Interactive Approach in Teaching English

1、interactive approach in teaching english互动式教学法在英语教学中的应用摘 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。在英语教学中运用互动教学法，使学生在教学活动中从单纯接受者的角色转变为学习过程的主体，从“要我学”到“我要学”，从接受式学习改变为发现学习、探究学习，激发学生的创新观念和创新欲望，提升学生的创新兴趣，培养学生

2、产生新认识、新思想和创新事物的创新能力，有助于学生英语综合素质的培养。本文主要介绍了互动教学法的背景和理论依据，互动教学法在英语教学课堂的具体运用以及互动教学法的模式。希望本文的研究能对英语教学的研究起到一定的借鉴作用。关键词：互动教学、角色转变、理念、模式。abstract interactive teaching means teaching in a certain context, the identity of the main teaching participants to follow certain rules, norms - the rules, norms that t

3、he participants mutually acceptable, recognized and reached a common consent, consensus and universality, 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 crea

4、te a dynamic learning atmosphere. interaction in teaching english teaching so that students in 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 insp

5、ire innovative ideas and innovation of students desire to enhance students interested in innovation, training students to generate new knowledge, new ideas and innovations ability to innovate, contribute to the overall quality of english language training. this paper describes the background of the

6、interactive teaching methods and theoretical basis, interactive classroom teaching in the specific use of english language teaching and interactive teaching model. hoped that this paper will study the teaching of english play a reference role.keywords: interactive teaching、changing role、philosophy、m

7、ode.目录摘 要 abstract 1the background 42interactive teaching the theoretical basis 52.1social constructivism 52.2 the theory of communicative approach 21 62.3 second language acquisition theory 62.4 the theory of self-development 63 making a variety of practical application of teaching methods7 3.1 war

8、m-up topic 73.2 the teacher-student interaction style questions 73.3 panel discussion with each other, the group exchange 74 effects of interactive teaching classroom assessment given to diversity. 95give summary of the advantages of interactive teaching 106 first, the classroom teaching process 116

9、.1 stimulating 126.1.1. novelty interest law cited 126.1.2 competition excitation method 136.2. create scenarios 136.3. inspiration 14conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 bibliography.

10、. . . . . . . . . . . . . . . . . . . . . . . . . . . . .26interactive approach in teaching english1 the background respecting for the student body is a fundamental characteristic of quality education, which focus on the development of human potential and the integrity of the formation of human pers

11、onality. both the cooperation spirit and collaboration skills are not only an integral part of quality education, but also are one important part of innovative education. teaching in the classroom between teachers and students create a democracy, cooperation, interaction between teaching and relaxed

12、 teaching environment which improve the efficiency of classroom teaching effective way. the traditional teaching model, which is under the influence of the examination-oriented education, is simply as the input (input) - output (output) events. teachers impart knowledge and students have to learn kn

13、owledge passively. the interaction between teachers and students is only limited in a question and answer, the teacher is both leader and speech, the students just as supporters or background, or even bystanders. some teaching between the students is negative factors or non-constructive and destruct

14、ive elements. evaluation criteria for teaching people not to see student participation and the acquisition of knowledge and mastery of the process, but rather to see whether the teachers put it brilliant, that teachers self-expression is excellent. this single teaching mode ignored is regarded as in

15、dividuals, because teachers and students are in different states. teaching a variety of needs and potential, ignoring the activities of the body are a common group in the classroom, and teaching students appear multilateral, multi- layer interaction, ignoring the students are learning the subject, t

16、he subject is self-development, greatly hinder the overall quality of students across the board. at the same time, the current competition in primary and secondary education has a strong color. students as the school is a competitive place, which everyone wants to excel. this education is a competit

17、ive education, a persons success is built on the basis of the failure of others. in such a learning environment, students develop a kind of twisted sense of competition and self-serving behavior, lack of awareness of cooperation, lack of communication with others and the basic skills to form a singl

18、e competition. therefore, interactive teaching model has practical significance.on the one hand, the dominant position of students can be established between the exchanges and cooperation, both teaching and learning between teachers and students; can also promote healthy competition among students t

19、o form a good psychological quality of students. 2 interactive teaching the theoretical basis new curriculum standards national advocacy experience, practice, participation, cooperation and exchange of learning and task-based teaching approach, the ability of autonomous learning, for their life-long

20、 learning and development to lay a good foundation. interactive approach is reflected to this request, it is a two-way communication between teachers and teaching methods. with the traditional teacher-centered teaching method different from the injection, it requires students to actively participate

21、 in practice and creativity. students are the main body of the teaching process, teachers are t the process of managers, facilitator, consultant , consultants and participant . the teacher provide the development of the teaching process, the relationship between teachers and students guidance - in r

22、elationship. there is awareness between teachers and students of information and emotional information exchange. so interaction, teaching is always in changing, which carry out multi-center interaction. interactive theory of teaching embodies the following characteristics: 2.1 social constructivism

23、mainly based on social constructivist theory of vygotsky-based, which knowledge is as a social construct. interactive teaching is based on vygotskys theory of psychological development and development of a dynamic mediation model of teaching. it emphasizes the significance of intermediaries in the t

24、eaching of teachers sharing teaching activities through the social interactions that occur, not only the development of the guiding role of teachers, but also teachers and students development. with interactive teaching, teachers do not simply transfer to students the meaning of the text, and replac

25、e them with social interaction through the intermediate students to learn. this intermediary role needs teachers in addition to the performance for the purpose of simulation and demonstration of something. we can find the better performance in the teacher-student interaction, which should be in stud

26、ents way of thinking, problem-solving strategies such as analysis, this kind of support can be given to students, the interaction of teaching, and ultimately help students to develop his own inherent self-agency system, making it self-evident learners with insight and independence of the readers. 2.

27、2 the theory of communicative approach 21communicative approach (the communicative app roach) produced in the early 20th century, and its founder was a british linguist wilkins (d a wilkins). communicative teaching language learning advocates from function to form, from ideas to express. the core id

28、ea of is to train students in communication skills, which students use language in real life ability. the main idea in foreign language teaching is regarded as a manifestation of great importance to the use of language, breaking the traditional teaching of the limitations of grammar teaching. langua

29、ge throughout the curriculum design, curriculum, teaching materials and methods of selection and teaching all aspects of the process. 2.3 second language acquisition theory krashen (1982) in second language acquisition theory, and students master the language must be comprehensible input, if the inp

30、ut of individual students beyond the current modest level of acquisition to occur naturally. he also believed that language acquisition is through the acquisition rather than “learning.” learning is a conscious through teaching the language to learn: the acquisition refers to the language through th

31、e communication system access to the unconscious master the language. actually master the language in communicative activities are mostly the result of the use of language, not simply training in language skills and learning the results of language knowledge. to acquire language must pass the change

32、 of interaction, it can enter into intelligibility, comprehensible input is also beneficial to language acquisition. long (1983) suggested that language must be conversational interaction to acquisition, language acquisition is not the lack of wit of the variability of interaction (modified interact

33、ion).2.4 the theory of self-development eric dixons self-development theory, human development by the social culture, social life and teaching of various aspects, he considers education as promote human development, human development and the promotion of education. education in the process of self-

34、get creatives inspiration. like the development of markov theory, teaching is not just access to knowledge, which is more importantly in the development of students. therefore, the interactive approach to the development of students as a final destination, as a starting point of students, student-en

35、d is the essence of this study. end to the above, constitute the interactive teaching the meaning and the foundation. 3 making a variety of practical application of teaching methods 3.1 warm-up topic in a student-centered interactive teaching, the teacher in advance of next weeks theme of english cl

36、asses, students after class to gather relevant information on this theme and upload the network. in class, teachers must first audio-visual and leads to the theme, and then organize the students according to their own data collected in the group discussions and class discussions, make a report, or d

37、ebate; after-school students will discuss the contents of the written summary or students on a topic to write a articles meet certain genre of english articles. for example, learning a text, students collect data on how westerners celebrate christmas, what is the information window shopping, etc., a

38、nd then let the students display their collection of pictures and write materials or through the pieces in the class. meanwhile, the teachers give a timely according to the evaluation of student performance. 3.2 the teacher-student interaction style questions after a few minutes before class in the

39、warm-up topic, you can explain the content of this unit up. teacher asked students to receive reading words, read the text. in the texts of presentations, the key and difficult are explained the main by teachers, for example: “does everyone enjoy the happiness of christmas?” “what is the meaning of

40、the phrase?” “express their points of view”.3.3 panel discussion with each other, the group exchange group discussion can be 4 to 6 people through the establishment of the heterogeneous group, and give full guarantee on time, prompting students to learn from each other in activities, learn from each

41、 other. the sampler such as learning a text, the teacher who co-operation sub-group analysis of the text, the article listed in the syllabus so that students are given the theme of each effect, see what kind of writing with the practices, rhetoric, and the resulting effect. teachers can visit or par

42、ticipate in a panel discussion, informed and targeted guidance. group discussion to arrive at more complete answers, represented by the group described their views, the class exchange. speech, such as errors or omissions may be corrected or the other members of the group added. if in doubt, other gr

43、oups can be questioned and further discussions. in exchange, they can take a collective way of performing group reported the results of the discussion. teachers in the teaching process should guide students to the content of the text to express their opinions, the same time, teachers can be based on

44、 oral expression of students found that students learn grammar, the important phrase to grasp the situation. exchanges can be set following form: 1 group international seminar: teachers designated by the several groups to discuss the more mature statement, reported the groups understanding of the te

45、xt, the introduction of this group can not solve the difficult problems; and then by other groups and teachers to evaluate, supplement, or questioned, or to debate, or to give answers and correct; finally summarized by the teachers. for example: unit2 lesson6- no smoking, please! teachers say to chi

46、ldren: cigarette production should be forbidden in the law. pros and cons of two groups collect data after school hours, a panel discussion will be organized into debate draft, so as to develop the students capacity for critical thought. 2. group international peer review: a partner among the teams

47、to complete learning tasks, including the preview or review the results, the effect of job is completed, the quality of the job is completed, you can read the text, the group between the questions and answers, to check understanding of text. for example: unit13 lesson50 abraham lincoln lesson, a gro

48、up asks some question, why did the american people love abraham lincoln so much? constantly sum up the other group added, and reached a consensus: abraham lincoln is hard working, studious, intelligent, full of sense of justice, in americans fighting for the freedom and happiness of life of all mank

49、ind to learn from. students not only exercise the mind, but also by the ideological and moral education. 3. group of international competition: a group of teachers raised the issue, or listen to a recording or after the group answer in order to answer. when a team member to answer wrong or incomplet

50、e, the other members of the same group can do to correct or supplement, as well as by other groups to make correct or supplement. for example: sefc 2a unit8 lesson31 first aid lesson, the teacher asks questions: what should you do if you find a person hurt in a car accident? competition in the form

51、of small groups of students to speak their minds, to see which team completed the most rapidly and more rational point of view. exercise not only language skills, and master the basic first aid knowledge. exchanges in the group, the teacher exchanges in advance of the group form of organization, act

52、ivities, planning procedures and arrangements; to seize the opportunity to make the contents key, difficult and critical questions to guide the group around the center, focus, grasp the key to carry out discussion and exchange, and commented on a timely manner; must firmly grasp the time, the effici

53、ency of the activities of all aspects of timely regulation and control, group exchanges efficient and orderly manner. 4 effects of interactive teaching classroom assessment given to diversity.in the group of exchanges, the teacher evaluation criteria according to certain interaction between the vari

54、ous groups to make a comprehensive, objective and accurate evaluation, recognition of good performance of the group, pointed out that the activities of the problems, and to the discussions and exchange of knowledge summed, check the objectives achieved. can be used to repeat the text, cloze or use s

55、cenarios to create dialogue, role play, interviews, and writing stories and other forms. for example, unit19 jobs after school, can ms. king, mr. pattis and the different perspective of the doctor to repeat the text, you can also mr. king & doctor, mr. pattis & nurse and mr. pattis & ms. king betwee

56、n talk series of different dialogue; and unit18 lesson69-70 the lost necklace after school, the way role-playing can be used to consolidate the text, the use of the technology can also ask students to write a story in the form of the space of thinking: mathilde know the truth mad; jeanne returned al

57、l the money, mathilde one from leading a rich life; mathilde finally realized that their own vanity compromised himself, suddenly wake up; also have the students continue to write the two descendants of mathilde and jeanne married the story, full of creativity. after the interview or simulated earthquake, survivors interviewed experts on the current environmental pollution, loss of farmland views an