STUDY ON APPLICATIONWord下载.docx

STUDY ON APPLICATIONWord下载.docx

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EnglishteachingIntroduction

【摘要】最终的大学英语教学是培养学生sp交际和应用能力。

在一段颇长的时间，大学英语教学中仍继续使用传统的教学方法。

学生能够使用的语言，在真正的沟通，似乎没有分数，他们所取得的成绩。

目前，大学英语已达到趋势素质教育提供了新的思路，英语课堂教学。

本文提出的问题，在国内大学英语教学的基础上，许多理论和研究。

它澄清的概念，互动，功能和模式的互动。

其中最重要的是应用互动式教学。

【关键词】互动式教学；

课堂教学；

英语教学的导言

Asweknow,theultimateofcollegeEnglishteachingistocultivatestudentspcommunicativeandappliedcompetence.Teachershavealreadypaidmoreattentiontothecultivationofstudentscommunicativeability.ThesyllabusofcollegeEnglishteachingproposesthespecificrequirementinmanyskills,suchaslistening,speaking,reading,writing,translatingandsoon.Anditalsoproposesthatteachersshouldleadstudentstomanageamountofvocabularies,andcollegeEnglishteachingshouldbenefitforstudentstobroadentheirview,increasetheirknowledge,learnmoreaboutthisworld,andabsorbthecreamofforeignculture.

However,itismoredifficulttodothantosay.MostofthestudentsfailtounderstandthemeaningofthetextseventhoughtheyknoweverywordandallgrammarsthroughoutthewholeEnglishclassroomteaching.Especiallywhentheyareaskedtosaysomethingaboutthemeaningofthetext,itisdifficulttoavoidreadingthesentencesinthetext.Ifaskedmore,theyhavetotranslate.Alltheseshowthattheyhaven’tmanagetheskillsoflanguagecommunication.

Howtotreatanddealwiththeroleofdifferencesinlanguageteachingisachallengetoalltheteachers.Weshouldadmitthatanylanguagehassomethingtodowithitsculture.Atthesametime,culturecanalsoputlanguageintogreatdevelopment.Consideringabouttheinfluenceofculturetolanguage,someteachersmakecultureasthefifthlanguageskill（afterlistening,speaking,readingandwriting）.Theyspendmuchmoretimeinexpoundingtheculture.Thisseemstodisobeythepurposeoflanguageteaching.Becausethisonlypromulgatesthedifferencesofculture,itcanptprovethemanagementoflanguageskills.Theworseisthatthiswillmisleadthestudentstoputtheirinterestsinthedifferencesofcultures,ignoringthespecificsituationofit.

Ⅰ.TheTheoriesandStudiesaboutInteractiveTeaching

Atpresent,oureducationsystemischangingfrom“test2education”to“qualityeducation”.Theaimofqualityeducationistoimprovethewholenation＇squality.Thiscanhelpstudentsdevelopinallaspects.CollegeEnglishclassroomteachingisthemostimportantsegment.

1．TheBasicTheoryofInteractiveTeaching

Theword“interaction”comesfromthebookSociologywrittenbyGermanysociologistG.Simmelin1908.Interactionisaprocessthattwoormorepeoplecommunicatewitheachotherortransmitmessage,believesthatofaprocessofwhichaffectseachcultivationother.ThefamouslinguistarethebasicfacthappensthroughEnglishteachingistocultivatethecommunicativeabilityasksfor“interaction”andeducationistAllwrighttheclassroominteractionisarealteachingprocess,bothsidesactivitiesclassroominteraction.Becauseeverythingthathappensintheclassroomperson2to2personinteraction.Thecoreofthepopularofcommunicativecommunicativeability,whilethe.Thedirecttheoryofinteractiveteachingiscommunicativeapproach.ItwasborninEnglandin1970s.Itbasedonthesociallinguisticsandpsycholinguistics,emphasizedtheuseoflanguageandtheaimoflanguagelearning.Italsoemphasizedthatteachingshouldbaseonhumanbeings,theorganizationofclassshouldbaseonstudents.Theresponsibilityofteachersistoprovidethecommunicativesituationandscene,thenhelpstudentsexpresstheirownideaorthoughtcreativelyandfreely.Intheinteractiveclassroomteaching,differentstudentscancooperatewitheachother,aswellashelpeachother.Whenallmembersofonegroupworktogetherforonetarget,theirharmonywillmakegreatprogress.Onlythelearnerslearnactivelywithagoodmood,“Iwanttolearn”canreplace“Letmelearn”.InteractiveteachingmeansthatintheEnglishteachingactivities,weshouldbaseonthecommunicativeprinciplesoflanguageandletthestudentsbethecenterofclassroomteaching（thexecutorandparticipantofteachingactivities）.

Classroomteachingisbecomingtheboth2sidelanguageactivitiesbetweenteachersandstudents,anditisalsoaprocessoflanguagecommunicativepracticeamongstudents.Englishisdifferentfromothersubjectsanditneedslotsofpractice.Ifonewantstomanagelanguageskills,heshouldpracticemore.Withtheteachersphelp,studentsparticipateintheclassroominteractionactively.Thentheycanhavetheopportunitytouseandmanagelanguage,andtheirlanguageabilitywillbecultivatedinthepracticeoflanguageuse.Whatisthetrueinteractiveclassroomperformance?

Wellspointsoutthat“theinteractiveoflanguageisacooperativeactivity”.Itincludes“aTrianglerelationshipconstitutedbytransmitter,receiverandcontext”（Figure1）.Itisobviousthatinteractionisnotonlythetransmissionofmessage,butalsotheunderstandingandmachiningofit.

Figure.1

Theinteractionparticipantsusethemessagetocommunicate.Theinteractionbetweentransmitterandreceiverisnotonlyfromteachertostudents（teacherisatransmitter,studentsarereceivers）.Thisisnotonlybeginningwithteacher,andpassingbetweenteacherandstudents,butalsofromteachertostudents,andfromstudentstoteacher,andthenfromteachertostudents.

Figure.2

Thisteachingmodelcanmeetthetrendofqualityeducationanditstimes.Itcanexplainthebothsideteachingmodelbetweentransmitter（teacher）andreceivers（students）.

Figure.3

Intheinteractiveteaching,teacherandstudentsareequal.Theyareallparticipants.Theyarebothtransmittersandreceivers.specificEnglishinteractiveprovidedbythetextbooks,classroomteachingshouldconsidertheclassroomteachingasaprocessofinteractionbetweenteachersandstudents.

2．TheFeaturesofInteractiveTeaching

Basedonthespecificcontentbythestudentsasthecenter,andltivatethestudentslistening,speaking,reading,writing,translatingandcommunicativeability.Letthestudentsthink,talkandwriteunderteacher’sguide.

Teachersandstudents,studentsandstudents,studentsandteachersshouldcooperatereciprocallytocompleteanybehaviorsthatconsistofinteractiveteachingmodel,suchasdebate,groupdiscussion,pairwork,askingandansweringquestions,dictation,listeningcomprehension,writing

readingreportandsoon.

Itisacknowledgedthatlanguageclassroomteachingdiffersfromothersubjectclassroominthatthetargetlanguageisbothwhatisbeingtaughtandthemeansbywhichitisbeingtaught.Takingthelanguageasthelearningtarget,competentlearnersareexpectednotonlytobecompetentinlanguage

use,whichrequiresadequateexposuretothelanguage.

CommunicativeabilityisexpectedtobetrainedintheEnglishclassroomteaching.Tobridgethegapbetweentheclassrooms,communicationsareexpectedtoresembletherealcommunicationoutsidetheclassroomwhiledealingwithteachingandlearningissues.

3.TheModelsofInteractiveTeaching

Theessenceofinteractiveteachingmodelsis“activity”.Itisaimedatpracticinglanguage,trainingpragmaticskillsandimprovingpragmaticbilityinanykindsofactivities.Thevalueoftheactivityischangingthepassivelearningintotheactivelearning,leadingthestudentstousetheirbrains.Bydoingso,letthestudentsbecomeinterestedinlearningEnglish.

Figure.4

InthisFigure,wecanseethatintheclassroomteaching,thetextbookisthe

Centerbetweenteachersandstudents.Itisthefoundationofteachers’teachingandstudents’learning.Butitisnottheonlytargetforstudentstolearn.Itcanprovideuslanguageknowledgeandotherknowledge,butitcanptgiveusthepragmaticskills.Inaddition,thisFigurealsoshowstherelationshipbetweenteachersandstudents,betweenstudentsandstudents,andbetweenstudentsandteachers.InthisFigure,teachersaretheguidesandinfluencethestudents.Teachersgivethetopicsandwaysofdiscussionaccordingtothecontentofteaching;

theytrytobuildacontext,letstudentspracticemore.Students’interactionwillhelptocommunicatewitheachother.Communicationwillnotonlypromotetheirstudy,andalsopromotesthemtouseamountofvocabulary.Itwillalsoprovidetheopportunityforotherstudentstolistentoothers’views,andtoexpresstheirownviews.Intheprocess,theirlisteningandreadingabilitywillbetrained.Asdaysgoon,thisactivelearningactionofstudentscaninfluenceteachers,promotetheenthusiasmofteachers.Generallyspeaking,themoreinteractionteachersandstudentsmake,themoreactivetheclassroomteachingis,themoreinterestedinlearningEnglishthestudentswillbe.

Furthermore,theymaytakesuchthirstforknowledgeoutofclassroom,andthestudyoutofclasswillpromotet