初中英语课堂互动教学的探索
【网学提醒】：本文主要为网上学习者提供初中英语课堂互动教学的探索，希望对需要初中英语课堂互动教学的探索网友有所帮助，学习一下吧!
资料包括： 论文(23页6364字)
说明：
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
Abstract
The 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 foster 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 rather 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 Teaching 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 middle 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 Words
the Interactive English Teaching; the junior middle schools; psychological atmosphere; collaborative attitude
Introduction
It 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 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 lot, which has a close relation to concrete classroom circumstances and the teacher’s 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 classroom 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.
目录：
AbstractI
Key WordsI
摘要II
关键词II
Introduction1
I. The Importance of Carrying Out the Interactive English Teaching2
A. The Traditional English Teaching and Its Defects2
B. The Interactive English Teaching and Its Importance3
II. The Advantages of Implementation of the Interactive English Teaching5
A. A Means to Foster Responsible Membership of the Classroom Community5
B. Activating the Social and Cultural Resources of the Classroom Group5
C. Enabling Learners to Exercise Their Active Agency in Learning6
D. Helping to Form and Extend a Teacher’s Pedagogic Strategies6
III. The Implementation of the Interactive English Teaching in the Classroom of the Junior Middle Schools7
A. Creating Favorable Physical Environment7
B. Creating Harmonious Socio-psychological Atmosphere9
C. Qualifying the Teacher for the Interactive English Teaching11
D. Developing the Students’ Active, Autonomous, and Collaborative Attitude14
Conclusion16
Acknowledgements17
Bibliography18
参考文献：
Donald Freeman and Jack C, Richards. Teacher Learning in Language[M]. ShangHai: ShangHai Foreign Language Education Press, 2002.
Gardner, D. and Miller, L. Establishing Self-Access-From Theory to Practice [J]. ShangHai: ShangHai Foreign Language Education Press, 2002.
Michael P, Breen and Andrew Littlejohn. Classroom Decision—Making[M]. ShangHai: ShangHai Foreign Language Education Press, 2002.
Nunan, D. Research Methods in Language Learning [M]. ShangHai: ShangHai Foreign Language Education Press, 2002.
T. Hedge. Teaching and Learning in the Language Classroom [M]. ShangHai: ShangHai Foreign Language Education Press, 2002.
Wang Qiang. A Course in English Language Teaching[M]. Peking: Higher Education Press, 2006.5.
XiaJimei. Foreign Language Course Design Modern Theory and Practice [M]. ShangHai: ShangHai Foreign Language Education Press, 2003.
胡东芳. 教育新思维[M]. 广西：广西师范大学出版社,2003.
李镇西. 教育有道[M]. 福州：福建教育出版社，2005, (4).
莫忌华. 反思中国教育[M]. 上海：上海三联书店，2006.
彭钢，蔡守龙. 新课程教学现场与教学细节[M]. 北京:教育科学出版社, 2004,(6).
孙军业. 案例教学[M]. 天津: 天津教育出版社, 2004.
杨支柱. 自由从摇篮开始[M]. 上海：上海三联书店，2003, (8).
袁卫星. 教育有梦[M]. 福州：福建教育出版社，2005, (4).
[15] 赵建伟. 教育病—对当代中国教育的拷问[M]. 北京: 中国社会出版社, 2003.
[16] 郑金洲. 互动教学[M]. 福州：福建教育出版社，2005.
作者点评：
初中英语课堂互动教学的探索
While most of the approaches and techniques in interaction analysis have been employed in investigations of first language use, these techniques and procedures are beginning to be used by second language researchers. In China, the Interactive English Teaching is just on its way and still has a long way to go. In contrast with the traditional English teaching, there lie a lot of advantages in the Interactive English Teaching. For instance, the Interactive English Teaching is a means to foster responsible membership of the classroom community; it can activate the social and cultural resources of the classroom group and enable learners to exercise their agency in learning and help to form and extend a teacher’s pedagogic strategies. Therefore, it is expected that with the measures put forward in this paper, 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, the Interactive English Teaching can be widely adopted in the classroom of the junior middle schools.
资料包括： 论文(23页6364字)
说明：
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
Abstract
The 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 foster 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 rather 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 Teaching 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 middle 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 Words
the Interactive English Teaching; the junior middle schools; psychological atmosphere; collaborative attitude
Introduction
It 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 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 lot, which has a close relation to concrete classroom circumstances and the teacher’s 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 classroom 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.
目录：
AbstractI
Key WordsI
摘要II
关键词II
Introduction1
I. The Importance of Carrying Out the Interactive English Teaching2
A. The Traditional English Teaching and Its Defects2
B. The Interactive English Teaching and Its Importance3
II. The Advantages of Implementation of the Interactive English Teaching5
A. A Means to Foster Responsible Membership of the Classroom Community5
B. Activating the Social and Cultural Resources of the Classroom Group5
C. Enabling Learners to Exercise Their Active Agency in Learning6
D. Helping to Form and Extend a Teacher’s Pedagogic Strategies6
III. The Implementation of the Interactive English Teaching in the Classroom of the Junior Middle Schools7
A. Creating Favorable Physical Environment7
B. Creating Harmonious Socio-psychological Atmosphere9
C. Qualifying the Teacher for the Interactive English Teaching11
D. Developing the Students’ Active, Autonomous, and Collaborative Attitude14
Conclusion16
Acknowledgements17
Bibliography18
参考文献：
Donald Freeman and Jack C, Richards. Teacher Learning in Language[M]. ShangHai: ShangHai Foreign Language Education Press, 2002.
Gardner, D. and Miller, L. Establishing Self-Access-From Theory to Practice [J]. ShangHai: ShangHai Foreign Language Education Press, 2002.
Michael P, Breen and Andrew Littlejohn. Classroom Decision—Making[M]. ShangHai: ShangHai Foreign Language Education Press, 2002.
Nunan, D. Research Methods in Language Learning [M]. ShangHai: ShangHai Foreign Language Education Press, 2002.
T. Hedge. Teaching and Learning in the Language Classroom [M]. ShangHai: ShangHai Foreign Language Education Press, 2002.
Wang Qiang. A Course in English Language Teaching[M]. Peking: Higher Education Press, 2006.5.
XiaJimei. Foreign Language Course Design Modern Theory and Practice [M]. ShangHai: ShangHai Foreign Language Education Press, 2003.
胡东芳. 教育新思维[M]. 广西：广西师范大学出版社,2003.
李镇西. 教育有道[M]. 福州：福建教育出版社，2005, (4).
莫忌华. 反思中国教育[M]. 上海：上海三联书店，2006.
彭钢，蔡守龙. 新课程教学现场与教学细节[M]. 北京:教育科学出版社, 2004,(6).
孙军业. 案例教学[M]. 天津: 天津教育出版社, 2004.
杨支柱. 自由从摇篮开始[M]. 上海：上海三联书店，2003, (8).
袁卫星. 教育有梦[M]. 福州：福建教育出版社，2005, (4).
[15] 赵建伟. 教育病—对当代中国教育的拷问[M]. 北京: 中国社会出版社, 2003.
[16] 郑金洲. 互动教学[M]. 福州：福建教育出版社，2005.
作者点评：
初中英语课堂互动教学的探索
While most of the approaches and techniques in interaction analysis have been employed in investigations of first language use, these techniques and procedures are beginning to be used by second language researchers. In China, the Interactive English Teaching is just on its way and still has a long way to go. In contrast with the traditional English teaching, there lie a lot of advantages in the Interactive English Teaching. For instance, the Interactive English Teaching is a means to foster responsible membership of the classroom community; it can activate the social and cultural resources of the classroom group and enable learners to exercise their agency in learning and help to form and extend a teacher’s pedagogic strategies. Therefore, it is expected that with the measures put forward in this paper, 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, the Interactive English Teaching can be widely adopted in the classroom of the junior middle schools.