互动英语专业毕业论文-The Application of Interactive Approach in Senior High School Oral English Teaching30149

编号

江南大学

题 目  The Application ofInteractive Approach inSenior High School OralEnglish 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)二〇一二年六月

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摘要

摘要

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互动式教学 口语教学 自主学习

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Abstract

Abstract

Interactive Teaching means teaching in a certain context, the identity ofthe main teaching participants to follow certain rules, It means theparticipants  teachers and students  follow certain rules and norms undercertain teaching situation to achieve the material and spiritual that theyboth accept, acknowlege and agree on communication in the teaching field.Interactive teaching methods emphasize “student-centered”, teacher-studentinteraction helps to create a dynamic learning atmosphere. The InteractiveTeaching approach is an artistic performance in teaching activities. Since1950s, many psychologists have done several theoretical researches for activelearning from different perspectives. Since 1980s, some researchers make alot of achievements in the essence of active learning capabilities. The mainmethods of interactive teaching approach are as follows: teachingmethod  sampling  discussion  role-play and practice. How to improve thestudents ' active learning abilities in teaching activities and promote theteaching efficiency has become the main issue which is considered by manyteachers and students nowadays. This essay aims to study the theory ofinteractive teaching approach and the features of oral English teaching fromthe subjective teaching perspectives to stimulate the students to loveEnglish by interactive activities between teachers and the students.Therefore, the students can learn English actively and become the persons whohave the l inguistic capability for the whole l ife.

Keywords: Interactive Teaching Approach; Oral English Teaching; activelearning; interactive activities between teachers and students

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Contents

Contents

2.1 Definition...............................................................................................................................................................................2

2.2 Differences between Interactive and Duck-Stuffing Teaching.............................................................3

CHAPTER3 ORAL ENGLISH TEACHING.................................................................................................................................5

ORAL ENGLISH TEACHING IS TO GIVE STUDENTS MORE OPPORTUNITIES FOR PRACTISING ORALENGLISH OF REAL LIFE AND EXCHANGE IDEAS.HOWEVER,ORAL ENGLISH TEACHING IS DIFFERENTFROM THE SPEECH IN EVERYDAY LIFE,WHICH REQUIRES STUDENTS TO DO MORE FORWORD-THINKING.USUALLY THE METHOD S OF ORAL ENGLISH TEACHING ARE PHOTOGRAPHIC COMPETITION,ROLE-PLAY AND PICTURE S.......................................................................................................................................................5

.........................................................................................................................................................................................................5

3.1 FEATURES OF ORAL ENGLISH TEACHING.....................................................................................................................5

3.2 Factors for oral English teaching...................................................................................................................................5

3.3 Oral English Teaching Methods......................................................................................................................................6

4.1 Three Principles.................................................................................................................................................................7

4.2 Modes of Interactive English Teaching Approach.....................................................................................................8

4.3 Possible Practice.............................................................................................................................................................13

4.3.1 Creating Interactive Environment.............................................................................................................................13

REFERENCE..................................................................................................................................................................................16

A CKNOWLEDGEMENT S.............................................................................................................................................................17

III

The Application of Interactive Teaching Approach in Senior High School Oral English Teaching

Chapter1 Introduction

The education task features powerful scientific and artisticcharacteristics. Teaching should be scientific because in its process manyeducational and psychological theories are employed. Therefore, manypractical experiences can be concluded and developed into systematictheories. The artistic features l ie in the fact that education task is thetask that serves students, who are the main objects. Teachers should not onlypass on knowledge, but also put emphasis on the students ' absorption ofknowledge. However, in different educational circumstances, teachers may beconfronted with students with different characteristics.Meanwhile, there areobvious differences in the contents of the course. Therefore, there doesn'texist standard teaching models and methods, which calls for creative andflexible teaching methods.

Since 1950s, many psychologists have done theoretical researches onactive learning from different perspectives, especially in some issues l ikethe essence of active learning abilities, many achievements have been made.Our nation starts later in the research on the active learning .However, withthe implement of the policy of dispositional education, the research on theactive learning has blossomed rapidly. Therefore, how to enhance students’active learning capabilities in the teaching practices and to improve theteaching quality has become a hot issue teachers and students concern.

According to the theory of Rochester,“students should be put in the mainposition between teaching and learning, all the teaching procedures should befocused on the students”. Hence, the main task of classroom teaching is toactivate the students’ learning activities and encourage them to transfertheir“passive learning” to “active learning”.

Interactive Teaching means teaching in a certain context, the identity ofthe main teaching participants to follow certain rules, norms-the rules,norms that the participants mutually acceptable, recognized and reached acommon consent, consensus and universality, the field of teaching thematerial , mental , exchange and transfer activities. Interactive teachingmethods emphasize “student-centered” teacher-student interaction can be easyfor students to create a dynamic learning atmosphere. Interaction in teachingEnglish teaching so that students in the teaching role from mere recipientsinto the main body of the learning process, from the “want me to learn” to “ Iwant to learn,” learning to accept change from discovery learning, inquirylearning and inspire innovative ideas and innovation of students desire toenhance students interested in innovation, training students to generate newknowledge, new ideas and innovations ability to innovate, contribute to theoverall quality of English language training. As a nation which is blossomingeveryday, China′s education is being seriously valued. Therefore, theresearch on the interactive teaching approach would always be of greatsignificance.

This thesis begins with a general review of interactive approach and oralEnglish teaching, focusing on the basic principles and accepted modes of theinteractive approach and features of oral English teaching. It explores thepractical interaction between teacher and students in the classroom teaching

江南大学学士学位论文of oral English, which throws light on the feasibility of improving classroomteaching effectiveness and empower students’ ability to learn English on theirown.

Chapter 2 Interactive Teaching Approach

The Interactive Teaching Approach emphasizes that students should be putinto the main position during the teaching procedures, which is a bilateralcommunicative method. The main features of the Interactive Teaching Approachis to use various kinds of organized teaching methods and stick to the“student-centred” priciple in order to encourage the students to learn Englishactively.

2.1 Definition

The Interactive Teaching Approach means giving lessons by activeparticipation and bilateral communicative methods between teachers and thestudents in order to stimulate the students ' learning capabilities andpromote the teaching effectiveness. In the process of English Languageteaching, when teachers adapt different methods, procedures, and teachingskills in various angles, students’ interest and potentials will be greatlystimulated and aroused, which will definitely improve the efficiency ofteaching.

Taking students as subjects is one of the beliefs in the InteractiveApproach teaching style, it emphasizes that the students are the masters ofstudy in the classroom.Rochester's learning theories explain that studentsshould be put in the main position in the teaching between teaching andlearning. All the teaching activities should be focused on the students 'learning. During the teaching activities, the relationship between theteachers and the students should be equal and democratic, which is l ike akind of relationship between assistant and the masters of learning. Teachersand the students should shoulder the learning responsibil ity together.Meanwhile, the relationship between teachers and the students should beharmonious. Teachers are guides who design a class and lead the students tostudying, meanwhile, students are roles of being enlightened. The teachingtarget is to teach students how to learn instead of passing on knowledge. Inthe teaching process, much more attention should be paid to the students 'self-learning ability, while teacher's guidance is supplementary. Studentsshould be encouraged to participate in the teaching and learning activitiesunder the assist of teachers. The classroom activities of interactiveapproach aim to urge teachers have the conception that “students are themasters 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. Both features are to reach the goal of creatingrelaxing  happy and harmonious class atmosphere. Only in the casual academicatmosphere can the students take an active part in the classroom activities.

The Application of Interactive TeachiMoreover, the teacher's role produces essential changes. To a certain extent,teachers are not the centre of teaching activities. Instead, they are theorganizer, negotiator, supporter in the teaching activities. Thus theatmosphere of “one-way(teacher-to-student) teaching is avoided and thestudents ' participation and creativity are fully inspired.

The interactive approach calls for teachers combining their emotions andviews with those of the students together in the teaching activities, inwhich case a temporary unity is gradually formed in class so that an air ofequality and harmony can be achieved. In such a relaxing, harmonious, andfriendly environment, teachers guide students to set a feasible learningobjective and encourage the students to participate in the teachingactivities. Under such circumstances, students can gain the knowledge andshow their personalities during the teaching procedures. It can not onlyimprove the teaching efficiency, but also can let the students show theirinner capabilities and personalities at the same time. The students canobtain the continuous inner motive power to get rid of the mistaken conceptsof “forcing me to learn ”.Therefore, the passive learning can transfer toactive learning, and the concepts of “have learned” would transfer to “canlearn”.

Classroom teaching is the main position of the interactive approachbetween teachers and students. In the teaching procedures, teachers have tomaintain the harmonious and equal relationship with students. Therefore, twoelements 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 ofpersonality and learn from each other. The coginitive elements aim to givestudents more chances to conduct self learning in order to give them moreroomto think.

2.2 Differences between Interactive and Duck-Stuffing Teaching

The interactive teaching approach requests that teaching activitiesshould be carried out through mutual communication of both sides  teachersand students  so that the inner learning capability of the students ' will bemotivated, and the classroom teaching efficiency will be improved. The

江南大学学士学位论文

The table above shows obvious differences between Duck-Stuffing andInteractive Teaching Approach in various respects. It is evident that theclassroom teaching atmosphere is generally more l ively by interactivecommunication between teachers and students when both sides show moreenthusiasm in teaching and learning. Not surprisingly, students under theinteractive teaching approach achieves a lot more. Moreover, the teachingefficiency is apparently higher under the interactive teaching approach.Hence ,we can hold the opinion that Interactive teaching approach is moreeffective than the traditional Duck-Stuffing teaching approach.