英语论文 Chapter I Introduction.docx

英语论文 Chapter I Introduction.docx

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英语论文ChapterIIntroduction

摘要

近年来，随着新的“高中国家课程标准”的颁布，高中英语课程对教材的改革和实施也有了新的要求。

由此，新的英语教育教学理念也逐渐渗透到广大英语教师的心中。

高中英语教学应从只注重语言知识的教学方式转变为注重学生发展，倡导学生主动参与教学过程，强调教师对学生自主学习能力的培养，让学生学会积极获取新知识。

“互动式”英语教学，是集实践性、个体性和现实性于一体的新教学方法。

其能促使我们教师发现和开发每位学生的潜力和智力，充分调动学生的主观能动性和不断探索研究的求知精神，提高学生的综合英语能力应用水平和学习英语的兴趣。

基于建构主义下的学习理论认为，学习不仅需要主动，也要不断地互动和不断地反思，在该理论的影响下，作为教师应该重视学生在课堂学习中的主体作用，学生的自主学习性非常重要，教师应该给与重视。

笔者通过研究，决定将教学设定在新课标高一英语必修三的一篇课文上，想通过实践，来验证理论的可行性。

本研究在建构主义理论的基础上添加了教学互动这一环节，让学生自己主动构建知识框架来获取知识，这样能多方位地锻炼和提高学生的英语综合应用能力。

关键词：

互动式；建构主义；教学设计

ABSTRACT

Inrecentyears,withthepromulgationofthenew“highschoolnationalcurriculumstandard”,thehighschoolEnglishcurriculumalsohasnewrequirementsforthereformandimplementationofteachingmaterials.Asaresult,thenewconceptofEnglisheducationandteachinghasgraduallypenetratedintotheheartsofEnglishteachers.Englishteachinginseniorhighschoolshouldchangefromonlypayingattentiontolanguageknowledgetopayingattentiontostudents’development,advocatingstudents’activeparticipationinteachingprocess,emphasizingteachers’cultivationofstudents'autonomouslearningability,andmakingstudentslearntoacquirenewknowledgeactively.

“Interactive”Englishteachingisanewteachingmethodintegratingpracticality,individualityandreality.Itcanencourageteacherstodiscoveranddevelopeachstudent’spotentialandintelligence,fullymobilizestudents’subjectiveinitiativeandthespiritofcontinuousexplorationandresearch,andimprovestudents’comprehensiveEnglishabilityandinterestinlearningEnglish.Accordingtothelearningtheorybasedonconstructivism,learningnotonlyneedsinitiative,butalsoneedsconstantinteractionandcontinuousreflection.Undertheinfluenceofthistheory,teachersshouldpayattentiontostudents’mainroleinclassroomlearning,andstudents’independentlearningisveryimportant,soteachersshouldpayattentiontoit.

Throughthestudy,theauthordecidedtosettheteachinginatextoftheEnglishcompulsorythreeofthenewcurriculumstandard,andwantedtoverifythefeasibilityofthetheorythroughpractice.Thisstudyaddsthelinkofteachinginteractiononthebasisofconstructivismtheory,sothatstudentscanactivelyconstructknowledgeframeworktoacquireknowledge,soastoexerciseandimprovestudents'comprehensiveEnglishapplicationabilityinmanyways.

Keywords:

Interaction,Constructivism,Teachingdesign

ChapterIIntroduction

1.1Background

Inrecentyears,withthereformandimplementationofEnglishcurriculumandteachingmaterialsinseniorhighschool,thenewteachingconceptofEnglisheducationhasgraduallypenetratedintotheacceptanceofEnglishteachers.Constructivistlearningtheoryholdsthatteachersonlyneedtobeanorganizerandhelperintheprocessoflearningandplaysomeotherroles,whilestudentsareactiveconstructorsofknowledgemeaningandthemainbodyoflearning.Aprocessofmeaningconstruction,aninteractiveprocess,aprocessofself-diagnosisandreflection.ThenewnationalcurriculumstandardofseniorhighschoolputsforwardnewrequirementsforEnglishteachers.Englishteachinginseniorhighschoolshouldchangefromonlypayingattentiontolanguageknowledgetopayingattentiontothedevelopmentofstudents,emphasizingthecultivationofstudents’autonomouslearningability,andencouragingstudentstostrengthentheiractiveparticipationintheteachingprocess.Theaimistomakestudentsdiligentinpractice,willingtoexploreandactivelyacquirenewknowledge.Onthisbasis,teachersmuststrengthenthecultivationofstudents’personality,autonomyandindependence,andeffectivelyguidestudentstobecomeanindependentlearner.

Inordertoreflecttheteachingadvantagesunderthenewcurriculumstandards,wemustfirststrivetoimprovethestudents’comprehensiveability.Secondly,accordingtotherequirementsofthenewcurriculumstandard,teachingshouldproceedfromthestudents’cognitivelevel,supplementedbystudents’interestinlearningandlifeexperience,advocatestudents’independentlearning,andcultivatestudents’abilityofexplorationandcooperation.Guidedbytheconceptofconstructivismteaching,basedontheinteractivehypothesisputforwardanddevelopedbyMichaelLongetal.,takingtheexistingclassroomteachingmodeandrelatedtheoreticalmethodsasresources,throughthetheoreticalresearchmethodofcombiningdeductionandinduction,ThispaperstudiestheinteractiveteachingofEnglishinseniorhighschool.

1.2PurposeofTopicSelection

ConstructivismmainlyemphasizeshelpinglearnersactivelyconstructtheirownknowledgeinEnglishlearningandsuchformationofknowledgebymeansoftheiroriginalknowledgeandexperience. Undertheguidanceofconstructivistlearningtheory,inordertokeepupwiththeteacher’sideologicalprogress,middleschoolstudentsinseniorhighschoolEnglishclassroomshouldtaketheinitiativetousenewandoldknowledgetoconnectthewholeknowledgechain,whichrequiresteacherstoactivelyplaytheleadingroleofteachersintheteachingprocess,andtobuildateachingmodelthataccordswiththemainroleofstudents.TeachinginteractioninEnglishteachingprocessisalsoparticularlyimportant.Onthisbasis,theauthorgotthethemeafterasuccessionofdiscussionswiththetutor.

1.3SignificanceofTopicSelection

Thesignificanceofthetopicliesinthefactthatitcombines.Asearlyasthe1980s,somescholarsbegantopayattentiontotheshortcomingsandshortcomingsofthe“cramming”curriculumeducation,andsomescholarsbegantoexploreanewwayofclassroomteaching-classroominteraction.Inthiskindofclassroomeducation,weovercomethedisadvantagesofteachers’leadingclassandstudents’watching.Instead,wetakestudentsasthecenteroftheclassroom,andteachersareonlytheleadingroleintheclassroom.constructivismadvocateslearner-centeredlearningundertheguidanceofteacherswhileemphasizinginteractionandcooperationbetweenteachersandstudents.Thatistosay,itplacesstressonnotonlythecognitivesubjectroleoflearners,buttheguidingroleofteacheraswell.Teachersarenottheinculcatorsofknowledgebutthehelperandpromotersofstudentmeaningconstruction.Therefore,undertheguidanceofconstructivismtheory,classroominteractiveteachinghasreformedthetraditionalteacher-centeredteachingmethodinaneffectiveway,whichisanewclassroomteachingmethod,Thisnewteachingmethodhelpsfullyarousestudents’enthusiasmforlearning,encourageindependentlearningandcollaborationamongstudents,makestudentsthemainbodyofteaching,andeffectivelyimprovetheirlearningability.

1.4ApplicationProspect

Undertheguidanceofconstructivistlearningtheory,studentsarethemainbodyofcognitioninEnglishclassroominteractiveteachingenvironment.Teacherscomprehensivelycontrolandcoordinateallkindsoflearningactivitiestohelpstudentsestablishlearningobjectives,provideasmuchrelevantbackgroundinformationaspossibletofulfillhelearningneedsofstudentsatdifferentlevels,andprovidequestionsrelatedtolearningcontentforlearnerstothinkanddiscuss.Teachersandstudentscanmodify,supplementanddiscussdifferentviewsthroughdiscussion,communicationandcooperation,deepenstudents’understandingofproblems,promotethedevelopmentofstudents’advancedcognitiveability（suchassolvingproblemsoranalyzing,synthesizing,evaluatingcomplexproblems）throughcommunicationandcooperationbetweenteachersandstudents,andcultivatetheirspiritofcooperation.Teachersareorganizersandtutorsofteachingactivities,andstudentsandlearningpartnerscanalsodiscussandlearnfromeachotherinteachingactivities.

Let’sdiscusstheuniqueadvantagesofinteractiveEnglishteaching;First,itcangivefullplaytotheenthusiasm,initiativeandcreativityoflearners;Secondly,itcanchangestudents’choiceoflearningmethodsandstrategies,frompassivetoactive,fromone-waytotwo-way,fromautonomytocooperation,cancultivatestudents’personalizedlearningability;Finally,learningevaluationhaschangedfromfocusingonlyonlearningeffectandlearningguidancetofocusingonlearningeffectandlearningability.Alotofreformshavebeencarriedoutintheprocess.Advocatingdiversifiedlearningevaluationisconducivetostudents’personalizedlearning.Underthesecharacteristics,itisparticularlyimportanttostrengthentheinteractionbetweenteachersandstudentsinEnglishteaching,whichcannotonlystimulatestudents’interestinlearning,butalsoenablestudentstotaketheinitiativetoparticipate.Thewholeteachingprocessembodiesthethoughtofconstructivism,whichisstudent-centeredandteachersplaytherolesofprompterandhelperinclassroomactivities.Teachersandstudentscancommunicatewitheachother,promoteandencourageeachother,andbetterplaytheroleofinteraction,soastoachievethebestteachingeffect:

“teachingteacheswhilelearning”.

ChapterIILiteratureReview

Manyexpertsandscholarsathomeandabroadhavedonealotofresearchonconstructivistlearningtheory.InteractiveEnglishteachingemphasizesthecommunicationandinteractionbetweenteachersandstudentsintheclassroom.Byencouragingstudentstotaketheinitiativetoparticipate,studentscanimprovetheirenthusiasmintheclassroomandimprovetheircomprehensiveEnglishability.Inthe1920s,Deweyputforwardthepragmaticteachingmodeof“doingmiddleschool”centeredonchildren.Thebasicproceduresofthemodelare“creatingsituations,identifyingproblems,havingdata,makingassumptions,andtestinghypotheses”.Iteffectivelyc