英語(yǔ)專(zhuān)業(yè)畢業(yè)論文The Application of Interactive Approach in Senior High School Oral English Teaching

1、編號(hào)江南大學(xué)本科生畢業(yè)設(shè)計(jì)（論文）題目：The Application of Interactive Approach in Senior High School Oral English Teaching 太湖 學(xué)院 英語(yǔ) 專(zhuān)業(yè)學(xué) 號(hào) 0831332 學(xué)生姓名 胡星曄 指導(dǎo)教師 王筱娟 (講師) 二一二年六月摘 要互動(dòng)式教學(xué)意指在一定的教學(xué)情境中，教學(xué)參與者以主體的身份遵循一定的規(guī)則、規(guī)范這些規(guī)則、規(guī)范是參與者雙方共同接受、共同認(rèn)可而達(dá)成的同意、一致和普遍性，進(jìn)行的教學(xué)領(lǐng)域中的物質(zhì)的、精神的交換和傳導(dǎo)的活動(dòng)?；?dòng)式教學(xué)法強(qiáng)調(diào)以“學(xué)生為中心”，師生互動(dòng)能為學(xué)生創(chuàng)造一個(gè)輕松活躍的學(xué)習(xí)氛圍?；?dòng)式

2、教學(xué)是教學(xué)工作藝術(shù)性的一種體現(xiàn)，自20世紀(jì)50年代，許多心理學(xué)派從不同角度對(duì)自主學(xué)習(xí)作過(guò)一些理論探討。90年代以來(lái)，國(guó)外許多學(xué)者對(duì)自主學(xué)習(xí)作了更為廣泛和深入的研究，尤其在自主學(xué)習(xí)的實(shí)質(zhì)，機(jī)制，自主學(xué)習(xí)能力等基本問(wèn)題上都取得了不少進(jìn)展。常見(jiàn)的互動(dòng)教學(xué)方法有講課法，案例法，討論法，角色扮演法和練習(xí)法等。如今如何在教學(xué)實(shí)踐中提高學(xué)生自主學(xué)習(xí)的能力，促進(jìn)課堂教學(xué)質(zhì)量的提高已成為許多師生共同關(guān)心的問(wèn)題。這篇論文旨在從英語(yǔ)課堂學(xué)科角度圍繞互動(dòng)式教學(xué)法的理論與口語(yǔ)教學(xué)特點(diǎn)來(lái)探索如何通過(guò)師生互動(dòng)的方法使學(xué)生喜愛(ài)英語(yǔ)，最終達(dá)到能夠自主學(xué)習(xí)英語(yǔ)，成為具有終身語(yǔ)言學(xué)習(xí)能力的人。關(guān)鍵詞：互動(dòng)式教學(xué)；口語(yǔ)教學(xué)；自主學(xué)習(xí)

3、 Abstract Interactive Teaching means teaching in a certain context, the identity of the main teaching participants to follow certain rules, It means the participants（teachers and students）follow certain rules and norms under certain teaching situation to achieve the material and spiritual that they

4、both accept, acknowlege and agree on communication in the teaching field. Interactive teaching methods emphasize “student-centered”, teacher-student interaction helps to create a dynamic learning atmosphere. The Interactive Teaching approach is an artistic performance in teaching activities. Since 1

5、950s, many psychologists have done several theoretical researches for active learning from different perspectives. Since 1980s, some researchers make a lot of achievements in the essence of active learning capabilities. The main methods of interactive teaching approach are as follows: teaching metho

6、d，sampling，discussion，role-play and practice. How to improve the students' active learning abilities in teaching activities and promote the teaching efficiency has become the main issue which is considered by many teachers and students nowadays. This essay aims to study the theory of interactive

7、 teaching approach and the features of oral English teaching from the subjective teaching perspectives to stimulate the students to love English by interactive activities between teachers and the students. Therefore, the students can learn English actively and become the persons who have the linguis

8、tic capability for the whole life.Keywords: Interactive Teaching Approach; Oral English Teaching; active learning; interactive activities between teachers and studentsContentsCHAPTER 1 INTRODUCTION1CHAPTER 2 INTERACTIVE TEACHING APPROACH22.1 Definiton and Elements22.2 The Differences between Interac

9、tive and Duck-Stuffing teaching3CHAPTER 3 ORAL ENGLISH TEACHING43.1 Features of oral English Teaching43.2 Factors for oral English teaching 43.3 Strategies for oral English teaching.5 CHAPTER 4 MODES OF INTERACTIVE ENGLISH TEACHING APPROACH64.1 Principles of Interactive English Teaching Approach64.2

10、 Modes of Interactive English Teaching Approach94.3Possible practice of Interactive English Teaching Approach11CHAPTER 5 CONCLUSION12REFERENCES14ACKNOWLEDGEMENTS15Chapter1 IntroductionThe education task features powerful scientific and artistic characteristics. Teaching should be scientific because

11、in its process many educational and psychological theories are employed. Therefore, many practical experiences can be concluded and developed into systematic theories. The artistic features lie in the fact that education task is the task that serves students, who are the main objects. Teachers shoul

12、d not only pass on knowledge, but also put emphasis on the students' absorption of knowledge. However, in different educational circumstances, teachers may be confronted with students with different characteristics. Meanwhile, there are obvious differences in the contents of the course. Therefor

13、e, there doesn't exist standard teaching models and methods, which calls for creative and flexible teaching methods.Since 1950s, many psychologists have done theoretical researches on active learning from different perspectives, especially in some issues like the essence of active learning abili

14、ties, many achievements have been made. Our nation starts later in the research on the active learning .However, with the implement of the policy of dispositional education, the research on the active learning has blossomed rapidly. Therefore, how to enhance students active learning capabilities in

15、the teaching practices and to improve the teaching quality has become a hot issue teachers and students concern.According to the theory of Rochester,“students should be put in the main position between teaching and learning, all the teaching procedures should be focused on the students”. Hence, the

16、main task of classroom teaching is to activate the studentslearning activities and encourage them to transfer their“passive learning” to “active learning”.Interactive Teaching means teaching in a certain context, the identity of the main teaching participants to follow certain rules, norms-the rules

17、, norms that the participants mutually acceptable, recognized and reached a common consent, consensus and universality, the field of teaching the material, mental, exchange and transfer activities. Interactive teaching methods emphasize “student-centered” teacher-student interaction can be easy for

18、students to create a dynamic learning atmosphere. Interaction in teaching English teaching so that students in the teaching role from mere recipients into the main body of the learning process, from the “want me to learn” to “ I want to learn,” learning to accept change from discovery learning, inqu

19、iry learning and inspire innovative ideas and innovation of students desire to enhance students interested in innovation, training students to generate new knowledge, new ideas and innovations ability to innovate, contribute to the overall quality of English language training. As a nation which is b

20、lossoming everyday, Chinas education is being seriously valued. Therefore, the research on the interactive teaching approach would always be of great significance. This thesis begins with a general review of interactive approach and oral English teaching, focusing on the basic principles and accepte

21、d modes of the interactive approach and features of oral English teaching. It explores the practical interaction between teacher and students in the classroom teaching of oral English, which throws light on the feasibility of improving classroom teaching effectiveness and empower students ability to

22、 learn English on their own.Chapter 2 Interactive Teaching Approach The Interactive Teaching Approach emphasizes that students should be put into the main position during the teaching procedures, which is a bilateral communicative method. The main features of the Interactive Teaching Approach is to

23、use various kinds of organized teaching methods and stick to the “student-centred” priciple in order to encourage the students to learn English actively.2.1 DefinitionThe Interactive Teaching Approach means giving lessons by active participation and bilateral communicative methods between teachers a

24、nd the students in order to stimulate the students' learning capabilities and promote the teaching effectiveness. In the process of English Language teaching, when teachers adapt different methods, procedures, and teaching skills in various angles, students interest and potentials will be greatl

25、y stimulated and aroused, which will definitely improve the efficiency of teaching.Taking students as subjects is one of the beliefs in the Interactive Approach teaching style, it emphasizes that the students are the masters of study in the classroom. Rochester's learning theories explain that s

26、tudents should be put in the main position in the teaching between teaching and learning. All the teaching activities should be focused on the students' learning. During the teaching activities, the relationship between the teachers and the students should be equal and democratic, which is like

27、a kind of relationship between assistant and the masters of learning. Teachers and the students should shoulder the learning responsibility together. Meanwhile, the relationship between teachers and the students should be harmonious. Teachers are guides who design a class and lead the students to st

28、udying, meanwhile, students are roles of being enlightened. The teaching target is to teach students how to learn instead of passing on knowledge. In the teaching process, much more attention should be paid to the students' self-learning ability, while teacher's guidance is supplementary. St

29、udents should be encouraged to participate in the teaching and learning activities under the assist of teachers. The classroom activities of interactive approach aim to urge teachers have the conception that “students are the masters in learning”.There are roughly two major features of interactive t

30、eaching approach：using various kinds of organized teaching methods and sticking to the “student-centred” principle. Both features are to reach the goal of creating relaxing，happy and harmonious class atmosphere. Only in the casual academic atmosphere can the students take an active part in the class

31、room activities. Moreover, the teacher's role produces essential changes. To a certain extent, teachers are not the centre of teaching activities. Instead, they are the organizer, negotiator, supporter in the teaching activities. Thus the atmosphere of “one-way(teacher-to-student) teaching is av

32、oided and the students ' participation and creativity are fully inspired.The interactive approach calls for teachers combining their emotions and views with those of the students together in the teaching activities, in which case a temporary unity is gradually formed in class so that an air

33、 of equality and harmony can be achieved. In such a relaxing, harmonious, and friendly environment, teachers guide students to set a feasible learning objective and encourage the students to participate in the teaching activities. Under such circumstances, students can gain the knowledge and show th

34、eir personalities during the teaching procedures. It can not only improve the teaching efficiency, but also can let the students show their inner capabilities and personalities at the same time. The students can obtain the continuous inner motive power to get rid of the mistaken concepts of “fo

35、rcing me to learn ”.Therefore, the passive learning can transfer to active learning, and the concepts of “have learned” would transfer to “can learn”.Classroom teaching is the main position of the interactive approach between teachers and students. In the teaching procedures, teachers have to m

36、aintain the harmonious and equal relationship with students. Therefore, two elements of applying interactive teaching approach should be remembered: motive element and coginitive element. From the aspect of motive elements, teachers and students should show respect to each other in terms of personal

37、ity and learn from each other. The coginitive elements aim to give students more chances to conduct self learning in order to give them more room to think.2.2 Differences between Interactive and Duck-Stuffing Teaching The interactive teaching approach requests that teaching activities should be carr

38、ied out through mutual communication of both sides（teachers and students）so that the inner learning capability of the students' will be motivated, and the classroom teaching efficiency will be improved. The interactive teaching approach has intrinsic differences from the traditional duck-stuffin

39、g teaching approach, as can be shown in the following table. ApproachItemDuck-StuffingInteractiveCommunicationone-waymutualAcceptancepassiveactiveParticipationnoyesAtmospheretediouslivelyLearning InterestGenerally lowGenerally highTeachers' PassionVery lowVery highAchievementsGenerally lowGenera

40、lly highEfficiencyGenerally lowGenerally high The table above shows obvious differences between Duck-Stuffing and Interactive Teaching Approach in various respects. It is evident that the classroom teaching atmosphere is generally more lively by interactive communication between teachers and student

41、s when both sides show more enthusiasm in teaching and learning. Not surprisingly, students under the interactive teaching approach achieves a lot more. Moreover, the teaching efficiency is apparently higher under the interactive teaching approach. Hence ,we can hold the opinion that Interactive tea

42、ching approach is more effective than the traditional Duck-Stuffing teaching approach.Chapter3 Oral English Teaching Oral English Teaching is to give students more opportunities for practising oral English of real life and exchange ideas. However, Oral English teaching is different from the speech i

43、n everyday life, which requires students to do more forword-thinking . Usually the methods of Oral English Teaching are Photographic competition, Role-play and Pictures. 3.1 Features of Oral English TeachingThe ultimate goal of language teaching is to cultivate students ability to communicate inform

44、ation and exchange ideas. Speaking is the major skill that the students will be judged upon most in real-life situations. It is an important part of everyday interaction , and most often the first impression of a person is based on his or her ability to speak fluently and comprehensibly. Therefore,

45、the teacher's responsibility is to prepare students to speak in English as much as possible both in the real world and in the testing room.One aspect of producing spoken language is the time-constraint. The students must be able to produce unplanned utterances in life, otherwise people will not

46、have the patience to listen to them. One of the characteristics of speech in everyday life is that speech is spontaneous. That is, in most situations, people do not plan ahead of time what they are going to say. Only in most formal situations, for example, when a person has been asked to give a spee

47、ch, would people plan and organize their speech. The fact that speech is spontaneous means that it is full of repetitions, incomplete sentences, and short phrases. Bygate(1987:8) points out that teachers may be requiring their students to do more forward-thinking and planning than native speakers do

48、 in real life!According to Bypate(1987),there are four common features of spoken language:l Using less complex syntax;l Taking short cuts, e.g. incomplete sentences;l Using fixed conventional phrases/chunks;l Using devices such as hesitation device to give time to think before speaking. 3.2 Factors

49、for oral English teachingOral English teaching follows three main factors. Firstly, oral activities provide the chances for practising. Students gain the opportunities for practising oral English of real life in a safe environment. Secondly, students can complete the speaking task with the language

50、knowledge they have learned. In this way, both teacher and students can be aware of the success as well as the problems in English speaking. Finally, the more linguistic elements accumulated in the students'brain，the greater awareness the students will have to use these elements.Therefore, stude

51、nts will become the spontaneous language users gradually,which means they can use words and phrases instinctly. Well-planned oral English teaching activities can be very arratcive to students. When students are highly motivated to try to participate in the activities, teachers may find it easier to

52、organise and carry out the activities. With teachers supportative and useful reflection,students can gain a lot of achievements from it.3.3 Oral English Teaching Methods Oral English Teaching needs to find strategies. Usually the most important consideration of the strategies is the language profici

53、ency level of the students. Therefore, Photographic competition(upper intermediate to advanced)，Role-play（intermediate to upper intermediate），Pictures（almost any level）are often used in the communicative speaking activities. The photographic competition provides many useful vocabularies and phrases

54、for the discussion of the students. Meanwhile, it also provides amounts of linguistic examples for the students.When students activate all linguistic knowledge they have learned to discuss a certain topic, their purpose is to express some choices or design some activities rather than to speak Englis

55、h alone.Thus, in the following learning activities,teachers can use these linguistic examples to find the mistakes the students have made and help them speak English properly.The method of Role-play allows the students to participate in the realistic situational model and role-play activities. The s

56、tudents have been granted the special roles. They are told who they are and what kind of ideas they have on an issue. They have to speak and act from new perspectives. On one hand, they obtain a chance for practice in real life to see how they have dealt with linguistic pressure in such a situation.

57、 On the other hand,they hide themselves behind the roles they have played to express English more freely.Pictures are invaluable in speaking activities. Appropriate pictures provide cues, prompts, situations and non-verbal aid for communication. Students from elementary level to advanced level can a

58、ll benefit from using pictures in speaking activities. There are many different information-gap activities that can be designed around pictures. One common type is to use two pictures which look identical to teach other at first glance, but actually have several differences. One student gets one picture and a second student gets the other picture. Their task is to discover all the differences between the two pictures without looking at each other's pictures. In this way,they must describe the pictures in detail. The language used for such a task can be somewhat controlled by th