《英语教育论文.doc》由会员分享，可在线阅读，更多相关《英语教育论文.doc（24页珍藏版）》请在三一文库上搜索。
1、编编 号号 江南大学 本本科科生生毕毕业业设设计计（ 论论文文 ） 题目：题目：The Application of Interactive Approach in Senior High School Oral English Teaching 太湖 学院 英语 专业 学 号 0831332 学生姓名 胡星晔 指导教师 王筱娟 (讲师) II 二一二年六月 摘要 I 摘摘 要要 互动式教学意指在一定的教学情境中，教学参与者以主体的身份遵循一定的规则、规 范这些规则、规范是参与者双方共同接受、共同认可而达成的同意、一致和普遍性， 进行的教学领域中的物质的、精神的交换和传导的活动。互动式教学法强
2、调以“学生为 中心” ，师生互动能为学生创造一个轻松活跃的学习氛围。互动式教学是教学工作艺术性 的一种体现，自 20 世纪 50 年代，许多心理学派从不同角度对自主学习作过一些理论探 讨。90 年代以来，国外许多学者对自主学习作了更为广泛和深入的研究，尤其在自主学 习的实质，机制，自主学习能力等基本问题上都取得了不少进展。常见的互动教学方法 有讲课法，案例法，讨论法，角色扮演法和练习法等。如今如何在教学实践中提高学生 自主学习的能力，促进课堂教学质量的提高已成为许多师生共同关心的问题。这篇论文 旨在从英语课堂学科角度围绕互动式教学法的理论与口语教学特点来探索如何通过师生 互动的方法使学生喜爱英
3、语，最终达到能够自主学习英语，成为具有终身语言学习能力 的人。 关键词：关键词：互动式教学；口语教学；自主学习 Abstract II Abstract Interactive Teaching means teaching in a certain context, the identity of the main teaching participants to follow certain rules, It means the participants（teachers and students）follow certain rules and norms under certain
4、teaching situation to achieve the material and spiritual that they both accept, acknowlege and agree on communication in the teaching field. Interactive teaching methods emphasize “student-centered”, teacher-student interaction helps to create a dynamic learning atmosphere. The Interactive Teaching
5、approach is an artistic performance in teaching activities. Since 1950s, many psychologists have done several theoretical researches for active learning from different perspectives. Since 1980s, some researchers make a lot of achievements in the essence of active learning capabilities. The main meth
6、ods of interactive teaching approach are as follows: teaching method，sampling，discussion，role-play and practice. How to improve the students active learning abilities in teaching activities and promote the teaching efficiency has become the main issue which is considered by many teachers and student
7、s nowadays. This essay aims to study the theory of interactive teaching approach and the features of oral English teaching from the subjective teaching perspectives to stimulate the students to love English by interactive activities between teachers and the students. Therefore, the students can lear
8、n English actively and become the persons who have the linguistic capability for the whole life. Keywords: Interactive Teaching Approach; Oral English Teaching; active learning; interactive activities between teachers and students Contents III Contents Chapter 1 Introduction 1 Chapter 2 Interactive
9、Teaching Approach.2 2.1 Definiton and Elements2 2.2 The Differences between Interactive and Duck-Stuffing teaching 3 Chapter 3 Oral English Teaching .4 3.1 Features of oral English Teaching.4 3.2 Factors for oral English teaching 4 3.3 Strategies for oral English teaching.5 Chapter 4 Modes of Intera
10、ctive English Teaching Approach6 4.1 Principles of Interactive English Teaching Approach6 4.2 Modes of Interactive English Teaching Approach9 4.3Possible practice of Interactive English Teaching Approach11 Chapter 5 Conclusion.12 References14 Acknowledgements.15 The Application of Interactive Teachi
11、ng Approach in Senior High School Oral English Teaching 1 Chapter1 Introduction The education task features powerful scientific and artistic characteristics. Teaching should be scientific because in its process many educational and psychological theories are employed. Therefore, many practical exper
12、iences can be concluded and developed into systematic theories. The artistic features lie in the fact that education task is the task that serves students, who are the main objects. Teachers should not only pass on knowledge, but also put emphasis on the students absorption of knowledge. However, in
13、 different educational circumstances, teachers may be confronted with students with different characteristics. Meanwhile, there are obvious differences in the contents of the course. Therefore, there doesnt exist standard teaching models and methods, which calls for creative and flexible teaching me
14、thods. Since 1950s, many psychologists have done theoretical researches on active learning from different perspectives, especially in some issues like the essence of active learning abilities, many achievements have been made. Our nation starts later in the research on the active learning .However,
15、with the implement of the policy of dispositional education, the research on the active learning has blossomed rapidly. Therefore, how to enhance students active learning capabilities in the teaching practices and to improve the teaching quality has become a hot issue teachers and students concern.
16、According to the theory of Rochester,“students should be put in the main position between teaching and learning, all the teaching procedures should be focused on the students”. Hence, the main task of classroom teaching is to activate the studentslearning activities and encourage them to transfer th
17、eir“passive learning” to “active learning”. Interactive Teaching means teaching in a certain context, the identity of the main teaching participants to follow certain rules, norms-the rules, norms that the participants mutually acceptable, recognized and reached a common consent, consensus and unive
18、rsality, the field of teaching the material, mental, exchange and transfer activities. Interactive teaching methods emphasize “student-centered” teacher-student interaction can be easy for students to create a dynamic learning atmosphere. Interaction in teaching English teaching so that students in
19、the teaching role from mere recipients into the main body of the learning process, from the “want me to learn” to “ I want to learn,” learning to accept change from discovery learning, inquiry learning and inspire innovative ideas and innovation of students desire to enhance students interested in i
20、nnovation, training students to generate new knowledge, new ideas and innovations ability to innovate, contribute to the overall quality of English language training. As a nation which is blossoming everyday, Chinas education is being seriously valued. Therefore, the research on the interactive teac
21、hing approach would always be of great significance. This thesis begins with a general review of interactive approach and oral English teaching, focusing on the basic principles and accepted modes of the interactive approach and features of oral English teaching. It explores the practical interactio
22、n between teacher and students in the classroom teaching of oral English, which throws light on the feasibility of improving classroom teaching effectiveness and empower students ability to learn English on their own. 江南大学学士学位论文 2 Chapter 2 Interactive Teaching Approach The Interactive Teaching Appr
23、oach emphasizes that students should be put into the main position during the teaching procedures, which is a bilateral communicative method. The main features of the Interactive Teaching Approach is to use various kinds of organized teaching methods and stick to the “student-centred” priciple in or
24、der to encourage the students to learn English actively. 2.1 Definition The Interactive Teaching Approach means giving lessons by active participation and bilateral communicative methods between teachers and the students in order to stimulate the students learning capabilities and promote the teachi
25、ng effectiveness. In the process of English Language teaching, when teachers adapt different methods, procedures, and teaching skills in various angles, students interest and potentials will be greatly stimulated and aroused, which will definitely improve the efficiency of teaching. Taking students
26、as subjects is one of the beliefs in the Interactive Approach teaching style, it emphasizes that the students are the masters of study in the classroom. Rochesters learning theories explain that students should be put in the main position in the teaching between teaching and learning. All the teachi
27、ng activities should be focused on the students learning. During the teaching activities, the relationship between the teachers and the students should be equal and democratic, which is like a kind of relationship between assistant and the masters of learning. Teachers and the students should should
28、er the learning responsibility together. Meanwhile, the relationship between teachers and the students should be harmonious. Teachers are guides who design a class and lead the students to studying, meanwhile, students are roles of being enlightened. The teaching target is to teach students how to l
29、earn instead of passing on knowledge. In the teaching process, much more attention should be paid to the students self- learning ability, while teachers guidance is supplementary. Students should be encouraged to participate in the teaching and learning activities under the assist of teachers. The c
30、lassroom activities of interactive approach aim to urge teachers have the conception that “students are the masters in learning”. There are roughly two major features of interactive teaching approach：using various kinds of organized teaching methods and sticking to the “student-centred” principle. B
31、oth features are to reach the goal of creating relaxing，happy and harmonious class atmosphere. Only in the casual academic atmosphere can the students take an active part in the classroom activities. Moreover, the teachers role produces essential changes. To a certain extent, teachers are not the ce
32、ntre of teaching activities. Instead, they are the organizer, negotiator, supporter in the teaching activities. Thus the atmosphere of “one-way(teacher-to-student) teaching is avoided and the students participation and creativity are fully inspired. The interactive approach calls for teachers combin
33、ing their emotions and views with those of the students together in the teaching activities, in which case a temporary unity is gradually formed in class so that an air of equality and harmony can be achieved. In such a relaxing, harmonious, and friendly environment, teachers guide students to set a
34、 feasible learning objective and encourage the students to participate in the teaching activities. Under such The Application of Interactive Teaching Approach in Senior High School Oral English Teaching 3 circumstances, students can gain the knowledge and show their personalities during the teaching
35、 procedures. It can not only improve the teaching efficiency, but also can let the students show their inner capabilities and personalities at the same time. The students can obtain the continuous inner motive power to get rid of the mistaken concepts of “forcing me to learn ”.Therefore, the passive
36、 learning can transfer to active learning, and the concepts of “have learned” would transfer to “can learn”. Classroom teaching is the main position of the interactive approach between teachers and students. In the teaching procedures, teachers have to maintain the harmonious and equal relationship
37、with students. Therefore, two elements of applying interactive teaching approach should be remembered: motive element and coginitive element. From the aspect of motive elements, teachers and students should show respect to each other in terms of personality and learn from each other. The coginitive
38、elements aim to give students more chances to conduct self learning in order to give them more room to think. 2.2 Differences between Interactive and Duck-Stuffing Teaching The interactive teaching approach requests that teaching activities should be carried out through mutual communication of both
39、sides（teachers and students）so that the inner learning capability of the students will be motivated, and the classroom teaching efficiency will be improved. The interactive teaching approach has intrinsic differences from the traditional duck- stuffing teaching approach, as can be shown in the follo
40、wing table. Approach ItemDuck-StuffingInteractive Communicationone-waymutual Acceptancepassiveactive Participationnoyes Atmospheretediouslively Learning InterestGenerally lowGenerally high Teachers PassionVery lowVery high AchievementsGenerally lowGenerally high EfficiencyGenerally lowGenerally high
41、 The table above shows obvious differences between Duck-Stuffing and Interactive Teaching Approach in various respects. It is evident that the classroom teaching atmosphere is generally more lively by interactive communication between teachers and students when both sides show more enthusiasm in tea
42、ching and learning. Not surprisingly, students under the interactive teaching approach achieves a lot more. Moreover, the teaching efficiency is apparently higher under the interactive teaching approach. Hence ,we can hold the opinion that Interactive teaching approach is more effective than the tra
43、ditional Duck-Stuffing teaching approach. 江南大学学士学位论文 4 5 Chapter3 Oral English Teaching Oral English Teaching is to give students more opportunities for practising oral English of real life and exchange ideas. However, Oral English teaching is different from the speech in everyday life, which requir
44、es students to do more forword-thinking . Usually the methods of Oral English Teaching are Photographic competition, Role-play and Pictures. 3.1 Features of Oral English Teaching The ultimate goal of language teaching is to cultivate students ability to communicate information and exchange ideas. Sp
45、eaking is the major skill that the students will be judged upon most in real-life situations. It is an important part of everyday interaction , and most often the first impression of a person is based on his or her ability to speak fluently and comprehensibly. Therefore, the teachers responsibility
46、is to prepare students to speak in English as much as possible both in the real world and in the testing room. One aspect of producing spoken language is the time-constraint. The students must be able to produce unplanned utterances in life, otherwise people will not have the patience to listen to t
47、hem. One of the characteristics of speech in everyday life is that speech is spontaneous. That is, in most situations, people do not plan ahead of time what they are going to say. Only in most formal situations, for example, when a person has been asked to give a speech, would people plan and organi
48、ze their speech. The fact that speech is spontaneous means that it is full of repetitions, incomplete sentences, and short phrases. Bygate(1987:8) points out that teachers may be requiring their students to do more forward-thinking and planning than native speakers do in real life! According to Bypa
49、te(1987),there are four common features of spoken language: Using less complex syntax; Taking short cuts, e.g. incomplete sentences; Using fixed conventional phrases/chunks; Using devices such as hesitation device to give time to think before speaking. 3.2 Factors for oral English teaching Oral English teaching follows three main factors. Firstly, oral activities provide the chances for practising. Students gain the opportunities for practising oral English of real life in a safe environment. Seco