广西少数民族地区初中英语听说课堂中互动教学应用现状研究

发布时间：2018-06-06 16:03

本文选题：互动 + 互动教学　；参考：《天津师范大学》2016年硕士论文

【摘要】：互动教学强调学生是自我管理和创造性学习的主体,而教师扮演的角色则是学生在知识学习,能力提高过程中的协助者。这能够在一定程度上避免传统教学模式下出现的问题。全国范围内,互动教学已经被普遍运用,广西也不例外。而作为少数民族地区,目前广西互动英语教学的整体情况是怎样的?哪些因素影响广西少数民族地区的互动?互动过程中,教师采取哪些方式促进互动的进行?为此,本研究将从这三方面来对广西少数民族地区英语听说课堂互动现状进行调查。本文基于建构主义,民主主义教育,情感教育和合作学习理论, 以广西少数民族融水县的三所初中的三个班级和部分老师作为研究对象,通过问卷,访谈和课堂观察等方式,从课堂互动教师学生整体表现情况,阻碍互动因素,教师对互动的推进策略三个方面调查当前广西少数民族地区英语听说课堂中师生互动的状况。调查结果表明：当地英语课堂师生互动不够深入,主要表现在互动形式单一,互动问答过于简单；互动活动进行当中,教师往往容易忽略学生个体的差异而造成互动成效的下降：学生普遍缺乏互动意识,如参与意识不强烈,发言不够积极。针对以上问题,本研究提出了以下建议：教师要摈弃传统教学思想,主动积极思考,用心组织更为多样的互动形式；注重和学生的情感交流,形成良好地师生关系,深入了解学生感受,以便在互动教学当中对症下药；努力激发学生学习兴趣,强化学生的互动意识,给予学生更多自主权利。
[Abstract]:Interactive teaching emphasizes that students are the main body of self-management and creative learning, while teachers play a role as facilitators in the process of knowledge learning and ability improvement. To some extent, this can avoid the problems under the traditional teaching mode. Nationwide, interactive teaching has been widely used, Guangxi is no exception. As a minority area, what is the overall situation of interactive English teaching in Guangxi? What factors affect the interaction in Guangxi minority areas? In the process of interaction, what methods does the teacher take to promote the interaction? Therefore, the present study will investigate the present situation of English listening and speaking classroom interaction in minority areas of Guangxi from these three aspects. Based on the theories of constructivism, democratic education, emotional education and cooperative learning, this paper takes three classes and some teachers in three junior middle schools in Rongshui County, Guangxi as research objects, through questionnaires, interviews and classroom observation. The present situation of teacher-student interaction in English listening and speaking classes in minority areas of Guangxi is investigated from three aspects: the overall performance of classroom interaction between teachers and students, obstacles to interaction factors, and teachers' strategies for promoting interaction. The results show that the interaction between teachers and students in the local English classroom is not deep enough. The main manifestation is that the interactive form is single, the interactive question and answer is too simple, and the interactive activities are going on. Teachers tend to ignore the individual differences of students and lead to the decline of the interactive effect: students generally lack the interactive consciousness, such as the participation consciousness is not strong, the speech is not active enough. In view of the above problems, this study puts forward the following suggestions: teachers should abandon the traditional teaching ideas, actively think, and attentively organize more diverse forms of interaction, pay attention to emotional exchanges with students, and form a good teacher-student relationship. Deeply understand students' feelings in order to find the right remedy in interactive teaching, try to stimulate students' interest in learning, strengthen students' sense of interaction, and give students more independent rights.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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