小学英语课堂互动教学的概念.doc

Primary English Teaching Interactive Study 一、小学英语课堂互动教学的概念 First, primary school English class the concept of interactive teaching 存在于课堂上，师生、生生间的一种人际相互作用和影响，教师和学生是互动的主体，师生在互动中的关系是平等的，互为主客体的, Present in the classroom, teachers and students, between life and life and impact of a kind of interpersonal interaction, teachers and students is the main interaction, teacher-student relationship in the interactions of equality, mutual-based object, 一种相互作用和相互影响的过程,但这种互动不是教师与学生或学生与学生的单项互动，而是师生、生生以及学生和学习内容间的多项交互影响，而且这种相互作用和影响不是一次性或间断的，而是一个链状、循环的连续过程，师生在这个过程中不断地相互作用、相互影响。 A kind of interaction and mutual influence of the process, but this interaction is not a teacher and student or students individual interaction with students, but teachers and students, life and life as well as between students and a number of learning content interaction, and this interaction and impact is not a one-time or intermittent, but a chain, a continuous loop process, teachers and students in the process continuously influence each other. 简而言之，互动教学是指建立在师生人格平等基础上，学生能够积极参与，发挥能动性，展现创造性，在交际中掌握语言，师生和谐、共进的一种教学过程。 In short, interactive teaching is the teachers and students of personality built on an equal basis, students can actively participate, to play a dynamic role, show creativity in the communication language acquisition, teachers and students Harmony and a teaching process. 二、小学英语课堂互动教学的意义和特点 Second, primary school English class the meaning and characteristics of interactive teaching （一）互动教学对于小学英语课堂的意义 (A) interactive teaching for primary school English classrooms in 1、激发学习兴趣 1, stimulate interest in learning 小学生的年龄特点决定了他们的学习动机来自于兴趣，小学阶段英语教学的目的也是培养学生学习英语的兴趣。 Age characteristics of primary school students decide their motivation comes from the interest in primary school English teaching is also a students interest in learning English. 一个人只有当他对某一事物发生兴趣时，才会对其产生好奇心并产生对其进行探究的心理欲望。 A person only if he was interested in one thing only when it generates curiosity and generate insight into the psychology of their desire. 这种欲望一旦被激发，它就会成为一种学习的自觉性和内动力。 This desire was stimulated once, it will be within a learning consciousness and motivation. 一旦有了浓厚的学习兴趣，学习者就会自觉、主动地参与到学习中，把学习看成是一种乐趣而不是一种负担。 Once you have a strong interest in learning, learners will be consciously, and actively participating in the study, to learn as a pleasure rather than a burden. 反之，如果对学习丧失了兴趣，它不仅会成为学习的阻力，甚至还会引发心理障碍。 Conversely, if the loss of interest in learning, it will not only be learning the resistance may even lead to psychological disorder. 学习者学习兴趣的高低会对学习效果产生直接影响。 Learners will be learning the level of interest in a direct impact. 由此可知，兴趣与教学的成败是密不可分的，对教学和学习效果有着至关重要的作用。 It can be seen, interest and success of teaching is inextricably linked to the teaching and learning has a crucial role. 2、促进听说能力 2, for listening and speaking ability 人类语言的重要功能之一就是传递信息与表达思想，而听说是人与人交际中最主要的语言交际形式。 One of the important features of human language is the transmission of information and expression of ideas, but heard that it is the most important interpersonal communication in the form of verbal communication. 儿童具有学习语言的先天优势,而这种优势主要表现在儿童语言的听和说方面的先天潜在优势。 Children with learning the language of natural advantages, and this advantage mainly in childrens language, listening and speaking aspects of the innate potential advantages. 小学英语课堂教学是小学生掌握最基本的英语运用能力的主要途径，在这一途径中，如何把英语教科书上的语言转变为小学生说英语的能力，利用儿童阶段的潜在优势，促进其语言交际能力的提高？ Primary English Teaching primary school students to master basic English in the main channel, in this way, how the English language textbooks into English-speaking students the ability to stage the potential advantages of the use of children and promote their language communication ability improvement? 教学实践证明，开展形式多样且有意义的交际活动对培养小学生的语言运用能力具有重要作用。 Teaching Practice shows that various forms of communication and meaningful activities for training students in language ability plays an important role. 通过交际活动不仅能向学生渗透新的语言知识，而且能提高学生学习英语的兴趣，促进他们全身心地积极主动地投入英语学习，特别是相互交流的活动当中去，进而获得更多更新的知识。 Through communicative activities can not only penetrate the new language to the students knowledge, but also improve student interest in learning English, for they threw himself actively into English, in particular the activities of the exchange, which get updated knowledge and then get more. 因此，交际活动是促进学生语言运用能力发展的有效教学手段，而交际的本质在于人与人之间的互动，在课堂上则表现为师生，生生乃至师生与环境的多维互动。 Therefore, the communication activities to promote the development of student ability to use effective language teaching methods, and communication is the essence of human interaction, while in the classroom performance of teachers and students, teachers and students of life and life as well as multi-dimensional interaction with the environment. 3、回归学生生活 3, return to student life “回归生活”是新课程的生长点。 Return to Life is the growing point of the new curriculum. 我国大教育家陶行之先生提倡“生活化教育”。 Chinas largest educator Mr. Tao Xingzhi promoting life-oriented education. 著名教育学家杜威也说过，“教育即生活、即生长，即经验改造。”对于语言学习者来说，学习语言，是为了表达和交流。 Famous educator John Dewey said, Education is life, that growth, that is, transforming experience. For language learners, language learning, is to express and exchange. 英语是人们在生活中进行交流表达的一种活的语言。 English is to communicate the people expressed in the life of a living language. 它来自于生活，并为生活所用。 It comes from life, and life with. 因此，在日常的英语教学工作中，作为英语教师必须努力创设生活化的教学氛围，让学生沉浸其中，潜移默化地受到感染，这不但有助于学生用真实的方式来应用所学的知识，同时也有助于学生认识他们所学知识的作用和意义。 Therefore, the teaching of English in everyday work, as English teachers must strive to create life-oriented teaching atmosphere for students to immerse them, unconsciously be affected, not only real way to help students to apply their knowledge, while also help students to understand their role and significance of knowledge. （二）小学英语课堂互动教学的特征 (B) Primary English Class Teaching Interactive features 随着新课改理念的深入，教学活动、教学方式的多样化，英语课堂教学中的问题也随之而来。 With the new curriculum ideas in depth, teaching activities, the diversification of teaching methods, English teaching in the ensuing problems. 要提高小学英语课堂教学质量，实现真正的互动性课堂教学是极其重要的一环。 To improve the quality of primary school English teaching, true interactive classroom teaching is an extremely important part. 什么是真正的互动性小学英语课堂呢?威尔斯指出“语言的互动是一种合作的活动”，它包括“建立一个由发送器、接受器和语境三者构成的三角关系”。 What is truly interactive primary school English class then? Prince pointed out that the language of interaction is a cooperative activity, which includes the establishment of a transmitter, receiver and context, three in a triangular relationship. 可见，互动不只是传递信息的过程，更是理解信息和加工信息的过程。 Shows that interaction is not only the process of transmitting information, but also to understand the process of information and processing information. 在这个过程中，互动的参与者在一定的自然或非自然语境中，借助文字或非文字手段，对信息进行理解、加工和交流。 In this process, the interaction of participants in a certain context of natural or unnatural, or text with the text means, understanding the information, processing and exchange. 理想的互动性小学英语课堂应具备以下特征： The interaction between the ideal primary school English classroom should have the following characteristics: 1、多维互动 1, multi-dimensional interaction 在英语教学活动中，信息在发送器与接受器之间的互动不是单向地从教师向学生传递（即：教师是发送器，学生是接受器），这是传统的教学模式；也不是单一地以教师为始发点，在师生之间交互传递，这不是真正的互动性课堂教学。 In English teaching, information in the transmitter and the receiver is not a one-way interaction between the students from the teacher to pass (ie: teachers are the transmitter, the students are receivers), which is the traditional teaching mode; not a single to the teacher as the origin point, the interaction between teachers and students pass, this is not true interactive classroom teaching. 真实的互动其信息走向应该是多维的，即从教师到学生，从学生到教师，从学生到学生，从个体到群体，从群体到个体，从个体到个体，从群体到群体等。 Their information to the real interaction should be multidimensional, that is, from teacher to student, from students to teachers, from students to students, from individual to group, from group to individual, from individual to individual, from groups to groups. 教师与学生是平等的参与活动，他们既是信息的发送者，又是信息的接受者。 Teachers and students are equal participation, they are both the sender information, is the recipient of the information. 2、合作共享 2, cooperation and sharing 在英语课堂教学中，教师经常采用个体活动、配对活动、小组活动和全班活动等。 In the English classroom, teachers often use individual activities, matching activities, group activities and whole class activities. 但是，“个体活动”由于是以独立个体形式进行的，难以做到合作与共享；“配对活动”的参与者有限，往往缺少足够的共享资源；“全班活动”会相对降低学生的参与率。 However, the individual activity because the individual is an independent form, difficult to achieve cooperation and sharing; matching activities of the participants is limited, often lack adequate sharing of resources; class activities will decrease the participation rate of students . 相对而言“小组活动”能比较合理地解决“参与率”与“资源量”之间的矛盾。 In contrast, group activities to more reasonable solution, participation rate and resource the contradiction between. 也能充分体现合作共享。 Can fully reflect the cooperation and sharing. 当然，在日常的课堂教学活动中，教师不能排斥某种活动形式，而应根据教学的实际需要，综合运用各种活动形式。 Of course, in daily classroom activities, teachers can not exclude a certain type of activity, but according to the actual needs of teaching, comprehensive use of various forms of activities. 教师在设计课堂活动时，应该考虑建立一定的信息差，以体现合作共享的真实性。 Teachers in the design of classroom activities, you should consider the establishment of certain information gap, to reflect the cooperation and sharing of truth. 例如，在学习“职业”类单词的时候，教师可以组织学生互相询问家长的职业，可是有些同学之间的关系较好，知道对方的家长是干什么的，在这种情况下如果还明知故问就不能实现信息的互补，也就体现不了合作的真实性，教师应考虑到这些因素，让学生去调查未知的信息，实现交流的真实性。 For example, in studying the professional class of words when the teacher asked parents to organize students to each other occupations, but the relationship between some students better understand each others parents are doing, in this case can not be if it is rhetorical to achieve the complementary information, thus can not reflect the reality of cooperation, teachers should consider these factors to allow students to investigate the unknown information, the sharing of authenticity. 3、体验创造 3, experience the creation of 在互动性语言活动中，学习者运用他们所学的语言知识，通过真实的交流，表达自己的真实思想，这是一个创造的过程。 Interactive language activities, learners use their learned knowledge of language, through real exchange and express their true thoughts, it is a creative process. 首先是语言的创造。 First is the language of creation. 为了表达的需要，学生运用所学的语言知识，重新组合语言材料，这体现了语言的创造性特征。 To express the needs of students to use their language knowledge, re-assembly language materials, which reflects the creativity of language features. 其次，学习者对信息的理解本身就是创造的过程他们借助自己的生活阅历和已有的语篇结构，对信息作各种合理的处理和加工。 Second, the learners understanding of the information itself is the process of creating their own life experience and with the existing discourse structure, information for all reasonable handling and processing. 另外，信息的交流是为了填补交际双方的信息差，但同时又会产生新的信息差，这又是一种创造。 In addition, the exchange of information communication in order to fill the information gap of both sides, but will produce new information gap, which in turn is creating. 要让学生体验各种创造过程，活动的情景设计是关键。 Allow students to experience a variety of creative process, the design is the key scenes activities. 教师必须考虑学生的语言水平、生活背景和心理特征。 Teachers must consider the language level of students, their background and psychological characteristics. 只有当学生有了交流的能力、交流的欲望和交流的内容，课堂教学能真正互动起来，学生才能体验创造。 Only when students have the ability to communicate, exchange of desire and exchange of content, interactive classroom teaching can really up, students can experience the creation. 作为教师首先在教学中充分地尊重学生，让他们成为课堂的主人，给他们足够的时间自由思考想象。 As a teacher teaching in the first full respect for the students to enable them to become masters of the classroom, give them enough time to think freely imagine. 4、动态角色 4, dynamic role 在互动性课堂教学中，教师和学生的角色都是动态的。 In the interactive classroom teaching, the role of teachers and students are dynamic. 互动式活动可分为启动、展开、深入和结果等阶段。 Interactive activities can be divided into start, expand, and the results of stage depth. 第一阶段，教师是设计者。 The first phase, the teachers are designers. 情境设计是课堂教学必备的环节在这一环节中教师的主导作用不言自明,设计什么样的情境与学生产生互动,与课堂效果有密切的联系。 Contextual Design is an essential part of teaching in this part of the dominant role of teachers is self-evident, what kind of situations designed to interact with students, and classroom results are closely linked. 教师在设计情景时要寻找或创设贴近学生实际的生活场景,让学生身临其境,认同融入,产生共鸣。 When teachers in the design of scenarios the students to find or create close to real life scenarios, students on the ground, identity integration, resonate. 第二阶段，教师主要是组织者和辅导者，负责帮助和指导学生参与活动，同时教师也是参与者，他们与学生形成平等关系，创设轻松和真实的交际环境；学生主要是活动的参与者，但也应是组织者和辅导者。 The second stage, organizers and counseling teachers who are mainly responsible for helping and guiding students to participate in activities, and teachers are participants, they formed an equal relationship with the students, creating a relaxing and real communication environment; students to be active participants in the main, but it should be the organizers and mentors. 第三阶段，教师主要起学习促进者的作用，激发学生参与和学习的欲望，促使学习活动继续下去；学生应该是问题的发现者，他们积极想象、探究和创新，把活动推向更高层次。 The third stage, the teachers mainly from the role of learning facilitator to stimulate student participation and learning, the desire to continue to promote learning activities; students should be the discoverer of the problem, their active imagination, inquiry and innovation to a higher level of activities . 第四阶段，教师是评价者和观赏者，他们积极评估学生活动，鼓励学生持续发展；学生不仅是成果的评价者和观赏者，还要逐渐适应自主学习和自我评价的模式。 The fourth stage, the teachers are evaluators and the viewer, they actively assess their activities to encourage students to sustainable development; students not only the outcome of the evaluators and the audience, but also gradually adapt to independent learning and self-evaluation model. 教师只有把握好上述要素，才能让课堂教学真正有效地互动起来。 Only grasp the elements of teachers to make classroom teaching interactive together really effectively. 三、小学英语课堂互动教学的实施 Third, interactive teaching primary school English classroom implementation （一）创造良好的互动环境 (A) to create a good interactive environment 1、学校英语学习环境的创造 1, the creation of the school environment for learning English 英语作为一门外语进行教学，其语言环境必然没有母语那般得天独厚，因此，人为地创造一些条件帮助学生学习，形成学生与环境之间的互动十分必要。 English as a foreign language teaching, not necessarily their native language environment is so unique, so artificially create conditions that help students learn to create interaction between students and the environment is necessary. （1）创设校园英语，营造浓厚英语氛围 (1) creation of school English, creating a strong atmosphere of English 校园英语可以为学生创设英语学习环境，让学生“触摸”英语，增加语言知识，提高英语实践能力。 Campus for students of English can create English learning environment for students to touch in English, additional language knowledge, to improve their English ability in practice. （2）组织课间英语实践活动，提高学生英语运用能力 (2) organizational practice between classes in English to improve English proficiency 学校可以组织一系列英语实践活动，让孩子们成为活动的中心，在实践和交往中展示自己的特长，通过亲身体验来获取知识，进一步获得英语知识与技能，提高学生实际应用英语水平的能力。 Schools can organize a series of practical activities in English, so that children become the center of activity in practice and demonstrate their expertise in communication, to acquire knowledge through experience, to gain further knowledge and skills in English to improve students ability to practice English. 如：英语角活动、兴趣小组活动、校内各类竞赛活动等等。 Such as: English Corner activities, interest group activities, various competitions in schools and so on. （3）拓展学习方式，体验运用英语的成功感 (3) to expand learning and experience a sense of the use of English a.收集格言、标签学英语。 a. collection of sayings, the label to learn English. 英语收集活动是一项课外学英语的有益活动，可以帮助学生开阔视野，了解外国的概况。 English collection activity is a useful extra-curricular activities in English, can help students to broaden their horizons, to understand the profile of foreign countries. 教师可以协助学生把收集好的内容进行分类，确定主题，做成英语剪贴画后互相传阅或布置在学校的橱窗里。 Teachers can help students to gather good content classification, identification of themes, clip art made after the co-circulation English language or layout of the schools windows. 教师还适当地挑选出优秀的作品，根据作品主题，引导学生用英语作简单介绍，教师长期运用这种方法可以激发学生寻找课外知识的乐趣；b.英语报刊阅读活动。 Teachers also appropriate selection of outstanding works, according to themes, to guide students to make a brief introduction in English, teachers can stimulate long-term use of this method to find extra-curricular student knowledge of the fun; b. English newspaper reading. 学校可以在班级开展集体英语报刊阅读活动，以班级为单位订阅一些适合学生阅读而且兴趣味强的英语报刊；c.借助媒体学习英语。 Schools can work collectively in class reading activities in English newspapers, subscribe to the class as a unit and are suitable for students to read English newspapers Hing strong taste; c. use of media to learn English. 充分利用媒体学习英语，拓宽学生学习英语的途径。 Full use of the media to learn English, broaden the way students learn English. 教师要鼓励学生通过广播、电视以及其他各种媒体学习英语，还为学生推荐一些内容简单、趣味性强、适合学习的少儿英语节目，或为学生挑选一些有益的多媒体课外学习材料，进一步提高视听能力和模仿能力。 Teachers should encourage students through radio, television and other media to learn English, but also for the students to some of the content simple and interesting for children to learn English language programs, or for students to select some useful multimedia curricular materials to further enhance the audio-visual ability and imitation. 2、师生人际互动环境的创造 2, the creation of teacher-student interaction environment 在小学英语学习中，学生和学生之间的人际交互是占主导地位的互动形式，但师生之间的互动对儿童英语学习能力的发展也具有重要的作用，在师生交互中，教师不仅是学生的一个理想的“交际者，他更为重要的作用还在于促进学生和学生之间的有效互动，进而发展他们的语言运用能力。 在教学中为小学生的英语学习创设良好的人际互动环境，形成师生之间和生生之间良好的人际互动，应该注意以下几个方面： Learning English in primary schools, students and students of interpersonal interaction is the dominant form of interaction, but the interaction between teachers and students of English learning ability of childrens development also has an important role in the teacher-student interaction, teachers not only students of an ideal communicators, he is even more important role is also to promote effective student interaction and students, and to develop their language proficiency. in teaching English for primary school students studying the creation of good personal environment, and between teachers and students form a good interaction between life and life should pay attention to the followin