摘要
随着我国社会和经济的快速发展,英语学习变得尤为重要。如何提高学生的英语能力是英语教师一直思考的问题。传统英语课堂教学方式主要以教师授课为中心,学生在课堂上是被动的接受者,学生的实际参与能力受到限制。所以,要改变现有的教学现状,要求以学生为中心,教师为指导的教学模式就产生了。课堂互动教学模式的应用依赖于课堂练习和课堂活动。互动教学模式可以帮助我们达到学习目标。本文研究的问题是:在帮助学生掌握学习材料方面,互动教学比传统教学是否略有优势?互动教学比传统教学是否更有可能提高学生英语的综合水平?互动教学是否能激发学生学习兴趣以及增强学生的自信心?
基于这一目的,作者回顾了互动交际及课堂互动的基本概念,介绍了国内外互动模式的相关研究,回顾了互动教学法,分析了我国中职英语课堂教学模式的现状及存在的问题。在课堂互动理论的基础上,本教学实验以山东省济南卫生学校两个班级的90名学生为受试对象,并将其随机分为控制班和实验班两组。在精读英语课程的学习中,控制班在传统的教学环境下进行学习,而实验班则在互动式教学环境下进行学习。除此以外,两个班的课程设置,教材使用,学习水平和现状都是一样的。作者对实验班和控制班先后进行了两次测试,用以检测两个班在实验前后英语综合成绩有无明显区别,并以此了解课堂互动是否能帮助学生更好理解教材以及互动教学是否能提高学生英语水平。实验前,为了了解学生的英语学习水平和现状,作者设计了问卷调查,结果表明学生对英语学习兴趣及课堂参与性不高,学生有运用互动教学进行学习的意愿。因此,作者主要采取以下步骤:导入新课;呈现教学信息;语言练习;语言输出;教学指导与错误纠正。试验后,两个班英语综合成绩有明显区别,并且论文作者通过对实验班学生进行访谈,发现互动教学能增强学生对英语学习的兴趣,提高学生的自信心。并且互动教学受到了学生的欢迎和认可。
本实验以问卷调查,教学实验,访谈等为工具,经过SPSS14.0统计软件对实验数据进行分析。
实验结果表明实验班的学生愿意运用互动教学模式进行学习;课堂互动能帮助学生更好理解教材并能提高学生英语水平;互动教学能增强学生对英语学习的兴趣,提高学生的自信心;互动教学模式受到了学生的欢迎和认可。
虽然实验取得了一定的效果,但还有其局限性。作者希望本研究能够给中等职业学校的英语教学提供一些帮助。
Nowadays, English has become more and more important in China. How to improve students’English abilities is a problem existing among teachers. In the traditional teaching mode, English language teaching is teacher-centered, and the students are passive receivers of language knowledge. They have fewer opportunities to practice language skills. So the student-centered, teacher-led classroom teaching is formed. The application of the interaction model to English teaching lays stress on classroom practice and activities. The interaction approach helps teachers to achieve the goal. This study intends to find answers to the following research questions: Can interaction develop learners’ability to grasp the teaching materials better? Can interactive teaching improve the students’English? Can interactive teaching stimulate the students’interest and strengthen their confidence in English learning?
With this intention, this thesis reviews the basic concepts of interaction and classroom interaction, introduces the research on classroom interaction abroad and in China, reviews the research on the interactive teaching approach, and addresses the current situation and the problems. Then, based on the theory related classroom interaction, it elaborates a teaching experiment carried out in Jinan Health School of Shandong Province, where 90 first-grade students from two intact classes were involved. The author randomly divided them into Control Class and Experimental Class. For the intensive course, the control class was exposed to the traditional teaching method, while the experimental class was exposed to the interactive teaching approach. Besides, the treatments for the two classes are the same, such as the courses, the learning materials, the English level, and their opinions on current situation. In order to examine whether there is significant difference between the two classes before and after the experiment, and whether interaction can develop learners’ability to grasp the teaching materials better, and whether interactive teaching improves the students’English level, two tests were conducted before and after the experiment respectively. In order to know the students’attitude towards interactive teaching, the author designed a questionnaire at the beginning of the semester, the results of which revealed that their interests to English were low and they lacked the desire to interact with others, and the students had a desire to learn English in an interactive way. An interactive teaching experiment took the following stages: lead in, presentation, language practice, output, instruction and error correction. It shows that there is significant difference between the two classes after the experiment, and the author conducted an interview to the students in the experimental class, which shows that interactive teaching can stimulate the students’interest and strengthen their confidence in English learning, and the interactive approach is welcomed and is accepted by the students.
The instruments for the research involve questionnaires, language tests and an interview. What’s more, the data obtained from the questionnaires and language tests were analyzed by SPSS14.0.
The results of the research indicate that the students in the experimental class have a desire to learn English in an interactive way; Interaction can develop learners’ability to grasp the teaching materials better; Interactive teaching can improve the students’English; Interactive teaching can stimulate the students’interest and strengthen their confidence in English learning; The interactive approach is welcomed and accepted by the students.
The study of classroom interaction in English teaching in Secondary Vocational School is still at its initial stage. The author hopes this study can provide some guidance for English teaching in Secondary Vocational School.
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