning. But it also will be an extreme if we just emphasize the side of the teacher or the side of the students. So cooperation between teaching and learning becomes popular with both teachers and st
34、udents. To the practical class teaching, as some experts have maintained that teachers do not think of methodology when planning their lessons, they would rather think of activities adopted in class, because methodology tell us little about what really happens in class. So more and more realizations
35、 come to us, all of the problems come to be the interactions in a practical sense. And as time goes by, it rises up to a much more important position, because interaction is included in various kinds of activities, situations and contents. It can be regarded as a system of class activities. So, it i
36、s a vital factor for the class teaching. In recent years, with the strength of its important position in language class teaching, abundant of theories about interaction from experts appear in the language learning, especially English learning. 3.3 The meanings of class interaction in teaching Accord
37、ing to numbers of research findings, the meaning of class interaction is included in the following points. Firstly, through influencing the class atmosphere, the feedback of the students in class and researching to what extent the student participant in a class, class interactions affect class teach
38、ing result. And whats more important, class interactions always led the class into a positive way if it is used correctly. Undoubtedly, it is vital for class teaching. Secondly, the theory of contract stresses the importance of interactions, it points out that cooperative learning is quite necessary
39、. Because of interactions in a class, the learners can learn from each other. And what is more important, the learners need approval from each other. Interaction provides them a good environment. Moreover, interactions and cooperative learning teach the learners how to reach the same aim which is ex
40、tremely good for the whole class. Thirdly, interactions between learners have an important influence on the learners thinking. Discussion between groups improves the students ways of thinking and decides whether they are right or wrong. In the period of adolescence, youths are likely to possess a ch
41、angeable characteristic. So by interactions among them, they more easily recognize what is right and what is wrong. Fourthly, interactive learning produces more positive relationship among students, much healthier psychological adjustment and much more favorable attitudes toward learning than compet
42、itive or individualistic experience do. It can also enhance students satisfaction with their learning experience and can help to develop their social skills and skills of communicating as well as self-esteem. The ability that enables all students to work cooperatively with others is the keystone to
43、build and maintain stable marriage, families, career and friendships. Language skills are valuable when the person can apply them in cooperative interaction with other people in professional and communal settings.Richard Felder, an expert in teaching, said that interactive learning is especially imp
44、ortant for large class, in which getting students engaged is usually a challenge. The larger class, the more imperative it is to use interactive learning. Johnsons research also shows that getting students to do things in small group in class is the only conceivable way to get large-scale student in
45、volvement in a large class. Not only in the class, but also in the social environment, interactions possess an important position in improving the relationship between each other and the social environment and atmosphere.IV. The factors that affect class interaction 4.1 The teachers influence on a c
46、lassNowadays, our attention gradually switch from the teacher to the students. Students-center is in the trend, but one thing we should do is that we must convince that the function of the teacher in language teaching is critical and positive. Teacher is a kind of educator who burdens up the main ta
47、sk of educating the next generation. Whether their work is right or wrong, good or bad, the guiding part of a teacher in class teaching certainly exists. And with the improvement of the quality of the teachers, it is certain that the role of the teacher is positive, so we should make full use of the teachers guiding function in teaching. Activate their positive in teaching in order that it will improve our teaching result and quality. 4.2 The improvement of organizing a class It is a widely adopted conduction in China that t
