初中英语课堂互动教学的探索.doc

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1、初中英语课堂互动教学的探索The Exploration of the Interactive English Teaching in the Junior Middle SchoolsAbstractThe traditional English teaching lays more emphasis on English knowledge rather than practical ability, on grammar rather than communication, on writing rather than oral English. So it is hard to fos

2、ter the students enthusiasm, initiative and creativity. On the basis of analyzing those defects of the traditional English teaching, this thesis advocates a new model for English teaching and leaning, namely, the Interactive English Teaching. The Interactive English Teaching emphasizes application r

3、ather than usage, advocates demonstration rather than monotonous grammar or vocabulary exercise, launches activity or appoints task rather than assigning dull homework, and underlines communication rather than instruction. Compared with the traditional English teaching, the Interactive English Teach

4、ing has a series of advantages. In addition, at present, most Chinese students begin to learn English systematically from the junior middle schools. Therefore, this thesis lays more emphasis on elaborating measures of carrying out the Interactive English Teaching in the classroom of the junior middl

5、e schools, such as creating favorable physical environment and harmonious socio-psychological atmosphere, qualifying the teacher for the Interactive English Teaching, and developing the students active, autonomous, and collaborative attitude and so on.Key Wordsthe Interactive English Teaching; the j

6、unior middle schools; psychological atmosphere; collaborative attitude摘要传统的英语教学重知识轻能力；重语法轻交际；重书面能力轻口头表达。因此，很难培养学生的学习热情，积极性和创造性。本文正是在分析了传统英语教学的这些弊端的基础上，倡导实行一种新的英语教学方式，即：“互动英语教学”。互动英语教学强调运用而不是用法；注重演练而不是单调的语法练习；开展活动或指派任务而不是布置乏味的家庭作业；强调交流而不是单纯的讲授。相对传统英语教学，互动英语教学有一系列的优势，加之目前国内学生大多是从初中开始较为系统地学习英语知识，因此本文重在

7、阐述实施初中英语课堂互动教学的具体措施：创建有利的物理环境；营造和谐的社会心理氛围；培养合格的教师；培养学生积极、自主、合作的学习态度等。关键词英语互动教学; 初中; 心理氛围; 合作态度 IntroductionIt is urgent to reform curriculum and teaching methodology because the present education cannot meet the need of society. One of the major tasks is to restructure the classroom, which calls for

8、 reconsideration of pedagogy according to the new thoughts and conceptions of curriculum reform, and the teacher must alter his or her former improper points of view about teaching and establish new proper teaching philosophies. And more importantly, the classroom teaching is required to change a lo

9、t, which has a close relation to concrete classroom circumstances and the teachers teaching behaviors as well as the students learning behaviors. On the basis of what has been mentioned above, this thesis aims at exploring how to effectively carry out the Interactive English Teaching in the classroo

10、m of the junior middle schools through analyzing the factors which have a great impact on its implementation, in order to find out a way which can really realize quality-oriented education. I. The Importance of Carrying Out the Interactive English TeachingNowadays, attributing to the world multipola

11、rization, economic globalization, education internationalization, the inkling of information times, and entrance into WTO and booming development of advanced science and technology, it is urgent to drive ahead quality-oriented education, which is the main rhythm of Chinese basic education reform and

12、 development in the twenty-first century.A. The Traditional English Teaching and Its DefectsWhen talking about pedagogy, two stories are usually be recalled, namely, once upon a time a donkey was crossing a river with a bag of salt on its back, and when it arrived at the bank of the river, it slippe

13、d into the river by accident. At this moment, the salt on its back was dissolving and became lighter and lighter, when the donkey stood up it felt relaxed and happy for gaining such experience. Therefore, the following time when it crossed the river with a bag of cotton on its back, it recalled its

14、last experience, so it slipped intentionally, but this time it did not fell relaxed but lost its life for the cotton absorbed a great deal of water and became heavier and heavier, and finally the donkey was drowned. Another goes like this, long long ago there was a man who sold hat, and everyday he

15、tried his best to sell his hats. One day he peddled exhaustedly, so when he passed along a big tree, he decided to have a rest under the tree. Thus, he put his hats beside him and dozed. But after several minutes he woke up, he found all his hats disappeared. To his surprise, there were many monkeys

16、 on the tree and each monkey with a hat on its head. The man was anxious for he would not support his family if he lost these hats. Suddenly, a good idea came into his mind that monkey likes to imitate, so he tried to lift his left hand, and all these monkeys raised their left paws, too. Then he cla

17、pped, and all the monkeys followed suit. The man felt excited, thus he discarded his hats on the ground, and so did the monkeys. Then the man picked up all hats and went home happily. When he got home, he told his son and grandson about his peculiar experience. As time went on his grandson inherited

18、 his family property. One day when his grandson was on his way of selling hats, he also napped under a big tree and all hats were taken away by monkeys, too, but he wasnt worried for he remembered what his grandpa had told him. Thus, he raised his left hand, as expected the monkeys raised their left

19、 paws, and then he clapped, so did the monkeys. After that, he thought his grandfathers way was really effective, so he discarded his hats on the ground, but to his disappointment, this time these monkeys did not followed suit but stared at him. He felt puzzled, but suddenly the king of these monkey

20、s turned up and picked up the hat. It patted his head heavily and spoke out a line:“You must be joking! Do you think only you have grandpa?”Why was the donkey drowned? And why could not the grandson take back his hats like his grandfather? Everyone can recognize the crucial reason for that is that t

21、hey did not deal with the experience properly, they just used experience mechanically and did not remodel their old experience. It is clear that in the changing world, usually the successful experience of past directly causes present failure. That reminds people of Chinese traditional teaching metho

22、d, which has many malpractices or defects. Especially, the traditional English teaching attracts more attention, which is teacher-centered, and the students just receive knowledge passively. It lacks various skillful and focal methods, which was given a vivid name“cramming”. So it is hard to muster

23、the students enthusiasm, initiative and creativity, also hard to attract the students interest. Meanwhile, it lays more emphasis on knowledge, grammar, and literacy than ability, communication and drill of spoken English. That causes the learners lacking capacity of using language and communication

24、in real life, and educates persons with high marks but low ability. B. The Interactive English Teaching and Its ImportanceIt is true that the future society will be the society of talent competition. In the light of domestic present educational situation, it turns to be more and more significant and

25、 urgent to change education concept and teaching methodology, to learn and comprehend new teaching concept, and to educate people adapting themselves to the changing world with innovation and practical ability. So this thesis advocates a new model for English teaching and learning, namely, the Inter

26、active English Teaching which emphasizes the value of collaborative learning, classroom-group-centeredness, autonomy and shared decision-making in the classroom.The thought of the Interactive Teaching originates from sociological interactive theory. Dialogues and communications continuously occur be

27、tween individuals, and society. And human communication takes place through meaningful activities, which distinguishes itself from inhuman self-consciousness(Zheng Jinzhou, 12). Social-pedagogic interactive theory underlines human interaction and individual activities in the school. In the English a

28、s a second language (ESL) literature, theorists present a variety of approaches, strategies, and techniques for the ESL participants. Underlying these approaches are theoretical assumptions concerning the nature of language and perspectives on how second languages are most effectively taught and suc

29、cessfully learned. However, little research has been conducted concerning the assumptions and beliefs about language learning and instruction that ESL teachers hold and how these inform their decision-making. These have necessarily identified two major perspectives in language teaching. The first vi

30、ew is that learning should be contextualized in a wider society in which the students responsibility and co-operation during learning can be seen as expressing and enabling participation as a citizen in democratic processes, and learning should be located in social and cultural action wherein what i

31、s learned and how it is learned are collaboratively shaped. The other view is that learning as emancipation, in contrast to conventional education may be socially divisive and requires compliance to the hegemony of a dominating minority(Littlejohn, 19). The motivation for study in this area has come

32、 from many sources but a strong element in this is desire to create forms of classroom interaction which give voices to the students in the management of their learning. Through making explicit the typically hidden views of the students, the teacher intends to arrive at more effective, efficient and

33、 democratic models of classroom work. On this base, Interactive English Teaching came into being.Since the Interactive English Teaching emphasizes application rather than usage, advocates demonstration rather than monotonous grammar or vocabulary exercise, launches activity or appoints task or allot

34、s assignment rather than assigning dull homework, and underlines communication rather than instruction, therefore, the implementation of the Interactive English Teaching is invaluably significant.II. The Advantages of Implementation of the Interactive English TeachingCompared with the Traditional En

35、glish Teaching, the Interactive English Teaching has a series of advantages .Those advantages are list as follows:A. A Means for Responsible Membership of the Classroom CommunityAs a number of feminist and post-modernist thinkers in education have argued, the present social and political conditions

36、signal an urgent need for classroom pedagogies that enable learners to uncover the relationship of knowledge to power and vested interests(Breen, M.P., 2002). In this sense, learning a language may be seen as a means of access to greater personal adaptability and influence. It has the potential to p

37、rovide the students with cultural and intellectual resources and, thereby, the practical means and strategies to seek further knowledge and to challenge structures in society that operate in an oppressive way. In this way, collaboration and democracy between the teacher and the learners and among th

38、e learners in the Interactive English Teaching entails learners capabilities to participate in a responsible and self-empowering manner in the world beyond the classroom and, crucially, as a member of a new speech community and culture.B. Activating the Social and Cultural Resources of the Classroom

39、 GroupThe knowledge is constructed in a classroom, because it evolves through a collective process-through the texts, the classroom discourse and the social practice of the group which is greater than any single individual could create, including the teacher. As a group, the teacher and the learners

40、 work towards new understandings, what is learned, investigated and shaped through a shared process, which become knowledge that is diversified, dynamic and open to new possibilities. In this way, the Interactive English Teaching enables exploration and trying out of alternative interpretations as w

41、ell as uses of the new language and alternative ways of working. The latter can provide opportunities for the individual to extend a repertoire of learning strategies in addition to discovering and refining ways of learning in a group that may have life-long relevance. Therefore, the Interactive Eng

42、lish Teaching contributes towards extricating language learning from the more commonly constrained and relatively predictable discourse of the classroom. It can anticipate and provide the foundations for the students participation through the new language in other discourse contexts beyond the class

43、room.C. Enabling Learners to Exercise Their Active Agency in LearningMuch of the research on language classrooms reveals that many learners are placed in a responsive and seemingly passive role. In such circumstances, learners are positioned like children who may seek to conform to a teachers expect

44、ations and may even underachieve in order to do this(Nunan,D.,2002). This passive conformity can be misinterpreted by the teacher as a lack of sufficient background knowledge, an unformed learning agenda or a lack of capacity to participate in decision-making. However, all learners bring prior knowl

45、edge and capability to learning and further understanding sought on the basis of what is already known and not merely given. Whereas Interactive English Teaching provides a context in which opportunities exist for learners to articulate and, thereby, refine their prior understandings, purposes and i

46、ntentions as reference points for new learning.D. Informing and Extending a Teachers Pedagogic StrategiesIn the Interactive English Teaching, the teacher has the opportunity to act as a role model for active learning. He or she can welcome the learners alternative interpretations and proposals as eq

47、ual but also identify them as open to the groups judgment, selection and agreement. The teacher can encourage the learners own gradual explicitness and greater precision in the identification of preferred learning purposes, content, ways of working and ways of evaluating outcomes so that such prefer

48、ences become available for everyone as reference points and alternatives for action. Moreover, the Interactive English Teaching also has the potential to free up the teacher to rely on the learning group to help in a methodical way in creating a specific and ongoing language curriculum as an enrichi

49、ng teaching-learning experience.III. The Implementation of the Interactive English Teaching in the Classroom of the Junior Middle SchoolsOwing to the fact that at present, most Chinese students begin to learn English systematically from the junior middle schools, thus this section lays more emphasis on elaborating measures of carrying out the Interactive English Teaching in the classroom of the junior middle schools.A. Creating Favora