TeacherStudent Interaction in English Class Teaching of Senior School

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1、Teacher-Student Interaction in English Class Teaching of Senior SchoolAbstractThe teacher-student interaction is one of the new English teaching modes. English teachers should be the stimulator,the counselor, and the trainers of capabilities and objectives of the students study. Learning ways of stu

2、dents should change into autonomy, inquiry and cooperative study. English teachers should combine the features of teaching material and students characteristics of the age, to strengthen the exchange of information and teaching interaction with students. Code of conduct for teachers is closely relat

3、ed to change of students in behavior, only two sides have maintained a harmonious relationship between the interaction of teaching and learning can be achieved in order to achieve the objective of the new curriculum standards better.Key words: English in senior school; classroom teaching; teacher-st

4、udent interaction摘要师生互动的教学是新型英语教学模式之一。英语教师应该成为学生学习的激发者、辅导者、能力和目标的培养者。学生的学习方式应转变为自主性、探究性和合作性的学习方式。英语教师要结合现在教材的特点和学生的年龄特征，加强与学生的信息交流和教学互动。教师的行为准则与学生的行为转变是息息相关的，只有双方保持融洽的关系才能实现教与学的互动，才能更好地实现新课程标准所要达到的目的。关键词: 高中英语 课堂教学 师生互动 ContentsAcknowledgement. iAbstract. iiKeywords. iiIIntroduction. 1II Necessity o

5、f the teacher-student interaction in English class teaching of senior school. 22.1 The present situation of interactive teaching of senior school English class. 22.2 Senior school English class the need for the implementation of interactive teaching. 2III The relationship between the teacher and stu

6、dents interaction in senior school English teaching.3IV How to achieve teacher-student interaction in English class teaching of senior school . 44.1 The language of rational and effective interaction. 44.1.1 Balanced proportion of teachers and students of discourse. 54.1.2 Harmonious cooperation of

7、language. 54.1.3 Valuable classroom questions. 64.1.4 Accurate evaluation of a variety of languages. 64.2 Groups interaction of independent high frequency. 6 4.3 Effective interaction of generated content. 84.4 The true feelings of natural interaction. 8V Conclusion. 8References. 10AcknowledgementTh

8、e thesis, Im very fearful in the begin, l am afraid that I cant finish it by myself, so I hesitate for a long time, even I look forward to having a look at other classmates about how to do it. In that way, I follow them to do, so I find it not so hard for me, and then, I think deeply about how to wr

9、ite my thesis. With the help of my guiding instructor and my classmates, I think I can write it well.In order to collect evidence and finish my thesis well, I have to work hard and use the principle of knowledge in the practice. Get through my discussion, practice and literature review act. My Engli

10、sh writing is improving, because I collect data from those people who support the ideas and give me the valuable suggestions in the thesis. I thank them very much.I am especially grateful to my supervisor, Miss Wei, who gave me the direction to start thesis. Miss Wei not only gave me the instruction

11、s for my thesis but also affected me in the attitudes towards doing the research because she is so precise and erudite, has a warm heart. I should also thank my teachers and my classmates in Tongren University, they lead me to the world of English.Meanwhile, I am deeply thankful for my parents who a

12、lways support me, they provide me with opportunitities to study in the college as well as burden my academic fare.I. IntroductionLanguage learning is a highly interactive process, and only in the process of truly effective interaction, students can understand and master knowledge that they have lear

13、ned. Teaching is taken in the teaching method of teacher-student interaction under the guidance of the teacher to carry out teaching and learning activity, student-centered, which is not one-way, linear or continuous, but a continuous process of chain ring. The teaching of the teacher-student intera

14、ction is one of the new English teaching modes. It is based on information theory, communication theory and language acquisition theory. Accordance with the requirements of the new curriculum, consistent with the senior school students to understand the laws and psychological characteristics as the

15、foundation, arising after repeated practice. In essence, teaching is taken in the teacher-student interaction under the guidance of the teacher, students through the small group activities, the whole class activities, teacher-students mutual activities, twinning activities, etc. adopt to tell storie

16、s, monologues, make games, role-playing and so on, in order to fully play the main role of students to promote students language organization abilities and expression skills, personality development and overall development, and also the goals of comprehensively improve students heard literacy facili

17、ties. Teaching is taken in the teacher-student interaction, student-student interactive teaching and learning activities that will enable more students at the same time directly involve in the activities in the class and expand the large classes teaching about the students have enough space to study

18、; It can provide interactive activities and create a relaxed and happy living-learning atmosphere; it will able to provide students with more opportunities for language practice, and also improve the basic skills of the students about their listening and speaking. It is one of the effective ways of

19、training students to comprehensionly use English. To achieve an effective interaction must be between the teacher and students, which is a two-way, therefore, in senior school English classroom, to explore the necessity of the interaction between the teacher and students in teaching , the relationsh

20、ip between the teacher and students in teaching interaction and how to implement the teacher-student interaction in teaching which is very necessary and meaningful.II Necessity of the teacher-student interaction in English class teaching of senior school2.1 The present situation of interactive teach

21、ing of senior school English classThe ultimate aim of English teaching is through the two-way interaction of teaching and learning so that students get the comprehensive ability of th true sense to use English. However, a long time, the English classroom teaching has become repetitive recitation and

22、 dictation; the role of conductor as a result of the examination in English, like other disciplines, like the sea in a title, which in its most basic features as a communication carrier vanished, English learning to become boring. At present, senior school English teaching is still a teacher-centere

23、d, the participation of students is poor, in most case, only one person who the teacher is always saying. This lack of English teaching communication in the true sense, the students received litlle comprehensible language input which is not conducive to language acquisition, students have few opport

24、unities to participate in classroom activities and to express their opinions, the teachers and students, lack of communication between students and students, language communication ability of students dont naturally get effective training.2.2 Senior school English class the need for the implementati

25、on of interactive teaching Implementation of quality education is one of the purposes for all students so that let students get all-round development. It is clearly that the senior school school students must be master a certain basic knowledge of English and listening, speaking, reading and writing

26、 skills (trial version), form a certain application of the integrated language ability; advocacy experience in practice, participation, learning way of cooperation and exchange and teaching task-based way. However, a long period of time, the teaching of English in senior school, because of influence

27、 of the traditional educational thinking, people often consider that the task of teachers is to teach, students tasks to learn, so teachers like spoon-feed, teachers teach, students listen and write down, has formed a kind of teaching mode that teachers speak, students listen, teachers write, studen

28、ts copy, teachers exam, students recite. Students rarely have practice of the language and exchanging opportunities, it is difficult to actively participate in classroom, which the atmosphere become boring. Student not only ignored the application language abilities, also runs counter to the essence

29、 of language learning.Classroom teaching whether is successful or not depends largely on students understanding and echoes to classroom activities. Although the efforts of all teachers want to take care of every student in the classroom, in the teaching process, they are often intentionally or unint

30、entionally more communicating with some students, therefore, who neglect the other students. If a teacher habitually looks from front to back, a question by question for girls than boys, and always question a student that is good by her or his name in mind, a question by the best students to score t

31、han the score of general students and so on. It will form various forms of teacher behavior area, thereby the interactive surface will be restricted, the students the intensity of echo decreased, and therefore, the interaction will lose the balance and harmony.III The relationship between the teache

32、r and students interaction in senior school English teachingTeacher-student interaction is two factors that are control of comminication by the teachers and echoes of students to classroom the mill and formed can be maintained. Teachers should try to adopt the teaching method of task-based to develo

33、p students abilities of comprehensive use of language, in the lesson preparation; teachers should consider the students experience of life and interests. It is necessary to take full account of classroom interaction in operable under the premise, to encourage students to use English communicate with

34、 teachers and classmates in order to cultivate progressively students use English to solve the purpose of practical problems.In senior school classroom, English teachers, not only at the same time pay attention to the formation of subject knowledge in English, and should also be concerned about the

35、emotional experience of students in the teaching and learning activities of English. English teaching should become a kind of pleasure and positive emotional experience for students. Teaching acts of English teachers should be only concerned with acts of academic knowledge, test scores of students a

36、nd so on, such as small space convert into concern about each students all-round development, personality development, and long-term development, personal dignity in the development and students in study. In the English classroom, English teachers respond to accept students behavior of the unique pe

37、rsonality and needs to meet, listen to their voices. To equality, friendly treat every student, they should appreciate the perspective of students, but also to create a good environment and conditions to enable students to fully discover and recognize themselves, aware of their existence, to experie

38、nce kinds of sense of dignity and happiness themselves as one people, to enjoy the teaching and learning of English teachers and study bring their own pleasure and joy. Moreover, teachers should not transfer the knowledge, the number of mastering knowledge , test sub-level to students as their main

39、task and purpose; they can not check the extent of student mastery of knowledge as their main work. And they should be the people who stimulate, the counselor, and trainer of the capabilities and objectives to the study of students.In senior school English class, students study from the learning beh

40、avior of a single act, passive acceptance convert into active and positive, diverse learning behavior, and promote students to take the initiative to and personalized rich to study under the guidance of teachers, study process of students not passively absorb ready-made conclusions on the textbooks,

41、 but personally involve in rich, vivid activities of thinking, going through a practice and innovation. Therefore, learning ways of students should change into autonomy, inquiry and cooperative learning.The promulgation of the new curriculum standards that will help teachers and students to better r

42、eflect the interaction in teaching and learning. Concerning human be-ings is the core of the new curriculum; English language teaching should be fully reflected everything for the development of every student. In the new curriculum stand-ards, the criterion of conduct for teachers is closely related

43、 to behavior change of students, only the two sides have maintained a harmonious relationship between the interaction of teaching and learning, which can be achieved better realize the new curriculum standards to achieve the purpose.IV How to achieve teacher-student interaction In English class teac

44、hing of senior school Teacher-student interaction, including individual teachers and students of all individuals, individual teachers with individual students or groups activities between the exchanges and interactions. In senior school English teaching, English teachers are now teaching to combine

45、the features and age characteristics of students, strengthening the exchange of information with students and teaching interaction.4.1. The language of rational and effective interaction4.1.1. Balanced proportion of teachers and students of discourseEnglish classroom is a harmonious teacher-student

46、classroom communication. A good English class the teacher said not only watches the number of English and, more importantly, looks how many students speak. Classroom language of the teachers, including on the teaching content, class activities of organization and give feedback when the language is u

47、sed. In order to guide students to participate in classroom communicative activities, communicative language teaching in the classroom can not be separated from some courtesy, scenarios and opening-style clichs, a number of procedural and convergence issues. Students do not have these issues conside

48、red, the answers are simple Ok and Yes or No. This often leads to teachers and students of a serious imbalance in the ratio of discourse, students status as the main study do not highlight, improving of language level will naturally be limited. Therefore, in the classroom language of the teacher and

49、 the students should maintain a certain proportion. Communicative language classroom a number of clichs, often which are used in beginners class, while in senior school English class, with the language level of students, teachers should gradually reduce the use of these clichs, and more able to acti

50、vate the students put forward ideas, to expand the trend of student language output issues.4.1.2. Harmonious cooperation of languageTeachers and students communicate in English should be able to achieve mutual understanding, the true purpose of communication. At the same time, teachers in the teachi

51、ng process, language should be easy to understand and use to be good at expressing skills to enhance the effect of the expression. English teachers ought to use English to organize teaching, which is every one should strive to achieve. However, only focusing on organizations in English teaching and

52、practical ability to ignore the level of students is not desirable. For example, some teachers speak in English class, like recite line, forget to interact with students; some teachers in the language to express profound complexity, ignoring the language comprehension abilities of students, question

53、s raised and answered only themselves, classroom atmosphere is clearly very boring. Therefore, in the classroom, harmonious implementation of the language of cooperation is a prerequisite for effective teacher-student interaction is that English teachers must have basic professional skills.4.1.3. Va

54、luable classroom questions The effectiveness of teaching is not what teachers teach, but what students learn, which to measure what impacts to the development of the students . Teachers question students should be able to raise the issue of awareness, and teaching content at the same time realizes a

55、n effective docking. Question for teachers is not to seek the standard an-swer, but ultimately the students to develop into the main role of question, to enable students to actively participate in teaching activities, the courage to ask questions, be good at questioning, happy to express their views

56、. Students can not only answer the question of teachers, who can also raise valuable questions to teachers, so that they have the opportunity to express their views, and they can raise doubts about the answer or give the evaluation on others. Therefore, heuristic questions from teachers and students

57、 to ask questions the common touching-type composition of multi-dimensional interactive classroom teaching question.4.1.4. Accurate evaluation of a variety of languagesAn important aspect of teacher-student interaction is teachers give evaluation to learning of students, namely, feedback. Firstly, t

58、eachers should pay attention to reflecte the richness , motivation and effectiveness of language of the evaluation, who are good for different individuals and different circumstances, to make the evaluation of personality to have the evaluation truly become the booster and catalyst that students pos

59、itively study. Secondly, teachers should pay attention to the wrong way which evaluate the students, who should not be inconsistent with their own look for the answers are wrong and should not affirme all to inappropriate answers. When students answers are wrong, the teachers can not negate the posi

60、tive, but through a ddifferent way to restart the quiz to give indirect negative evaluation. Finally, meaningwhile the evaluation is not the previlege of teachers; teachers should encourage students to listen to companions speech, learning to evaluate each other in order to promote interaction between student and student t