The interaction between the primary school English teaching
一. Primary English classroom teaching concepts
Exist in class, students and a human interaction and influence, the interaction between teachers and students, teachers and students is in interactive relationships are equal, each object,
A kind of interaction and mutual influence of the process, but that is not the teachers and students interact with the student's individual or students, but students and interaction between students and the content and the number of interaction, and the interaction and the influence of one-time or not, but a continuous process of linear, circulation, teachers and students in the process of continuously interaction and mutual influence. In short, interactive teaching is established on the basis of equality and personality, students can actively participate, initiative, creativity, show in communication and language, harmonious, of a kind of teaching process.
二.Primary English classroom teaching characteristics and significance
;一；.The elementary school English classroom teaching
1.Stimulate interest in learning
Pupils age characteristics of learning determines their interest and motivation comes from primary school English teaching aim is to cultivate students' interest in learning English. A person only when he interested in one thing, when will the curiosity of the inquiry and the psychological desire. This desire, it was once a learning self-consciousness and power. Once you have a strong interest in learning, the learners will consciously, actively participate in the study, the study as a fun and not a burden. Conversely, if learn to lose interest in learning, it will not only be the resistance, even can cause psychological barriers. Learner interest for learning effect of discretion will have a direct impact. Thus, the success or failure of interest and teaching is closely tied to the teaching and learning effects, which plays an important role.
2.Promotes listening ability
One of the important function of human language is information and express ideas, and that is the main
communication language communication. Children with congenital advantage of learning a language, and this advantage is mainly manifested in the children's language of listening and speaking of congenital potential advantage. Primary school English teaching is the most basic grasp of English skills, and the main way in this way, the English textbook on how the language into elementary English ability, using the potential advantages of childhood, promote its language communicative ability raise? Teaching practice proves that develop diverse forms and meaningful
communication activities to cultivate students ability to use language plays an important role. Through the communication activities can not only to the students in the new language knowledge, and infiltration can improve students' interest in learning English, and promote their wholeheartedly actively into English learning, especially the mutual exchange activities, and then get more knowledge. Therefore, the communicative activities to promote students' ability to use language is the development of effective teaching methods, and the essence of communication between people is in the classroom interaction, the teachers and students, teachers and environmental movement and multidimensional interaction.
3.Returning student life
"Return to life" is a new course of growing. Our big TaoHangZhi educators advocate "life education," Mr. Famous education experts Dewey also said, "life education namely, namely growth, namely the experience." For language learners, learning a language is to express and communication. English is to communicate in life expression of a living language. It comes from life, and used for life. Therefore, in the daily work of English teaching, the teacher must strive to create a life in English teaching atmosphere, lets the student among subtly, infection, which not only helps students with the real way to apply their knowledge, but also help students to understand their meaning and function of knowledge.
;二；.Primary English classroom teaching
With the new concept, teaching methods, teaching activities in English classroom teaching, diversification, questions. To improve the quality of classroom teaching, true interactive teaching is one of the most important one annulus. What is the real interactive classroom elementary school? "The language of interaction that Wells is a cooperative activities", it includes "build a transmitter and receiver
and the context of the triangle" three constitutions. Visible,
interactive message not only, more understanding the process
of information and information process. In this process, the
interaction of the participants in the context of natural or
nature, with words or verbal means, to understand, processing
and information exchange. The ideal of elementary English
classroom interaction should have the following features: 1. Multidimensional interaction
In English teaching activities, information
transmitter and receiver on the interactions between teachers and not to students from one-way transmission (i.e., teachers, students are the transmitter is receiving device), this is the traditional teaching mode, Not a single to teachers for the origination point between teachers and students, this is not true, interaction of interactive teaching. True to its information should be multidimensional, namely from teachers to students, teachers and students from to from a student to students, from individual to individual and group from the group, from individual to individual and group to from the group, etc. Teachers and students is equal to participate in activities, they both senders of information and information of the receiver.
2. Cooperation and sharing
In English teaching, teachers often USES individual activities, matching, and group activities and class activities, etc. But, "individual activity" because of individual form is hard, cooperation and sharing, "Matching", the participants often lack of sharing resources, "The class activities" will be relatively lower student participation. Relatively "group activity" can compare reasonable solution "participation" and "resources". Also can fully embody the cooperation and sharing. Of course, in the daily activities of classroom teaching, the teacher not exclude some form of activity, and should be based on the teaching of actual need, comprehensive use of various forms of activities. Teachers in the design of classroom activities, should consider to establish certain information sent to reflect the authenticity of cooperation and sharing. For example, in the study of the word "professional", teachers can ask students to each other, but some parents professional students, the relationship between the parents know each other is stem what of, in this case, if still know perfectly
well past ask can realize the complementary, also don't reflect the authenticity of cooperation, teachers should consider these factors, lets the student to survey the unknown authenticity of information exchange.
3. Experience of creation
In the interactive activities of language learners use what they have learned and the language knowledge, through the real communication, express your true thought, this is a process of creation. First is the language of the creation. In order to express, students need to use language knowledge, the combination of language materials, which reflects the language creative features. Secondly, the learners to understand information itself is the process of creating their own life experience and using of discourse structure of information processing and processing of various reasonable. In addition, information communication is to fill the information, but also can produce new information, this is a kind of creation. Let students enjoy various process to create, design is the key of activity. Teachers must consider the students' language level, the background and the psychological characteristics. Only when students have the ability to communicate and exchange of desire and the exchange of content, teaching, students can truly interactive experience to create. As teachers in teaching first fully respect the students, let them become classroom-hosts, give them enough time to think freely.
4. The dynamic role
In the interactive teaching in class, the teacher and student's character is dynamic. Interactive activities can be divided into the startup, etc, and results. The first stage, the teacher is the designer. Situational classroom teaching design is essential tache in the link to the teacher's leading role, what kind of situation axiomatic design with the students, and the effect of classroom interaction are closely linked. Teachers in design scene to find or create close to the actual life scenes, lets the student identity, and resonance. The second stage, the teacher is mainly responsible for help, organizers and are mentoring relationships and instructing students to participate in activities, teachers and students, they are participants equal relations establishment relaxed, the formation and real communication environment, The student basically is the activity of the participants, but should
also be the organizers and are mentoring relationships. The third stage, teachers mainly on learning, stimulate students' promoter and desire to learn, learning activities continue, Students should be the discoverer of the problem, they actively explore and innovate, imagination, the activity to higher levels. The fourth stage, the teacher is the viewer, and they evaluate students' activities, and encourage students to sustainable development, Students are not only the achievements, and gradually viewer clients to self-constituted learning and self evaluation model. Teachers only grasp the elements mentioned above, can let the classroom teaching effectively interaction.
三.Primary English classroom teaching
;一；.To create a good interactive environment
1.The school of creating English learning environment
English as a foreign language teaching, the native language environment must not as advantageous, therefore, to create conditions for helping students to learn, forming the interaction between students and the environment is very necessary.
;1；.Creating campus English, creating English atmosphere
English can create for students of English learning environment, lets the student "touch" English language, increase knowledge, improve English practice ability.
;2；.Organizational practice, English class to improve students' English skills
The school can organize a series of English practice, let the children become the center of activities, in practice and display their expertise in communication, through the experience to obtain knowledge, further English knowledge and skills, improve the students' practical ability of English. Such as: English corner, interest group activities, in all kinds of competitions, etc.
(3).Expand study way, the experience of using English
a .Collect motto, labels to learn English. English is a collection of useful English learning extracurricular activities, can help students to understand foreign
horizons, general. Teachers can help students to collect good content classification, determine the theme, make English clipart after each other in the school or circulated decorate window. Teachers are properly selected excellent works, according to the themes, to guide the students to use English as simple introduction, this method can be used for teachers to stimulate students' extracurricular knowledge for fun, b. Reading English
newspapers. The school can in class collective English newspaper reading activity, with class for the unit for students to read and read some English newspapers in the strong taste, c .With the media to learn English.
Make full use of the media, broaden the students' English learning ways of learning English. Teachers encourage students through the radio, television and other media for students to learn English, but also recommend some content simple and interesting, suitable for children learning English program, or for students to choose some useful multimedia learning materials, further improving listening skills and ability to imitate.
2.The creation and interpersonal interaction
In elementary school, the students of English learning of interpersonal interaction between students and is the dominant form of interaction between teachers and students, but the interaction of children English learning ability development also plays an important role in the teachers and students interact, and teacher is not only a student of an ideal of "communication", he is more and more important role in promoting students and students interact effectively, and develop their ability to use the language. In the teaching of English learning for the students create good interpersonal interaction between teachers and students and environment, formed between good
interpersonal interaction, should pay attention to the following aspects:
(1).Teachers and students both sides of the words in the interaction
In English teaching, teachers and students can form good interaction between teachers and students in the interactive role has the very big relations. In the traditional teaching, the teacher's knowledge, is taking the initiative, is the absolute predominance and monitoring activities, students are external stimulation
passive recipients, is monitored. In English teaching, teachers and students of the inequality between the relationship between teachers and students for the words of "real-time interactive" mostly teachers, teachers' control the content and direction of interaction between words, the teacher to students to question and request, a few encourage students to question, including autonomous teacher taught unclear restatement clarification or further requirements, students' language is used for most of the teachers' questions and request a simple response, it causes students to answer the questions, not only can offer problem, not active and actively initiate verbal communication,
a . As the students' language "" good
interaction. Teachers and students interact in
words in English, not only as teaching activities,
to the organization, and to put forward questions
student students create a lot of chances and
conditions, encourage students to question and
request of words, aggressively, enables the
student to interact, afraid of error.
b As students' learning activities.
Teachers in equal participation student learning
activities, to participate in activities for the
students in the process of instruction, can
effectively eliminate the distance between
teachers and students, and to form an equal
partnership. Teachers must be friends, regard
oneself as student peers, into the students go to,
and together they sing and play together.
C ..As students helper. As students helper is
mainly used in the students' learning process,
students are timely help and guide or "cognitive
D. As students' learning activities of the
organizer and promoter. In learning English,
especially in the teaching of listening, students
often need to develop some coordination group
activities, because the student ability
difference causes each team collaboration
activities of the organization, management and
quality is quite different from that in group
activities such as: students may occur various
opinion differences and conflicts, and it requires
teachers guide students, and students' learning organization and coordination work.
(2)..Create supportive and encouraging, democratic, relaxed classroom atmosphere
Healthy, democracy, and the collective energy can easily make learners in the following three aspects: to be able to make all of the benefits, including shy, learners to use within the learner has learned language, and don't worry about making mistakes, you, Learners themselves even when not communicate with others, will also noticed that classmate in what they say, to learn from teachers, and the evaluation, learners should be learned something in the classroom organization coordination.
(3).Interaction between teachers and students in words and non-verbal communication
As the words "communication" to communicate with students in the process of words, if cannot be nonverbal communication and combination, also can affect the quality of the interaction between teachers and students. In the interaction between teachers and students, communication, including the nonverbal gestures and postures, teachers, etc in tone, tone to students who conveys a silent information, and a silent exchange students. Nonverbal communication for primary school grade of students' English learning plays a very important role. Junior school student, due to the accumulation of vocabulary, grammar is seldom more lack knowledge, ability, also has not been formed words to use words ask repeat, or ask someone to explain certain words, only on the basis of field, using the communicator dialogue, gestures and postures such tone, information, and understand the language input information. Therefore, in the elementary English learning, the teacher if can of words and non-verbal communication organic unifies in together, through the tone, tone, gestures and postures such help students to understand the words of input information, can effectively enhance students' perceptions of the input information and understanding. Children can
obtain information from the colloquial English teachers, and did the teacher can unceasingly, information, information form expression of information.
(二)Clever use of multimedia teaching
Multimedia courseware with audio-visual information, high density, can show the study materials. In elementary lively physiological and psychological characteristics, the reasonable use of multimedia carries on the primary school English teaching, can quickly and efficiently optimize in-class structure, the multimedia teaching is also realize students' learning and effective ways of interaction.
;三；.Develop cooperative learning group
1.The advantages of cooperative learning group
(1)."The team learning" can stimulate students' enthusiasm of everyone involved. We are a group of teaching object, pure lovely innocent children, they have their age characteristics of life and learning experience, for they are familiar with the characters, and the environment, things will show a budding impulse, "cooperative learning" provide every student shows the "impulse" space and atmosphere. In a marked decline in the number of the group, they have no burden, no pressure, dared to dare to say, especially some character introverted, courage small "unknown" students also becomes bold.
(2)."The team learning" can cultivate students' innovative thinking. SuHuoM LinSiJi said: "the students came to the school is not only to get a copy of the knowledge and to become smarter." In the teaching, pay attention to design various angles and multi-dimensional education students, horizontal, analogy, reverse
association, enables the student thought not only to understand and grasp the knowledge content, but using knowledge, combined with prior knowledge to create, to explore and cultivate creative thinking, enhance the innovative ability.
(3)."The team learning" can show
students' personality charm. Adopt a cooperative learning method can increase the students the opportunity to exchange, let them that everyone in the cooperation of mutual inspiration, strengths, and learn from each other to show their ego adequately.
(4)."Cooperative learning" can develop students' free space.
Practice has proved that cooperative learning is not only beneficial to the class, and can be extended to the classroom, classroom inside time limit for performance of time, students of class teaching have pity, consolidate and strengthen the role.
2 .Successful team learning strategies
(1) the flexible group division
Group dividing method can have multiple, but no matter how to grasp a principle of dividing, should help group members actively participate in the learning process, and can make the team member to assist and support each other, each other mutual cooperation, to improve the learning and personal learning goals to the group. Aiming at the big classroom class, the author think has the following characteristics: (1) by grouping law in group 2) divided into 3 task difficulty degrees in students' interpersonal relationships
(2) within the group are reasonable distribution of role
Proper allocation role within the group will affect students' cooperative learning results and improve students' ability to cooperate. Generally speaking, the role of students should grasp the main distribution principle is: the team members is unfavorable and overmuch, according to different tasks can cooperate by 2-6 people, to ensure that every member can assume certain roles, and take the responsibility of the person.
(3) focus group activity
Some teachers say group cooperation, the teacher is put forward, and the other is the task of cooperation and inspection, supervision on the role of supervisor ", this is wrong. Teachers