初中英語課堂的生生互動(dòng)策略研究 教育教學(xué)專業(yè)

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1、目錄 Chapter One 1 INTRODUCTION 1 Chapter Two 4 LITERATURE REVIEW 4 2.1 Existing Studies on Student-student Interaction 4 2.1.1 Characteristics of student-student interaction 4 2.1.2 Classification of student-student interaction 5 2.1.3 Strategies of student-student interaction 6 2.2 Existing

2、 Studies on Middle School English Teaching 8 2.3 Limitations in Existing Studies 9 Chapter Three 10 CURRENT SITUATION OF STUDENT-STUDENT INTERACTION 10 3.1Traditional Teaching Method 10 3.2 Main Issues Caused by Traditional Teaching Methods 11 Chapter Four 13 SOLUTION AND DISCUSSION 13 4.1 F

3、actors in Student-student Interaction 13 4.2 Basic Strategies for Improving Student-student Interaction 14 4.2.1 Interaction strategies on the part of teachers 14 4.2.2 Interaction strategies on the part of students 15 Chapter Five 17 CONCLUSION 17 Chapter One INTRODUCTION With th

4、e development of reform and opening up in China, the relationship between China and other countries over the world is increasingly strengthened. English, as a international language, plays a more and more important role in our daily life (Chen & Xie, 2015). Many schools have put student-student inte

5、raction into practice for a long time, which is a new teaching method to improve the effect of learning English. However, the current situation of student-student interaction is not satisfactory. There is a consensus among all people that middle school English plays an important role as a connecti

6、ng link between primary school English and senior high school English. The stage of middle school becomes very important for students to learn English, because primary school English does not get as much attention. It is influenced by subjective factors of teachers and parents. Teachers and parents

7、are not strict with students’ English learning at primary school level. For this reason, the thesis focuses on the current situation of student-student interaction in middle school English classes. Furthermore, the thesis puts forward some strategies to improve the implementation of student-student

8、interaction, which can improve learning efficiency and quality. The following research questions guide the present study: (1) At present, what are the main problems in student-student interaction of English classes in middle schools? (2) What are the factors affecting student-student interaction?

9、 (3) To improve the effect of student-student interaction in English classes, what are the feasible strategies？ This thesis makes a study of student-student interaction. It not only reveals and analyzes the current situation of student-student interaction in middle school English classes, but also

10、 puts forward some strategies to improve the implementation of student-student interaction. Therefore, this thesis will give some help on English learning at home, especially about the implementation of student-student interaction which will significantly improve the efficiency of English learning i

11、n middle school. The thesis mainly analyzes the traditional methods in the middle school English classes and the series of problems caused by them to explore the current situation of student-student interaction. Some strategies have been put forward in accordance with these issues. This thesis is

12、 divided into five parts. The first part is about the research background and significance of the thesis. The second part is about studies on student-student interaction and middle school English teaching. The third part is an introduction into traditional teaching methods and main issues caused by

13、traditional teaching methods. The fourth part is about factors and strategies of student-student interaction. The last part is the conclusion of the whole thesis.  Chapter Two LITERATURE REVIEW 2.1 Existing Studies on Student-student Interaction According to Webb (2004), from the vie

14、w of teacher, student-student interaction is a kind of teaching style. From the perspective of students, student-student interaction is one kind of learning style. If students’ way of thinking is close to each other, the communication among students will be in harmony. Students will think actively.

15、 Thus, interactions will be strengthened, students will further communicate with each other in thought and supplement on knowledge. Students’ wisdom is enlightened, their inspiration is aroused and they will conduct creative studies (Chen, 2002). In the broad sense, student-student interaction is al

16、l the interactions and mutual influences among students. No matter where this kind of influence happens---between student community and student individuals, inside or outside educational teaching situation, it will cause their psychology and behavior changing to the same direction or opposite direct

17、ions. In the narrow sense, student-student interaction refers to the interaction and mutual influence in communication between student individuals, student individual and community, and student communities under educational situation (Peng, 2012). According to the above point of view, student-stude

18、nt interaction should be defined as that under the guidance of teachers, students interact with each other and the result of this interaction can have certain beneficial influence on both sides. 2.1.1 Characteristics of student-student interaction We all know that student-student interaction (SSI)

19、 is different from the traditional teaching methods, it has its own characteristics. The first characteristic is that student-student interaction is a kind of interaction happens in different group of students, including student individuals, student individual and community, student communities. T

20、he second characteristic is that student-student interaction is a dynamic and reciprocal interactive process. There are some discussion in student-student interaction, but discussion is different from dialogue. “In dialogue, people do not probe into a certain topic, but aim to a truth which to be di

21、scovered. people who take part in the dialogue only want to make clear the problem they faced together” (Xiao, 1999, p. 61). However, discussion is a way of talking about its certain topics. Student-student interaction is a reciprocal and dynamic process where students can communicate with each othe

22、r, exchange their ideas and give a active feedback to each other. The third characteristic is that the effect of student-student interaction is comprehensive. Both sides of communication always hope to satisfy some of their own needs through communicating with each other, improve oneself and develo

23、p oneself. This kind of complementarity and reciprocation of interactive side depends on the differences of communicative subjects. (Zhen, 2005, p. 26). 2.1.2 Classification of student-student interaction Student-student interaction has different types from a different perspective. From the nature

24、, student-student interaction are both positive interaction and negative interaction; from the extent, student-student interaction are both shallow interaction and deep interaction. From the interactive subject, student-student interaction mainly includes the following five types (Sun & Song, 2010,

25、pp. 94-95): First, the interaction between individual students. This kind of interaction usually happens between deskmates. They can communicate with each other and exchange their ideas. They can discuss about teaching content and learning topics in the classroom. Second, the interaction between i

26、ndividual students and study groups. A study group is a learning unit that is designated by the teacher or is composed of voluntary students. This kind of interaction mainly includes all members of a study group. They can learn from each other and promote bilateral friendship in class. Third, the

27、interaction between individual students and the student group. The interaction includes individual students impact on the student group and the student group impacts on individual students in two ways. Individual students can answer questions the teacher raised or express private opinions about some

28、thing, then his opinion can transform into a common understanding of all classmates. The student group has the common values, class discipline and learning style, which can influences on individual students. Fourth, the interaction between study groups. Study groups can compete against each other i

29、n the group’s learning activities and discussion. They can also make a comparison between the original results and the final results. The cooperation is reflected in the fact that study groups can learn from each other and absorb their learning outcomes. Fifth,the interaction between study groups a

30、nd the student group. Study groups report the learning results of the group to all students in accordance with specific content, the group’s attitude and behavior influences all students. At the same time, the student group’s common learning attitude has a impact on study groups. 2.1.3 Strategies o

31、f student-student interaction Dong (2004) put forward that there are two strategies of student-student interaction. The one is students make lectures. The teacher can give 10 minutes to a student in class, who will make a lecture in the first five minutes and other students can ask questions and di

32、scuss topics in the next five minutes. The lecturer can select a topic he is interested in when he prepares a lecture. At the beginning of the lecture, he can introduce the outline and the title of each section of his talk should be written down on the board. In the process of a lecture, other stude

33、nts can make notes appropriately. Following the lecture, the lecturer can ask other classmates about the content of the lecture, and a discussion will be held. The other is that students organize classroom teaching. Classroom teaching organized by students is a kind of teaching method that a few stu

34、dents can play a role of a teacher and they will conduct student-student interaction among other students. Hu and Ye (2013) point out two other strategies of student-student strategies. The first strategy is that students can produce a report before class. The teacher can ask two or three students

35、 to make an English statement on a related topic orally in advance of each class. Each student has five minutes. After a report is completed, other students can ask reporters questions and reporters will answer questions in for a minute or two, then the teacher make a little comment on the report in

36、 the end. The second strategy is role-playing. The teacher can design some real-life scenarios for students according to specific themes. Next, students can play a different role on the basis of their own life experience. It can not only mobilize students’ motivation and subjective initiative, but a

37、lso apply book knowledge to the real life scene. Sun and Song (2012) mentioned the learning evaluation strategies and the establishment of equal,democratic harmony teacher-student relations. They are two strategies of student-student interaction. The learning evaluation strategies is an important p

38、art of classroom teaching activities. There are three types of the learning evaluation strategies, including teacher evaluation, student group evaluation and student individual strategies. Learning evaluation can stimulate learners’ enthusiasm for learning and promote further study. In addition, we

39、should establish equal,democratic harmony teacher-student relations. As we all know that effective operation of student-student interaction bases on the premise of fluent student-teacher interaction, which needs equal,democratic harmony teacher-student relations. This teacher-student relation can c

40、reate a harmonious social psychological atmosphere for student-student interaction in middle English classes. Students will no longer fear authority from the teacher and they are dare to express their own unique views. They can also take part in the classroom teaching process actively, which will pr

41、ovide possibility for students’ self-study. Student-student interaction will get better attention in middle school English classes. 2.2 Existing Studies on Middle School English Teaching At present, many schools and parents put more emphasis on middle school English teaching. Middle school English

42、 teaching has significant implications for children to master English knowledge and develop their English ability. Many English teaching methods have been created in daily English learning and they are generally acclaimed. In general, there are four types of teaching methods (Luo, 2014, p. 152) in m

43、iddle school English classes. (1) The situated teaching. This is one of the important teaching modes. Many schools and teachers focus on the situated teaching, which has achieved a good teaching effect. The situated teaching breaks through the original teaching and forms a totally new teaching meth

44、ods consists of theory, teaching environment and story content. The middle school teachers can innovate situated teaching according to characteristics of English. Meanwhile, students will be completely absorbed in his teaching and listen attentively. (2) Group learning. Group learning can effective

45、ly cultivate students’ sense of cooperation and prompt students to recognize their own strengths and weaknesses. Students can solve problems and improve the learning effect by cooperating with others. A study group usually has four or six persons, including excellent students and poor students. Exce

46、llent students will become leaders and help poor students with their study, which effectively improve the whole level of English learning. (3) The utilization of multimedia. At present, multimedia has been widely used in teaching and this kind of teaching way has produces satisfactory effect. Multi

47、media should be utilized rationally in middle English classes, which can excite atmosphere of classroom and improve English teaching effect. In addition, multimedia can enable students to enhance their understandings of English by watching video and having a conversation. At the same time, multimedi

48、a can also help students to develop the aspect of knowledge and encourage students to learn English on a better platform. 2.3 Limitations in Existing Studies Focus on the topic of student-student interaction, many scholars have researched on many aspects of student-student interaction. For exampl

49、e, they focus on classification and characteristics of student-student interaction. They also analyze factors in student-student interaction. However, there are few materials on strategies of student-student interaction, especially the current situation of student-student interaction at home. Theref

50、ore, the thesis mainly pays more attention to strategies of student-student interaction. In China, student-student interaction is facing many difficulties and challenges because the traditional teaching methods has a profound impact on it in middle school English classes. To solve these problems,

51、some effective strategies are likely to be desperately needed. Therefore, in this article, we focus on strategies of student-student interaction in the middle school by analyzing factors in student-student interaction and a series of issues caused by traditional teaching methods in English classes.

52、 Chapter Three CURRENT SITUATION OF STUDENT-STUDENT INTERACTION 3.1Traditional Teaching Method At home,many schools have used traditional teaching method for a long time. In traditional teaching methods, the teacher becomes the main speaker and students become listeners. Traditional

53、teaching methods overly emphasize the teacher’s dominant position. It focuses on whether the teacher’ s preparing lessons is detailed and careful and his lecture is vivid and enriching or not (Liu, 2012). Traditional methods have the following types: From a non-interactive perspective, the teacher

54、just only teaches students knowledge according to teaching materials in the whole class. The teacher tends to complete the teaching tasks and pays no attention to students’ learning condition. From a interactive perspective, there are two ways: (1) In the condition of a relatively relaxed learning

55、 schedule, the teacher can organize a variety of classroom teaching activities. The teacher will guide students to take part in cooperative learning actively and create a group learning atmosphere (Liu, 2012). (2) The teacher can classify some questions raised by students in the classroom. In class

56、, the teacher will make a explanation for these questions in detail. At the same time, the teacher will ask students to answer the teaching content optionally and resolve their confusion (Liu, 2006). In general, traditional teaching methods pay a close attention to the teacher’s leading role. In cl

57、ass, the teacher just teaches knowledge according to teaching materials and students have few chance to make a positive discussion about teaching content. Traditional teaching methods have a relatively simple from. Although there are some interaction in traditional teaching methods, these interactio

58、n are rarely used in class. At the same time, these interaction are carried out on the premise that the teacher allows students some time to communicate with each other. Thus, the class will be monotonous and lifeless because students lack opportunities to communicate with each other. Furthermore, t

59、heir learning efficiency will continue to decline. 3.2 Main Issues Caused by Traditional Teaching Methods In China, traditional teaching methods have been used in many schools for a long time. There is no doubt that traditional teaching methods have some good aspects. Besides, many school have al

60、so achieved good results. However, they also cause many issues according to their own characteristics. The first issue is that traditional teaching methods neglect students’ dominant position. At home, a class has a large number of students in many middle schools. The teacher is bound to complete t

61、he teaching task within the specified time unless interaction is asked to be used in the English classes. In order to ensure the progress of the teaching, the teacher usually gives up the interaction and directly employs the mode of teacher-dominated teaching. In this case, students only simply acce

62、pt what the teacher is teaching in class without thinking and asking question. The second issue is that some students get relaxed and listen carelessly when they are in class. The teacher can not check how much knowledge students have grasped by asking questions one by one because the number of stu

63、dents is large. Therefore, the teacher is unable to know students’ learning conditions. The third issue is that there are too few practical opportunities for students. Traditional teaching methods focus on students’ academic achievements and neglect the ability of self-study. We all know the impor

64、tance of self-study. However, under the background of traditional teaching methods, students have few opportunities to study independently in middle school English classes . The above three issues are caused by traditional teaching methods. Traditional teaching methods lead the teacher has few chan

65、ces to communicate with students, students also lack opportunists to communicate with each other. Students are accustomed to become listeners rather than thinkers. Traditional teaching methods lead the teacher’s teaching is the center of his own. Therefore, we need increase opportunities of the inte

66、raction in order to solve these three issues. Chapter Four SOLUTION AND DISCUSSION 4.1 Factors in Student-student Interaction Student-student interaction has been employed for a long time in middle school English classes. However, the current situation of student-student interaction is not satisfactory. In fact, there are some influencing factors of student-student interaction, which lead student-student interaction faces many difficulties. Factors of student-student inte