关于课堂互动理论在初中英语教学中的应用研究

发布时间：2021-08-13 03:31

　　随着全球化的发展，英语作为国际间的通行语越来越频繁的在社会经济，教育等各个领域被广泛使用。这种世界范围内对英语的需求就促使我们能够提供一种高质量的英语教育教学方法。20世纪以来，我国大部分地区从初中或者从小学就开始开设英语课程，是由于受到一些教育政策和传统教学法的影响，很多地区的英语教学变成了英语应试教育。这种教育的弊端日益凸显，特别是在基础教育的阶段，很多初中都是英语老师“一言堂”，学生很少有机会去展现自我，表达自我。在这种情况下，正处于青春期的初中生变得越来越消极，倦怠，甚至厌学辍学。多年的初中英语教育教学经历让我明白，提高课堂的效率才是提高教育成效、培养学生的能力的关键。渐渐的，我开始注意观察，研究如何通过实施课堂互动的来促进学生英语学习。本文正是借助于心理学，教育学，语言学的研究成果，以比较试验的方法，探究课堂互动的运用效果。通过在江苏省昆山市玉山中学，两个平行班一年的教学实验研究，用实验数据证明通过实施课堂互动能够促进学生的英语语言习得，尤其是实验班学生的听说能力和交际能力与控制班相比有明显的优势。本文包括七部分。第一部分引言，简单地介绍了当前初中英语的教育现状，该研究的理论... 

【文章来源】：上海外国语大学上海市 211工程院校 教育部直属院校

【文章页数】：68 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
    1.1 Justification and Significance of the Research
        1.1.1 Theoretical significance of the research
        1.1.2 Realistic significance of the research
    1.2 Research Context and Methodologies
        1.2.1 Research context
        1.2.2 Research methodologies
Chapter Two Literature Review
    2.1 The Definition of the Key Concepts of the Research
        2.1.1 Interaction Hypothesis
        2.1.2 Classroom interaction
        2.1.3 Classroom interaction to Junior English learning
    2.2 The Background of Classroom Interaction
    2.3 The Domestic Research on Classroom Interaction
    2.4 The Weaknesses of the Current Research
Chapter Three Theoretical Bases of Classroom Interaction
    3.1 Psychological Basis—Constructivist Theory
        3.1.1 The nature of the learning process
        3.1.2 Interaction between task, students and teachers
    3.2 Pedagogical basis—Communicative Language Teaching
        3.2.1. Traditional approaches
        3.2.2 Classic communicative language teaching
        3.2.3 Current communicative language teaching
    3.3 Linguistic Basis
        3.3.1 Input
        3.3.2 Output hypothesis
        3.3.3 Interaction Hypothesis
Chapter Four Implementation of Classroom Interaction
    4.1 Teacher Talk
    4.2 Group Work
    4.3 Task-based Language Teaching
        4.3.1 Main characteristics of task
        4.3.2 Types of tasks
        4.3.3 Task-based language teaching in practice
        4.3.4 Issues in implementing a task-based teaching
Chapter Five A Comparative Experiment
    5.1 Objectives
    5.2 Participants
    5.3 Instrument
        5.3.1 Classroom observation based on the COLT scheme
        5.3.2 Questionnaires
        5.3.3 Tests
    5.4 Procedure
        5.4.1 First stage
        5.4.2 Second stage
    5.5 The Result of Data Collection and Analysis
        5.5.1 Data at the beginning of the experiment
        5.5.2 Data from COLT scheme
        5.5.3 Data from the questionnaire
        5.5.4 Data from tests
Chapter Six Discussion on Influential Factors and Furtherance of Classroom Interaction
    6.1 The Influential Factors on Classroom Interaction
        6.1.1 From the role of the students
        6.1.2 From the role of the teacher
        6.1.3 From the role of the task
    6.2 Some Suggestions to Prompt Classroom Interaction
Chapter Seven Conclusion
Bibliography
Appendix 1
Appendix 2



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