高中英语课堂师生互动个案研究

XXX外国语学院毕业论文（设计）TITLEONINTERACTIONINENGLISHTEACHINGINSENIORHIGHSCHOOL题目高中英语课堂师生互动个案研究学生姓名XXX学号XXXXXXXXX指导教师XXX教授年级XX级英语本科一班专业英语系别外语XXX外国语学院毕业论文（设计）任务书学生姓名XXX系别外语专业英语班级XX级英语本科一班XXX年X月X日说明1、本任务书为我院各专业下达毕业论文（设计）任务之用。2、本任务书由指导教师填写并签字，系主任批准签字。批准后，由系统一保存。3、本任务书中阶段检查必须按时进行填写，以保证毕业论文（设计）按时如期完成。4、毕业答辩完成后，本任务书与毕业论文（设计）一起装入学生毕业论文（设计）资料袋，由系统一保存。教务处XXX年XX月毕业论文（设计）任务书姓名XXX系别外语专业英语班级XX级英语本科一班毕业论文（设计）题目毕业论文（设计）目的意义毕业论文（设计）计划与要求时间安排12011年10月21日12月15日收集资料与选取研究课题22012年4月1日提交开题报告32012年4月2日4月15日完成论文初稿42012年4月16日提交论文初稿52012年4月17日4月25日修改论文提交修改稿62012年4月26日4月30日对论文进行再次修改72012年5月10日提交论文终稿82012年5月25日提交论文打印稿指导教师意见（签字）200年月日专业教研室意见（签字）200年月日系主任意见（签字）200年月日XXX外国语学院2012届毕业论文I摘要本文从高中英语教师应该如何利用课堂互动这一教学模式来提高学生学习英语的兴趣和吸引学生的注意力这一角度出发，对以下几点进行了阐述（1）对教育学家提出的一些关于导课的理论的阐述；（2）导课的几个目标激发学生的学习兴趣、吸引学生的注意力、使学生充分了解课文的背景和相应的知识以及检测教师的能力；（3）以及导课的常用的几种行之有效的方法这几个主要方面进行分析，提出课堂有效互动是高中英语教学中不容忽视的一个环节。关键词高中英语课堂；互动；注意力；目标；方法；XXX外国语学院2012届毕业论文IIABSTRACTFROMTHEPERSPECTIVEOFHOWTOAROUSESENIORHIGHSCHOOLSTUDENTSINTERESTANDDRAWTHEIRATTENTIONBYUSINGTHEINTERACTION,THISPAPERANALYSESTHREEASPECTSOFINTERACTIONFIRSTLY,ITANALYSESTHETHEORIESTHATWERERAISEDBYSOMEFAMOUSEDUCATIONISTSSECONDLY,ITANALYSESTHEGOALSOFTHELEADININCLUDINGTHEGOALOFAROUSINGSTUDENTSINTEREST,THEGOALOFDRAWINGSTUDENTSATTENTION,THEGOALOFGETTINGSTUDENTSTOKNOWSOMEINFORMATIONORBACKGROUNDABOUTTHETEXT,THEGOALOFMATERIALIZINGTHETEACHERSOWNVALUETHIRDLY,ITANALYSESTHEMETHODSOFTHELEADINANDTHEN,THISPAPERCOMESUPTHATINTERACTIONISTHEMOSTINDISPENSABLEPARTANDTHEPRECONDITIONOFANEFFICIENTCLASSINHIGHSCHOOLENGLISHTEACHINGKEYWORDSHIGHSCHOOLENGLISHCLASSESINTERACTIONATTENTIONMETHODGOALSXXX外国语学院2012届毕业论文IIICONTENTS摘要IABSTRACTIICONTENTSIIICHAPTER1INTRODUCTION4CHAPTER2THEORIESONINTERACTIONINSENIORHIGHSCHOOLENGLISHTEACHING721DEFINITIONOFINTERACTION722RESEARCHONINTERACTIVECLASSROOMTEACHING7CHAPTER3INTERACTIONINSENIORHIGHSCHOOLENGLISHTEACHING1131GOALSOFINTERACTIONINSENIORHIGHSCHOOLENGLISHTEACHING11311THEGOALOFAROUSINGSTUDENTSPASSIONANDINTEREST11312THEGOALOFDRAWINGSTUDENTSATTENTION11313THEGOALOFGETTINGSTUDENTSTOUNDERSTANDTHETEACHINGMATERIALSDEEPLY11314THEGOALOFMATERIALIZINGTHETEACHERSOWNVALUE1232METHODSOFINTERACTIONINSENIORHIGHSCHOOLENGLISHTEACHING12321THETHEORETICALMETHODS12322THETEACHINGMETHODS13323THEENVIRONMENTMETHODS15324ACCORDINGTHESTUDENTSINDIVIDUALDIFFERENCES16CHAPTER4CONCLUSION21BIBLIOGRAPHY22ACKNOWLEDGEMENTS23XXX外国语学院2012届毕业论文4ONINTERACTIONINENGLISHTEACHINGINSENIORHIGHSCHOOLCHAPTER1INTRODUCTIONASEVERYONEKNOWS,ENGLISHISVERYIMPORTANTTODAYFIRST,ITISTHEMAININTERNATIONALLANGUGAGEANDTHEWORLDSMOSTWIDELYUSEDLANGUAGEACCORDINGTOTHESTATISTICSIN1986,THEREWERENEARLY400MILLIONNATIVEENGLISHSPEAKINGPEOPLEABOUT20COUNTRIESINTHEWORLDSEEENGLISHASTHEOFFICIALLANGUAGEORSECONDLANGUAGE,ATOTALOF800MILLIONPEOPLESECOND,THESERVICEABLERANGEOFENGLISHISVERYWIDEMORETHAN70PERCENTOFTHEWORLDSMAILSAREWRITTENINENGLISHORUSINGENGLISHTOWRITETHEADDRESSNOWMOREANDMOREPEOPLEHAVETAKENNOTICEOFITTHENUMBEROFTHEPEOPLEWHOGOTOLEARNENGLISHHASINCREASEDATAHIGHSPEEDIFWECANSPEAKENGLISHWELL,WEWILLHAVEMORECHANCETOSUCCEEDSOTHEENGLISHTEACHINGINTHECLASSROOMINOURCOUNTRYBECOMESVERYIMPORTANTOURENGLISHCLASSHASLONGBEENCONTROLEDBYTHETRODITIONALMETHODANDTEACHERSOFTENTALKSOMUCHTOTHEIRSTUDENTSMOSTSTUDENTSSEEKNOWLEDGEASSOMETHINGTOBETRANSMITTEDRATHERTHANDISCOVEREDBYTHEMTHEYAREEXPECTEDTOLISTENQUIETLYANDWRITEDOWNWHATTHETEACHERSAIDONTHEIRNOTEBOOKSSINCEBOTHTEACHERSANDSTUDENTSARECONCERNEDVERYMUCHABOUTTHERESULTSOFEXAMINATION,THEABILITYOFUSINGENGLISHFREQUENTLYAREIGNOREDTHOUGHSTUDENTSMAYHAVEAGOODIDEA,THEYAREUNABLETOEXPRESSTHEMSELVESFREELYWHENFACEREALCOMMUNICATIONTHISMAYRESULTINTHEIRLACKOFCONFIDENCEINTHEIRCOMMUNICATIVEABILITYANDLOWMOTIVATIONTOCOMMUNICATEWITHOTHERSINENGLISHYAOLAISSEZFAIRTYPEOFLEADERSHIPSTYLECAUSESSTUDENTSTOPOORPERFORMANCEINTERACTIVETYPEOFLEADERSHIPENABLESTUDENTSTOLOVEEACHOTHERANDTHEYHAVEHIGHERGROUPMENTANDSPONTANEITYFLANDERSRESEARCHEDALOTTONOTETHATWHENTEACHERSGIVEMOREDIRECTIMPACTTOTHESTUDENTS,ITWILLREDUCESTUDENTSPARTICIPANTANDWHENTEACHERSGIVEMOREINDIRECTIMPACT,ITWILLINCREACESTUDENTSPARTICIPANTASHLEYDEVIDEDINTERACTIONINTOTEACHERCENTER,STUDENTCENTERANDKNOWLEDGECENTERACCORDINGTOTHESTATUSOFTEACHERS,STUDENTSANDKNOWLEDGEINTHEXXX外国语学院2012届毕业论文9CLASS2THESTUDYOFGENDERDIFFERENCESININTERACTIONSTUDIESHAVESHOWNTHATGENERALLYBOYSINVOLVEDMOREACTIVITIESTHANGIRLSINTHECLASSROOMCRAWFORDANDMACLEODFOUNDTHATTHOUGHBOYSANDGIRLSHAVESIMILARANSWERSTOTHEQUESTIONWHYTHEYDONOTWANTTOSPEAKINTHECLASS,GIRLSLIKETOATTRIBUTETHESILENCETOTHEIRPOORKNOWLEDGEANDTHEYAREAFRAIDTOPERFORMTHEIRIGNORANCEINFRONTOFCOMPANIONWHILEBOYSTHINKTHEYDONTHAVEENOUGHPREPARATIONFORTHECLASSANDTHEYAREAFRAIDTHISCANHAVEABADEFFECTONTHEIRRESULTS222RESEARCHHOMEINOURCOUNTRY,INTERACTIONTEACHINGTHEORYWASFIRSTINTRODUCEDFROMTHELATE1980SANDWESTARTEDTHEEXPERIMENTALSTUDYOFINTERACTIVETEACHINGANDLEARNINGTHEDOMESTICRESEACHONTHEINTERACTIONTEACHINGAREMAINLYSEENINTHESTUDYOFTHERELATIONSHIPBETWEENTEACHERSANDSTUDENTSANDMOSTOFRESEACHESARETALKINGABOUTTHEINTERACTIONACTIVITIESWUKANGNINGSRESEARCHABOUTTHETYPEOFCLASSINTERACTIONGBEHAVIORANDWANGJIAJINSCLASSINTERACTIONMODELSAREWELLKNOWNINTHESTUDYFIELD,RESEARCHERSUNDERSTANDANDEXPLAININTERACTIONFROMTHEPERSPECTIVEOFTEACHERSTUDENTRELATION,SUCHASTHERELATIONSHIPBETWEENTEACHERSANDSTUDENTSANDTHERELATIONSHIPBETWEENSTUDENTSANDSTUDENTSTEACHERSTUDENTINTERACTIONISTHEDYNAMICEXPRESSIONOFTEACHERSTUDENTRELATIONSHIPTHERELATIONSHIPBETWEENTEACHERSANDSTUDENTSBUILDING,DEVELOPMENTANDCHANGINGALLSTARTFROMTEACHINGPROCESSTHEYREGADSRELATIONSHIPBETWEENTEACHERSANDSTUDENTSISTHERELATIONSHIPBETWEENSUBJECTANDOBJECTINADDITION,WANGJIAJINFROMANENGINEERINGPERSPECTIVEBUILTANMODELOFTEACHERSTUDENTINTERACTIONTHEMODELWASBUILTBYTHESYSTEMENGININGANALYSISANDITREGARDSTEACHER,STUDENTANDTEACHINGMATERIALASTHREEDIMENSIONALCOORDINATEATTHESAMETIME,THEREAREALSOMANYRESEACHERSSTUDYVARIOUSTECHNIQUESANDHOWTOIMPROVESTUDENTSWRITINGLEVELANDSOONTHEREARENUMEROUSRESEARCHTOPICSANDPAPERSABOUTCLASSINTERACTIVETEACHINGFROMTHEPOINTOFPAPERS,MANYTEACHERSARETALKINGABOUTINTERACTIONINTHEVIEWOFPEDAGOGICALCONTENTZUOBINSTEACHERSTUDENTINTERACTIONTHEORYXXX外国语学院2012届毕业论文10THECLASSROOMTEACHERSTUDENTINTERACTIONSTUDYPROVIDEDNEWCONCEPTWHICHISDIFFERENTFROMTHETRADITIONALVIEWFROMTHEPERSPECTIVEOFTHEHEARTHETHOUGHTHATRELATIONSHIPBETWEENTEACHERSANDSTUDENTSSHOULDBEEQUALANDSYMBIOTICRELATIONSHIPFULLPARTICIPATION,EQUALEXCHANGE,CORPORATEACTIVITIESANDINFORMEDBLENDSHOULDBETHEINTERACTIONINTHEMORDENCLASSROOMCHENGXIAOQIAOS“EQUALOPPORTUNITYINTHECLASSROOMINTERACTION”DISCUSSESHOWFAMILYBACKGROUNDAFFECTTHETEACHERTORECOGNIZESTUDENTSANDWHATKINDOFEFFECTITWOULDPRODUCESHEALSOSTUDIEDOTHERPROBLEMSSUCHASTHEMEANINGOFINTERACTION,TEACHERSANDSTUDENTSSELFCONCEPTANDSOONTHESEALLOWUSTOHAVEACOMPREHENSIVEUNDERSTANDINGONTHEEQUALIZATIONOFOPPORTUNITIESFORINTERACTIVETEACHINGANDLEARNINGRESEARCHSUBJECTSXXX外国语学院2012届毕业论文11CHAPTER3INTERACTIONINSENIORHIGHSCHOOLENGLISHTEACHING31GOALSOFINTERACTIONINSENIORHIGHSCHOOLENGLISHTEACHING311THEGOALOFAROUSINGSTUDENTSPASSIONANDINTERESTAROUSINGSTUDENTSPASSIONANDINTERESTMEANSTOSTIRUPOREXCITETHESTUDENTSLIVELYTEACHINGINTERACTIONCANAROUSESTUDENTSPASSIONANDINTRESTADEADCLASSISNOTASUCCESSFULCLASSEXPERIENCEDTEACHERSALWAYSTRYTOCREATLIVELYCLASSINTERACTIONAGOODINTERACTIONISTOTRYEVERYMEANSTOMAKESTUDENTSBEINTERESTEDINTHECLASSCONTENTINTHISWAY,THETEACHERWILLESTABLISHASENSEOFRELAXATIONANDAROUSETHEDESIRETHATSTUDENTSSEEKFORKNOWLEDGE312THEGOALOFDRAWINGSTUDENTSATTENTIONONLYINTERACTIONCANMAKESTUDENTSHAVEFULLENERGYANDFOCUSONTHETEACHINGCONTENTSEIZINGTHEOPPORTUNITYTOASKQUESTIONSABOUTTHETEACHINGCONTENTSATTHEAPPROPRIATETIME,TEACHERSCANPLEASESTUDENTSCOMINGTOTHEPOWERTOWRITEONTHEBLACKBOARDANDOPERATETOATTRACTSTUDENTSATTENTIONINORDERTOTIGHTLYCLAMPTHESTUDENTSTHINKINGTHISCANHELPMAINTAINTHECLASSDISCIPLINEASWELLASENSURINGAHIGHDEGREEOFCONCENTRATIONOFTHESTUDENTSATTENTIONTHETEACHINGRESULTSWILLBEGOODATTHESAMETIMEXXX外国语学院2012届毕业论文12313THEGOALOFGETTINGSTUDENTSTOUNDERSTANDTHETEACHINGMATERIALSDEEPLYTHISGOALMEANSTOLETSTUDENTSKNOWWHATTHEYLEARNINTHECLASSINTERACTIONISTHROUGHOUTTHEWHOLECLASSALLTEACHINGPROCESSNEEDINTERACTIONTHETEACHERSHOULDCOMMUNICATESWITHSTUDENTSFREQUENTLYINORDERTOPROMOTESTUDENTSACTIVENESSOFSTUDYITISIMPORTANTFORTHEINTERACTIONTOGETSTUDENTSTOTAKEATTENTIONTOWHATTHETEACHERISTEACHINGITCANHELPSTUDENTSGRASPTHESPIRITOFTHETEXTANDUNDERSTANDITBETTERWITHTHEINCREASEOFINTERACTIONBETWEENTEACHERANDSTUDENTS,STUDENTSARETOBEACTIVETOLEARNNEWKNOWLEDGEBYTHEMSELVES314THEGOALOFMATERIALIZINGTHETEACHERSOWNVALUESTUDENTSARECLEVER,SOTHEYARESHARPATTEACHERSBEHAVIORINTERACTIONCANREFLECTTHETEACHINGLEVELATEACHERWHOISGOODATHAVINGINTERACTIONWITHSTUDENTSISFAMILIARWITHTHETEACHINGMATERIALSTHISKINDOFTEACHERSCANDOINTERACTIONWITHSTUDENTSFREELYTHISISALSOANEXAMINATIONOFTHETEACHERSKNOWLEDGEANDABILITY32METHODSOFINTERACTIONINSENIORHIGHSCHOOLENGLISHTEACHING321THETHEORETICALMETHODSOFINTERACTIONINSENIORHIGHSCHOOLENGLISHTEACHINGENGLISHTEACHERSSHOULDNOTONLYATTACHTHEIMPORTANCEOFPROCESSIONALENGLISHLEARNING,BUTALSOSHOULDSTUDYNEWEDUCATIONALIDEASANDNEWTEACHINGMETHODSINTERACTIONTEACHINGNEEDSTEACHERSPAYATTENTIONTOUPDATECONCEPTIONTEACHERSSHOULDSTRENGTHENTHETHEORETICALSTUDYANDUPDATETHETWOCONCEPTIONSXXX外国语学院2012届毕业论文131TOUPDATETHETEACHINGCONCEPTENGLISHTEACHERSSHOULDSTUDYTHEACHERSTUDENTINTERACTIONANDOTHEREDUCATIONALTHEORIESTHEYSHOULDCHANGETHEIRCONCEPTOFCLASSROOMTEACHINGCOMPREHENSIVELYTEACHERSNEEDREFLECTTHEADVANCEDEDUCATIONALPHILOSOPHYINTHECLASSIFWEWANTTOENCOURAGETEACHINGINNOVATION,ITISNECESSARYTOENCOURAGETEACHERSTOEXPLORETHETEACHINGMATERIALSACTIVELYOUTSIDEOFTHECLASSROOMSOITREQUIRESTEACHERSRODEEPENTHEINSTRUCTIONALDESIGNANDFINISHCAREFULLYTEXTBOOKANALYSIS,STUDENTSANALYSIS,DESIGNPHILOSOPHY,TEACHINGOBJECTIVE,TEACHINGPROCESS,FEEDBACKAFTERCLASSANDASERIESOFCLASSTEACHINGINTHENORMALCLASSTEACHING2TOUPDATETHECONCEPTOFCLASSASSESSMENTINTHEENGLISHCLASSASSESSMENTVALUEJUDGEMENTSSUBJECT,VALUEBELIEFSANDVALUEOBJECTIVESALLPLAYTHECORESTATUSANDROLEWITHTHECONDITIONSOFTHESCIENTIFICVALUEOFBELIEFSANDVALUESTARGETS,WECANGIVETHEEVALUATIONFITFORSCIENTIFICTHEORIESABOUTEDUCATIONANDTEACHINGDIFFERENTVALUESANDBELIEFSWILLHAVEDIFFERENTRESULTSONEVALUATIONTHENWHATISTHESTANDARDOFEVALUATINGWHETHERTHECLASSISSUCCESSFULORFAILEDTHEMAINSTANDARDISTOSTUDYWHETHERITHASMETTHEGOALSANDREQUIREMENTSORNOTINTHETEACHERSTUDENTINTERACTIONANDWHETHERITFOCUSESONTHESTUDENTSDEVELOPMENTANDSTUDENTSSITUATIONOFLEARNINGSOWESHOULEDUPDATETHECONCEPTOFCLASSACCESSMENTANDORGANIZETODISCUSSANDASSESSOTHERTEACHERSTEACHINGTHROUGHSTUDYINGANDANALYSINGSOMETEACHINGCASES,TEACHERSCANLEARNTHEIRPROSANDCONSINTHEPRACTICEOFTEACHINGEXPERIENCESANDGETDEVELOPMENTANDENHANCEMENT322THETEACHINGMETHODSOFINTERACTIONINSENIORHIGHSCHOOLENGLISHTEACHINGTOGAINBETTERINTERACTIONINTHECLASS,TEACHERSSHOULDSELECTREFINEDTEACHINGMETHODSCAREFULLY1）TOUSEDIFFERENTTYPESOFTEACHERSTUDENTINTERACTIONINDIFFERENTENGLISHCLASSACCORDINGTOTHECHARACTERISTICSOFENGLISH,TEACHERSMAKEUSEOFDIFFERENTINTERACTIONMODEINTHEDIFFERENTCLASSTYPESFOREXAMPLEXXX外国语学院2012届毕业论文14READINGLESSONSTEACHERSSHOULDUSETHEMETHODSOF“THEAWARENESSOFREADINGBYSTUDENTS”,”EXPLOREANDSTUDY”AND”EXPANDREADING”THEYARECONSIDEREDTHREELINKSTHESPECIFICFRAMEWORKAREASFOLLOWSLEARNINGOBJECTIVESTHECONTENTOFLEARNINGBYSTUDENTSQUESTIONSDISCUSSIONOVERVIEWANDSUMMARYEXAMINTHECLASSGRAMMERLESSONSESAINTERACTIONCANBEUSEDESAISENGAGE,STUDYANDCATIVATEANDTHESPECIFICSTSTEMENTSAREASFOLLOWSSTARTINGTEACHINGTEACHERSENGAGESTUDENTSINTERESTANDLEADTHEMINTOTHEACCEPTINGSTATESEXPLAININGTEACHERSLEADSTUDENTSTOLEARNTHELEARNTHECONTENTANDEXPLAINTHEIRERRORSTHEROLEOFPRACTICELETSTUDENTSCREATEANDAPPLYWRITINGLESSONSWECANLEARNFROMTHEERRORANALYSISTHEORYTODESIGNTHELESSONITISABOUTCOLLECTINGINFORMATIONSTUDENTSESSAYSFORANALYZINGIDENTIFYINGERRORSCLASSFYINGERRORSEXPLAININGTHEERRORSTEACHERSSHOULDSTRENGTHENTHECOMMUNICATIONBETWEENTEACHERSANDSTUDENTSTEACHERSNEEDOFTENENCOURAGESTUDENTSWITHGREATEXPRECTATIONSANDADVOCATESTUDENTSTOEVALUATETHEMSELVESPAPERSLESSONGIVINGSTUDENTSTHEANSWERSANDLETTINGSTUDENTSREVISETHEIRPAPERSSMALLGROUPDISCUSSIONTOSOLVEMOSTPROBLEMSLARGEGROUPSEMINARTHECONSOLIDATIONEXERCISEAMONGTHEM,THELARGEGROUPSDISCUSSIONSESSIONCHAIREDBYTHETEACHERSANDTHESMALLGROUPSSPEAKANDPROVIDEQUESTIONSWHICHNEEDLARGEGROUPSDISCUSSANDOTHERSMALLGROUPSPRESENTDIFFERENTVIEWSINTHEEND,THECLASSGAINACLEARANSWERSINTHISPART,THEROLEOFTEACHERSINTHEINTERACTIONAREINTHEFOLLOWINGTHEFIRSTISTOSTRENGHTHENTHEGUIDANCE,SUMANDSUMMARYABOUTKEYANDDIFFICULTISSUESANDGICEAREFININGTHETEXTUALREPRESENTATIONINORDERMAKESTUDENTSTOUNDERSTAND,RECORDANDMEMORIZETHESECONDISTOBEGOODATMININGANDUSINGOFLIVEEDUCATIONALRESOURCESFROMTHESTUDENTSTOSOLVETHEPROBLEMSANDDEEPENTHEDISCUSSIONABOUTTHEPROBLEMANDTHISCANCULTIVATESTUDENTSINNOVATIVESPIRITANDPRACTICALABILITYTHETHIRDISCONTROLLINGTHETIMEANDACCORDINGTOTHECOMMONPROBLEMSTOLEAVETIMEFOREXAMINGINTHECLASSXXX外国语学院2012届毕业论文15THEFORTHISTOEVALUATEGROUPSPERFORMANCE2TOSETTHEHIGHQUALITYPROBLEMTHEPROBLEMSININTERACTIVETEACHINGANDLEARNINGMUSTBETHERESULTSOFTEACHERSTUDENTINTERACTIONTHEPROBLEMSNOTONLYPROVIDEBYTEACHERSANDCAUSESTUDENTSTOTHINK,BUTALSOITREQUIRESSTUDENTSTOASKQUESTIONSANDTOSOLVETHEQUESTIONSTHEREFORTEACHINGINTHECLASS,TEACHERSSHOULDPAYATTENTIONTOTHELEVELOFQUESTIONSASKINGTEACHERSSHOULDUSETHEIRONEORTWOPROBLEMSTOLEADSTUDENTSMOREPROBLEMSTHISCANHELPCULTIVATESTUDENTSAWARENESSOFPROBLEMSANDCHANGETHESINGLEINFORMATIONFLOWTOBETHETWOWAYFLOWHIGHQUALITYISSUESINCLUDETHEFOLLOWINGASPECTSFIRST,THEQUESTIONSHOULDBEVALUABLEVALUABLEQUESTIONSARETHOSEWHICHCANOPENSTUDENTSTHINKINGANDISHELPFULFORTHEINNOVATIONINTHINKINGANDTHESEQUESTIONSSHOULDBECAREFULLYTHOUGHTANDSERIOUSLYREPEATEDINORDERTOSOLVETHERESULTSOFTHEQUESTIONSSHOULDHAVECERTAINADVANTAGESINENRICHINGSTUDENTSEMOTIONSANDSTUDENTSCONGNITIVESTRUCTUREINTHECLASSROOMCOMMUNICATION,STUDENTSMAYHAVEDIFFERENTANSWERSASLONGASTHEYCANBEJUSTIFIEDANDTEACHERSCANNOTGIVETHESOCALLED“STANDARDANSWER”BECAUSEITISONEOFTHEGOALSOFTHECURRICULUMTEACHINGTHATSTRESSINGINDIVIDUALPERSONALTRAITSITISALSOTHEBESTEMBODIMENTOFVALUABLETEACHINGTHESECONDISTHATQUESTIONSHOULDBETARGETEDTHESOCALLEDTARGETMEANSTHATPROBLEMSSHOULDBEBASEDONTHEPURPOSEOFTEACHINGANDHAVEACERTAINDIRECTIONINTHECLASSROOM,TEACHERSSHOULDACCORDINGTOTHEDIFFERENTDEGREEOFTHETEACHINGMATERIALSANDDIFFERENTLEVELSOFSTUDENTSDEVELOPMENTTOCHOOSETHEQUESTIONSONEONEHAND,THEQUESTIONSSHOULDBECONDUCTIVETOTHEEXCAVATIONOFTHETEACHINGMATERIALSESSENCE,ONTHEOTHERHANDTHEYSHOULDBEGOODFORTHESOLUTIONOFSTUDENTSPROBLEMSTHEQUESTIONSSHOULDHAVEACERTAINGRADIENTTHISREQUIRESTEACHERSASKQUESTIONSFROMEASYTODIFFICULTANDFROMSHALLOWTODEEP3TOPURSUITREALDISCUSSIONSDISCUSSIONISACOMMONFORMOFTHEEFFECTIVETEACHERSTUDENTINTERACTIONINTHEDAILYENGLISHTEACHINGHOWEVER,THEDISCUSSIONOFTENISAMEREFORMALITYANDASASHOWFORTHECLASSTEACHINGTEACHERSSHOULDEXPLICITTHEPURPOSEOFDISCUSSION,CHOOSETHETOPICSCAREFULLYANDGRASPTHEOPPORTUNITIESSHREWDLYTEACHERSSHOULDGIVESTUDENTSAPLEASUREENVIRONMENTTODISCUSSANDINTHEXXX外国语学院2012届毕业论文16DISCUSSIONGETTHECOLLISIONOFMINDSREALLY323THEENVIRONMENTMETHODSOFINTERACTIONINSENIORHIGHSCHOOLENGLISHTEACHINGTOCREATETHEWARMANDPLEASANTENVIRONMENTINCLASSROOMISGOODFORTEACHERSTUDENTINTERACTION1TEACHERSSHOULDCHANGETHEIRROLESTOACHIEVEEQUALITYBETWEENTEACHERSANDSTUDENTSTEACHERSNEEDTRYTHEIRBESTTOCREATEAPLEASANTENVIRONMENTOFTEACHINGANDLEARNINGINCLASSTEACHERSONCECONTROLSTUDENTSWITHTHEIRINTELLECTUALAUTHORITYANDIGNORESTUDENTSWISOM,THEHUMANDIGNITYOFSTUDENTSANDTHESTUDENTSCREATIVITYTHISMAKESTUDENTSLOSETHEIRCONSCIOUSNESSANDBECOMEACYLINDERONLYMOUNTEDKNOWLEDGETODAY,THETEACHERSARETHELEADERSFORSTUDENTSSTUDYTHEYSHOULDEQUALLYTREATEVERYONEFROMPOSITIONANDSOULSOTHATSTUDENTSCANOPENTHEIRCLOSEDHEARTANDELIMINATETHEPSYCHOLOGICALFEAROFTHEIRTEACHERSBECAUSETHEPSYCHOLOGICALDISTANCEBETWEENTEACHERSANDSTUDENTSISGETTINGCLOSER,THEINTERACTIONBETWEENTEACHERSANDSTUDENTSDOESNOTEXITOBSTACLESTEACHERSANDSTUDENTSBECOMEALEARNINGCOMMUNITYANDTHETEACHINGANDLEARNINGENVIRONMENTFEELSMOREWARMANDPLEASANTTHEEFFECTIVEINTERACTIONBETWEENTEACHERSANDSTUDENTSINCREASESTHESTUDENTSENTHUSIASMANDCREATIVITY2TODISTRIBUTETHECLASSROOMREASONABLYWHETHERTHECLASSROOMLAYOUTISREASONABLEORNOT,HASAGREATINFLUENCEONTEACHERSTUDENTINTERACTIONTHECLASSROOMARRANGEMENT,TEMPERATURE,COLORANDLIGHTINGINTHECLASSROOMHAVEGREATEFFECTSONTHETEACHERSTUDENTINTERACTIONTHEYWILLCAUSETHEDIFFERENTPHYSICALFEELINGSINTEACHERSANDSTUDENTSANDMAKESTHEMPRODUCEDIFFERENTEMOTIONSANDFEELINGSSOITWILLAFFECTTHETEACHERSTOCARRYOUTTHEIRTEACHINGACTIVITIESASWELLASTHECLASSROOMPSYCHOLOGICALATMOSPHERE324ACCORDINGTHESTUDENTSINDIVIDUALDIFFERENCESXXX外国语学院2012届毕业论文17THISMETHODREQUIRESTEACHERSMAKEFULLATTENTIONTOEACHSTUDENTINTHEONEHAND,TEACHERSSHOULDGIVESTUDENTSDIFFERENTOPPORTUNITIESFORINTERACTIONACCORDINGTOTHEIROWNPREFERENCEANDSTUDENTSACHIEVEMENTSINGENERAL,TEACHERSLIKETHOSEWHOAREOBEDIENTANDGOODATLEARNINGANDTHESESTUDENTSAREMOREWILLINGTOACTIVELYPARTICIPATEINTEACHERSTUDENTINTERACTIONINCLASSSOTHEYHAVEMOREOPPORTUNITIESFORINTERACTIONWITHTHEIRTEACHERSHOWEVER,STUDENTSWITHLOWERSCORELACKOFCONFIDENCEANDTHEYAREAFRAIDOFBEINGLAUGHEDATBYCLASSMATESBECAUSEOFTHEERRORSINTHEINTERACTIONWITHTHEIRTEACHERSTHEYAREOFTENUNKNOWNINTHECLASSROOMANDSILENTTEACHERSSHOULDGIVEFULLATTENTIONTOTHESESTUDENTSANDHELPTHEMANALYZETHEREASONSWHYTHEIRRESULTSARELOWANDHELPTHEMBUILDSELFCONFIDENCEINTHECLASSTEACHERSSHOULDGIVETHEMMOREOPPORTUNITIESFORINTERACTIONONETHEOTHERHAND,TEACHERSSHOULDPAYMUCHMOREATTENTIONTOEACHSTUDENTSINDIVIDUALDIFFERENCESANDFAMILYBACKGROUNDFAMILYBACKGROUNDHASRECESSIVEIMPACTONINTERACTIVEBEHAVIORTEACHERSSHOULDIMPROVETHESTUDENTSBEHAVIORWHOAREFROMPOORFAMILYBACKGROUNDANDGIVETHEMMOREOPPORTUNITIESINTHEINTERACTIONINTHECLASSTEACHERSHELPTHEMPROMOTETHEIRAWARENESSOFINTERACTIONTHESTUDENTSINDIVIDUALDIFFERENCESARETHEINDIVIDUALFACTORSFORAFFECTINGSTUDENTSINTERACTIONBECAUSEATTHESAMETIMEDIFFERENTSTUDENTSHAVEDIFFERENTCHARACTERISTICSTEACHERSSHOULDPAYPARTICULARATTENTIONTOTHOSEWHOAREINTROVERTEDANDHAVEPOORCOMMUNICATIONWITHOTHERSTEACHERSCANTEACHTHEMTHEMETHODSANDTECHNIQUESTOCOMMUNICATEWITHOTHERS,SOTHATTHEYAPPRECIATETHEJOYINAWARMANDPLEASANTCLASSROOMTEACHERSTUDENTINTERACTIONIWOULDLIKETOGIVEANEXAMPLEABOUTTHEREADINGCLASSINORDERTOINTRODUCETHEINTERACTIONMETHODSEXACTLYTHETITLEISLIFEINTHEFUTURESTEPONEWARMINGUPTHETEACHERFIRSTPRESENTSSTUDENTSTHEENGLISHPOEMTHROUGHTHEMULTIMEDIALIFELIFECANBEGOODXXX外国语学院2012届毕业论文18LIFECANBEBADLIFEISWHATYOUMAKEITSOTRYTOMAKEITBEAUTIFULTIHOPETOHEARYOUROWNVOICESSOTRYTOREADITALOUDABOUTTHREEMINUTESLATERTLADIESANDGENTLEMEN,THISISASHOWTIME,WHODLIKETORE