摘要
人类社会从工业社会向信息社会转变的同时,教育的观念也在经历着从被动学习到主动学习的转变,从单一的教学模式向多样的教学模式转变。所有的教学模式都应该是为了提高学生的学习能力而服务的。联合国教科文组织在《学会生存》一书中指出：“未来的文盲不再是不识字的人,而是没有学会怎样学习的人。”激导互动式的教学模式可以帮助学生形成合作的学习方式,会使学生养成良好的学习习惯和形成积极有效的学习策略,并对其他学科和其他的学习活动产生正迁移,学生将得到持续发展。
本研究的对象是长沙外国语学校高二年级的96名学生。实验前,笔者在高倩(2010)的《中学英语课堂调查问卷》的基础上,针对我校学生的情况稍作修改后进行了问卷调查,发现了在我校学生英语课堂促进学生英语学习的能力的实际效果并不是很好。在40周的实验期间,在对长沙外国语学校高二学生的英语学习状况进行分析的基础上,笔者以自己所教班级为实验组,以梁琪老师所教班级为控制组,(前测表明两组学生的英语学习水平相当；老师的教学经验和教学能力也基本相当)进行为期一年的实验。实验组接受新的教学模式和学习模式的训练,而控制组则使用传统的方法。实验分别对前测和后测中学生英语考试得分情况进行分析,分别计算出平均分,从而得出两点结论：
1.激导互动式的教学模式能对高中学生的英语学习能力起到正面的、积极的影响。
2.激导互动式的教学模式能对高中学生的听、说、读、写都有积极的作用。
笔者希望本研究能为高中英语教师培养学生的英语学习能力提供一种可行的参考。由于时间和被试的人数的限制,本实验存在一些局限性,如：该实验对于不同区域的学生产生的效果差异性的研究还远远不够,从而未能真正做到因材施教；此教学模式是否对其他学科的学习也能有所帮助,从而促进学生的发展,等等。
With the society changing from industrial society to informational society, our teaching methods are also experiencing the changing from passive learning to active learning, from single teaching method to multiple methods. Actually, all the teaching methods should be served for improving students'learning abilities. As the UNESCO puts it in "Learn to live", the future illiterates are not the ones who can't read, but those who haven't learnt how to learn. The Stimulating-Guiding-Interactive teaching mode can help the students form good learning habits and learn active and effective learning strategies. It can also help students in other fields of study, from which they will benefit a lot.
Ninety-six students from Senior Grade Two of Changsha Foreign Language School participated in the study. Before the experiment, the author investigated the subjects with the questionnaire revised from Gaoqian's (2010), discovering that the efficiency of class teaching was rather low.
During the 40-week experiment, the experiment group taught by the author received Stimulating-Guiding-Interactive teaching mode, while the controlled group, a paralleled class taught by Ms. Liangqi, applied traditional teaching methods. The author analyses the data from the pre-test and post-test, and draws the conclusion as follows:
1)Stimulating-Guiding-Interactive teaching mode plays a positive role in students'English learning abilities.
2)Stimulating-Guiding-Interactive teaching mode has a positive influence on students'listening, speaking, reading, and writing.
The author hopes the study can provide an efficient approach to English Teaching for senior school teachers.
Due to the small size of subjects and limited time, the study has some limitations. Scientific data of the experiment should be collected among the students in different areas and different measures should be explored to instruct the students at different levels. A follow-up test should be held to observe the further effect, including the interference to other skills and other subjects, and then promote their life-long learning skills.
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