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初中英语课堂互动教学模式的应用研究

  • 发布日期:2018-10-11
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本文是一篇硕士英语教学论文,英语教学是一个循序渐进的过程,无论是对于英语是或者不是第一语言的人来说,英语学习在全球化快速发展的今天都是至关重要的。(以上内容来自百度百科)今天为大家推荐一篇硕士英语教学论文,供大家参考。
 
Chapter One Introduction
 
1.1 Background of the research
Junior English plays an important role in the development of life.Forlearning,students should not only master the basic knowledge of language, the abilityof listening, speaking, reading and writing, but also the higher education of highschool, university, etc. Education continues to develop and make good languagereserves. However, the traditional English classroom teaching mode in middle schoolslargely neglects the cultivation of students' comprehensive ability to use English andthe exertion of students' subjectivity. Students rarely have the opportunity to showthemselves and express themselves. In this case, junior high school students who arein puberty become more and more passive, listless, and even bored. Drop out ofschool. Therefore, it is imperative to explore the reform of English teaching mode injunior high school.The interactive teaching mode of junior high school English follows the principleof student-oriented and teacher-led. This teaching method enhances the interactionbetween teachers and students, students and students, fully mobilize the enthusiasm ofboth teachers and students, enlivens the atmosphere of classroom teaching, andprovides more opportunities for students to participate in classroom activities. It reallyreflects the main position of the students, cultivates the students' ability to uselanguage comprehensively, and develops the students' independent learning abilityand the spirit of cooperation and innovation.
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1.2 Research objectives
With the deepening of the new curriculum reform in Xinreng and theimplementation of the new curriculum standards, English teachers in junior highschool are gradually changing their educational and teaching concepts, paying moreand more attention to the research and application of modern teaching methods andmeans. And got some effect. As a result, students' ability of listening, speaking,reading and writing, especially the ability of listening and speaking, has been greatlyimproved. The author thinks that it is necessary to explore and understand theinteractive teaching mode in the classroom teaching of elementary education so as tobetter apply it to the teaching practice of education.With the process of global economic integration, the economic, political andcultural exchanges and cooperation between countries are getting closer and closer.English, the Esperanto, has built a bridge of communication for the people of allcountries. English education has attracted more and more attention in our country.And English education in junior high school. It lays a good foundation for children'sadvanced English education. However, in the traditional classroom in our country,teachers occupy the main position, impart a large amount of grammar knowledge, paytoo much attention to the training of problem-solving ability, and lack the cultivationof students' pragmatic communicative competence. At the same time, Englishteaching in our country basically belongs to the large class teaching, a class has about35-50 students, the classroom time is tight, the student quantity is many. How tocultivate students' Comprehensive Application. The ability of English, for students tocreate more opportunities for language practice, has become a major problem forEnglish teachers.
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Chapter Two Literature Review
 
Interactive teaching approach appeared in the 1970’s, then more and moreresearchers and educators joined in the research of it. In recent years, both in Chinaand abroad, interactive teaching has become a hot issue in the field of linguistics.Many linguists and researchers have begun to focus on the study of interactiveteaching model, they claimed that the development of language teaching neededinteractive teaching model and it is the most effective way to develop the students’language acquisition ability. In order to enable students to positively concentrate onEnglish learning and improve students’ communicative competence, they have done alarge amount of work and gained great achievements in the research of interactiveteaching model. In this section, we will get to know some empirical studies related tointeractive teaching model in China and abroad.
 
2.1 Studies on Interactive Teaching Model Abroad
Many linguistic experts suggest that the aim of foreign language teaching is tohelp students to obtain the skills of using the foreign language to communicate withothers fluently and express themselves freely, or only to meet the needs ofcommunication in daily life. Therefore, the experts draw a conclusion that theultimate goal of learning is not to master the rules of language teaching, but to makestudents take part in the classroom activities and create an active environment ofinteraction. In a word, classroom interaction and students’ participation are moreimportant than lecturing. Rivers, Wilga (Rivers, Wilga 1987) is one of the supporters,he thinks that teachers should create an effective environment and provide studentswith enough opportunities to use the language in interactive language teaching.During the teaching process, students’ learning should play as the leading part, ratherthan teachers’ teaching.
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2.2 Studies on Interactive Teaching Model in China
In China, the traditional teaching method which is teacher-centered andgrammar-based is still in the leading position in English teaching. For decades,English teaching is dominated by the traditional method and controlled by teacherswho always just explain the dull language structures. So students have to be busy withlistening to their teachers and taking notes, and they have little chance to cooperateand communicate with each other, finally they are not good at communicating withpeople in English. With the development of China, the disadvantage of traditionalteaching method has been realized by more and more educators and researchers. Thenin the 1980s, some researches of foreign language interaction have gradually emerged,but the interactive research is still at the early stage.Liao Minhui (Liao Minhui 2012) carried out an empirical study of interactiveteaching method for a semester, so as to find out the influence of interactive teachingmodel on students’ English study, communicative ability and English level on thebasis of some interactive teaching theories. The research subjects were 65 studentsmajoring in marketing management of the first grade from two parallel classes atJiujiang University; one class was treated as the experimental class and exposed tointeractive teaching model, while the other class was seen as the controlled class bytraditional teaching model. During the study, the author adopted English proficiencytests, questionnaires, an interview and some other instruments to collect the researchdata, and then analyzed the data by software SPSS. The results indicate thatinteractive teaching model has a positive effect on student’s English study, canimprove their communicative competence and English level in the universities. Theauthor also put forward some strategies to help the further application of interactiveteaching model in English class of the universities.
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Chapter Three Theoretical Basis ........15
3.1 Three Hypothesis .........15
3.1.2 Input Hypothesis..............17
3.1.3 Output Hypothesis ...........18
3.1.4 Interaction Hypothesis.....18
Chapter Four Research Methodology................19
4.1 Research Methodology.............19
4.2 Research Questions......19
4.3 Resesrch Disign.........20
4.4 Instruments......20
Chapter Five Data analysis and discussion........23
5.1 Data collection and analysis of questionnaires...............23
5.2 Data collection and analysis of tests......27
5.3 Discussion.....34
 
Chapter Five Data analysis and discussion
 
In this chapter, the purpose of the first questionnaire is to show the currentlearning situation, and the second questionnaire is to study whether the attitudes ofstudents have changed. The prediction scores showed whether the level of Englishwas similar between the controlled class and the experimental class. The score afterthe exam clearly shows whether the students in the experimental class have moreprogress than the control classes. All data collected and formed are based on authenticteaching processes and teaching content.
 
5.1 Data collection and questionnaire analysis
In this study, two experimental and control classes were surveyed.Conduct two sets of surveys. They are used by many researchers, so thereliability and effectiveness of the questionnaires can be guaranteed. The firstquestionnaire (appendix I) had 12 questions, which were allocated to two classesbefore the experiment, and Q1,Q2,Q3 aimed to find out the students ' learning aboutEnglish, Q4 to Q12 to find students ' interest in learning English. Compared with thefirst questionnaire, the second questionnaire (appendix II) includes 9 questions otherthan Q1,Q2,Q3. The 12 questions on the left cover a category: Q4 to Q12 aims to findstudents ' interest in learning English.
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Conclusion
 
This paper describes the application and importance of interactive teachingmethods in English teaching. It also shows how teachers improve student proficiencyor interest in learning English. Most teachers pay more attention to impart knowledge,such as language point, ignore the culture of learning skills. Based on theseweaknesses and problems, the author tries to use an effective and appropriate teachingmethods, is an interactive teaching method.This chapter consists of three parts. The main results of the first part of the studystated. The second part is about the limitations of the study. The third part providessome suggestions for further research.Promote students' subjective participation behavior and bring students'initiative into play. The interactive teaching mode in junior middle school Englishclassroom provides students with more participation in teaching activities. And theopportunity to express themselves, Thus promoting the student's main bodyparticipation behavior. In addition, it is precisely because of the above mentionedenhancement of students' subjective consciousness and interest in participation, it isonly because of the increase of students' interest in participation that they make itpossible to learn. The main body participation behavior of students has beenguaranteed. At the same time, through the active participation of students, students'subjective initiative has also been given full play.
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References (abbreviated)