The Construction of Primary School English Interactive Teaching Model小学英语课堂互动教学模式构建毕业论文

《The Construction of Primary School English Interactive Teaching Model小学英语课堂互动教学模式构建毕业论文》由会员分享，可在线阅读，更多相关《The Construction of Primary School English Interactive Teaching Model小学英语课堂互动教学模式构建毕业论文（14页珍藏版）》请在装配图网上搜索。

1、小学英语课堂互动教学模式构建 The Construction of Primary School English Interactive Teaching ModelContentsAbstract:(1)1. Introduction(3)2. Definition of Interactive Teaching Model(4)3. The Necessity and Importance of English Interactive Teaching(6)3.1 The necessity of English interactive teaching(6)3.2 The import

2、ance of good interactive teaching(7)4. Problems in Primary School English Interactive Teaching(7)4.1 Avoidant interaction in class(8)4.2 Passive interaction in class(8)5. Strategies Used to Promote Interaction in Primary School English Class(9)5.1 The strategy of using body language(9)5.2 The strate

3、gy of using pictures(10)5.3 The strategy of using competition(10)5.4. The strategy of using role-play(11)5.5 The strategy of using multimedia(11)6. Conclusion(12)References(13) The Construction of Primary School English Interactive Teaching ModelAbstract: As China has been increasingly entangled in

4、the global village, English is becoming more and more important nowadays. English teaching is becoming obviously necessary and fundamental in primary schools. There are some unique characteristics of primary school students learning English. They are very curious about everything and active in learn

5、ing, but they are prone to be affected by adults，and their conscious attention is in shorter time compared with teenagers or adults and it has poor persistence. Finding proper ways to stimulate primary school students interest in learning is very essential. Researches have proved that interactive te

6、aching model is beneficial to the learning of the language. In this paper, the author will make an exploration on the concerned questions of interactive teaching model in primary schools, and will illustrate some problems that exist in primary school English interactive teaching and also come up wit

7、h some unique ways of interactions that can be used in class according to the characteristics of pupils, such as competitions, multimedia, body language, role-play and so on.Key words: English teaching; two-way interactive teaching; primary school; model construction小学英语课堂互动教学模式构建摘要：随着全球化进程的加剧，英语学习的

8、重要性越来越突出，在小学教育和课堂教学中的基础性和必要性日益明显。小学生学习英语有很多特点，他们学习主动性强，对新鲜事物很好奇，但是他们容易受到成人的影响，相对于青少年或者成人来说，他们的有意注意时间更短，持久性弱。因此，探寻合适的方法来激发小学生学习英语的积极性至关重要。研究表明课堂互动教学对小学生学习英语是非常有利的教学措施，本文作者将对小学英语教育中的互动教学模式进行深入分析，阐述目前小学英语课堂互动教学中存在的一些现实问题，从而提出能够适应能根据小学生英语学习特点的互动教学思路，通过运用竞争、多媒体、肢体语言、角色扮演等手段激发小学生的英语学习兴趣。关键词：英语教学；双向互动；小学；模

9、式构建The Construction of Primary School English Interactive Teaching Model1. IntroductionAs China has been increasingly entangled in the global village, English plays an important part in the international communications in recent years, and it is obviously a necessary and fundamental course in primar

10、y school English education. But the pupils are still very young, there are some unique characteristics of primary school students learning English. They are very curious about everything, but they are prone to be affected by adults，and their conscious attention is shorter compared with teenagers or

11、adults and it has poor persistence. Finding proper ways to stimulate primary school students interest in learning is very essential. Researches have proved that interactive teaching model is beneficial to the learning of the language. Interactive teaching focuses on cooperation between teachers and

12、students. It is not teacher-centered. According to William and Burden (1977: 111), children are born to a social world, and learning occurs through interaction with other people. We learn a language through using the language to interact meaningfully with other people. Interaction is also of signifi

13、cance in English teaching in primary schools.Teachers more or less use some kinds of interactions in class, however, it seems that these interaction do not work so well as they are expected. Since the teachers may not take the pupils characteristics of learning into consideration, pupils interact pa

14、ssively or unwillingly, and in return, the teachers might be affected by their negative emotions, which lead to a malignant circle in English education.There are some strategies that can be used in primary school English teaching according to the characteristics of pupils. There is a saying that “In

15、terest is the best teacher.”. If the pupils are interested in learning English, they will be willing to learn English by their own will. Using body language and pictures are efficient ways to arouse their interest. The friendly appearance of teachers can greatly encourage students enthusiasm in lear

16、ning. Primary school students are often more interested in pictures than words, so, when they are asked to draw pictures, they can be fully absorbed in studying very soon. Role playing is also a good way contributing to good interaction characterized by team work and cooperative learning. Through co

17、operation, students can come over fears about having English class, and can interact well with each other. With an important part through the growth of human beings, competition can also be applied in English teaching in class. It arouses pupils interest in learning and enables them to learn English

18、 actively and easily. With the development of economy, computers are becoming widely-used nowadays. By using multimedia in teaching and learning, the students can not only enjoy playing, but also learn English as well. The strategies mentioned above are all efficient in English teaching based on the

19、 characteristics of pupils. It is obvious that there are some other workable strategies. If they can make for good interactions between teachers and students, and can develop students ability in English learning, they are also advisable.2. Definition of Interactive Teaching Model Interactive teachin

20、g is a new teaching model that distinguishes from the traditional one, which emphasizes the importance of teachers and students participation. This teaching model requires that both teachers and students take part in the class, through interactive teaching, students and teachers exchange information

21、, experience, ideas, attitudes or feelings and so on. For example, a teacher asking a student a question and the student answering it is an interaction between the teacher and the student. Besides verbal communication, nonverbal communication, such as body language used in class, is also a part of i

22、nteractive teaching. Interactive teaching needs the teachers to interact and challenge students, leading them to come up with new ideas. Interactive teaching values students own ideas and aims at empowering students to be independent learners and willing to learn English well.Interactive teaching mo

23、del is first put forward by Palincsar (1982: 133). He firstly notes that it is a model to train students reading strategy based on a scaffolding idea. Interactive teaching refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding segments

24、of text. The dialogue is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. The teacher and students take turns assuming the role of teacher in leading this dialogue. Constructivists believe that interactive teaching is designed by the interactive

25、 activities of dialogues between teachers and students. Interactions between teachers and students refer to the mutual effect and influence between them. Whats more, the mutual effect and influence is not only on the aspect of cognitive information, it is also on the emotive information. The constru

26、ction of students knowledge can be promoted through communicating, discussing, arguing and cooperating between teachers and students, namely, the students are learning during communication. In such circumstance, teachers are the controller, manager and promoter of the classroom teaching. The purpose

27、 of interactive teaching is to facilitate a group effort between teacher and students as well as among students in the task of bringing meaning to the text. Teachers are supposed to encourage the students to participate in the language activities.Zhan Sen and Cai Jun (2006: 133) note that interactiv

28、e teaching model refers to the interactions between principal parts, including interactions between teachers and students, and interactions between students and students. Both the teachers and students take part in teaching activities. They accept and respect each other, promoting the overall develo

29、pment of students. It is an open and constructive new teaching model. Interaction is not the unidirectional and linear impact from teachers. It is the mutual and interactive impact from both teachers and students. And meanwhile, the interaction is not an interrupting one; it is a continuous one. In

30、essence, interaction occurs in various circumstances. It is an interactive system consisting different forms and contents.Definitions of interactive teaching may vary from person to person, but the essence of all definitions are the same, aiming at helping students to learn well through the cooperat

31、ion of teachers and students.3. The Necessity and Importance of English Interactive TeachingTsui (1995: 156), a famous educational expert in Hong Kong points out that the process and success of the course are largely dependent on the interaction between students and teachers, thus, teachers understa

32、nding of classroom interaction is beneficial to the foreign language teaching. In the past twenty years, classroom interaction, as a second language learning course method, has been discussed from different point of views, from the study of foreign language to non-native English teachers roles of cl

33、assroom instruction. It is concluded that the interactions between teachers and the students, students and materials play an essential role in stimulating students learning.According to William and Burden (1977: 111), children are born to a social world, and learning occurs through interaction with

34、other people. We learn a language through using the language to interact meaningfully with other people. Classroom interaction has become a major part of language instruction, which can never be neglected. Classroom interaction contains interactions among teachers and students, during which both tea

35、chers and students are the center of the class. Teachers try their best to stimulate students, and students follow up cooperatively. Through such interactions, students can successfully develop their learning skills.3.1 The necessity of English interactive teachingAs Jia Guanjie (2003: 39) has menti

36、oned that there are four goals of English teaching in primary schools. First, the students should preliminarily master English, having the ability of communication and understanding of this language. Second, students are required to know some culture of English through learning it. They need to lear

37、n something about the different thinking styles of English speaking countries. Third, since English is a synthetic course, students in primary schools also need to learn the basic knowledge of living in the social world. Finally, teachers should foster the interest of students learning in English. A

38、nd interactive teaching can help students learn well in English and is absolutely necessary for achieving the four goals.3.2 The importance of good interactive teachingIn the first place, good interactive teaching can promote emotional communication between teachers and students. If there is good in

39、teractive relationship between teachers and students, the students are confident in their teachers and regard teachers as good friends, in return, teachers may be filled of confidence to finish the teaching task, and will work harder to prepare teaching materials and work harder to teach students. T

40、his kind of teaching offers a virtuous circle in English learning. In the second place, good interactive teaching is beneficial to enhance teaching efficiency. Through interaction in English learning, students can increase their interest in learning, they will never regard English as boring knowledg

41、e or learn it unwillingly or inactively. Interaction also provides students opportunity to practice, thus, their level of mastering English can be improved. Last but not least, good interactive teaching can contribute to class management. As we all know, pupils are usually lively, they are too hard

42、to be managed in class. By using interaction in class, the teachers can draw their attention, which is good to class management.4. Problems in Primary School English Interactive TeachingAffected by educational history or other reasons, traditional English teaching often regards foreign language teac

43、hing as pure knowledge teaching, which emphasizes too much the form and grammar and neglects the informative function of language. Under the influence of such foreign language-teaching concept, teachers usually consider English as a “knowledge” system and instill it to students out of their own will

44、, and they dont take the mutual interaction of language into account. Students feel dull and bored in learning English and only for the sake of passing the exams. Because of their lack of communication during learning, students are just “reading in” instead of “writing out”, “lessoning in” instead o

45、f “speaking out”. Teachers become the center of the class, they pay little attention to arrange positive teaching, and students who listen or take down notes passively are in the subordinate situation. Thus, it is easy to lead to a negative and inactive teaching model in the teacher-centered classro

46、om. All in all, there are two modes of interactions in classroom teaching: avoidant interaction and passive interaction.4.1 Avoidant interaction in classAvoidant interaction between teachers and students in class refers that the students avoid teachers mandatory constraints intentionally or unintent

47、ionally. Students are reluctant to have informative and emotional communication with teachers psychologically and behaviorally. In the interactive relationship, teachers only effect activities of “teaching”, but do not receive students effective response to “learning”. Students are “escapees” instea

48、d of active participants. There are mainly three reasons accounting for this. Firstly, in the teacher-centered model, teachers dont give due weight to the fostering of the ability of students language expression. Students are afraid of the information (such as questioning) teachers sending out, thus

49、 leading to the avoidant psychology. Secondly, students are lack of subjective consciousness and strong motivations for study. Primary school students often dont understand the meaning of learning English. Thirdly, teachers are accustomed to adopting compulsory commands in class. Students are prone

50、to having fearful psychology, and dissatisfied with the commands, therefore, they avoid teachers management. Avoidant interaction is not good to students learning English and to the detrimental of effective teaching.4.2 Passive interaction in classPassive interaction in class refers that the student

51、s are unable to interact and communicate with teachers consciously and actively, being often forced to learn English. This phenomenon is general in traditional English teaching. In this kind of interactive relationship, although teachers teaching activity and students learning activity are available

52、, the students are in a passive condition. Though the students are participants of the teaching activity, they participate passively, and they are reluctant to take part in the classroom activities. There are also mainly three reasons for this. In the first place, affected by the long-term tradition

53、al teaching concept, it seems that teaching is about teachers sending out instructions and students receiving and doing exercises; in the second place, students havent developed the habits of communicating with teachers in an active manner; and at last, teachers only consider how to teach, without t

54、eaching students how to learn, they are lack of the ability to arouse the students interest in communicating language actively. Students are not in using the language for active communication. Thus, students are not in the best condition in the course of during passive interaction in class, which is

55、 also to the detrimental of effective teaching.5. Strategies Used to Promote Interaction in Primary School English Class5.1 The strategy of using body language Body language is a form of non-verbal communication, which consists of body posture, gestures, facial expression, and eye movements. Body la

56、nguage takes an initial role in communication, so is communication in English classroom. It plays an important role in cultivating the students characters, for what the teachers do will be easily imitated by the students, even sometimes subconsciously. As a matter of fact, using body language in cla

57、ss can not only set a good example for the students, but also do benefit to their studies. On one hand, the vivid gestures make knowledge more specific, so body language can help students to remember what they learn in less time. For instance, when speaking one sentence like “Listen to me carefully.

58、”, the teacher can first touch his ear with his finger, and then touch himself, at last, touch his chest, or close his eyes and lean on his arms when teaching the sentence “He is asleep.”, the students are able to understand what the teacher means easily. On the other hand, in classroom teaching, te

59、achers use body language to create comfortable environment, the friendly appearance of teachers can greatly encourage students enthusiasm in learning. It has been proved that the potential of the students are affected by their state of mood during study, while the variation of their mood is influenc

60、ed by the teachers body language. According to this, there are some ways to help set a harmonious environment, for example, the teachers can do head movement or hands movement together with students, thus the students can learn English well with a happy mood. As a result, the students interest can b

61、e aroused, with the effect of teaching greatly improved.5.2 The strategy of using picturesIt is easy for the teachers to use body language while teaching some verbs, however, it is not so easy to express nouns. Pictures may be efficient in teaching nouns. As a saying goes, “A picture is worth a thou

62、sand words”, it fully emphasizes the significance of picture using in class teaching. The characteristics of simplified pictures are imaginative, intuitive, vivid and lively, and can turn boring exercises into meaningful ones. At the same time, it can increase the interesting point of learning Engli

63、sh, because students can achieve maximum results with minimum efforts. For example, when the teacher is teaching the word “furniture”, it is better for the teacher to draw some pictures of furniture, such as bed, table, chair and so on. It will give the students the vivid impression of the word “fur

64、niture”, and it is also good for the students to learn the word when the students are asked to draw the pictures themselves. Primary school students are often more interested in pictures than words. When they are asked to draw pictures, they can be involved in studying very soon. Some colorful cards

65、 with various pictures are also of great help to their English learning. For example, when the teachers are giving the lesson about “fruit”, they can prepare some cards with colorful apples, bananas, or other fruits, and these cards are sure to work.5.3 The strategy of using competitionCompetition is one of the important means of good interaction. Primary school students usually have strong collective sense of honor, they are eager to win. In English teaching, it is necessary to make full use of the characteristics of pupils.