本文 是一篇教育教学论文,本研究将定量研究与定性研究相结合，探索基于内容的高中英语互动教学模式。本章总结了本研究的主要发现。并提出了本研究对当前英语教学的启示。最后指出了本研究的局限性，并对今后的研究提出了建议。本研究旨在通过对高中英语教学中基于内容的互动教学模式的研究，了解高中英语教学中互动教学模式的现状以及教学内容对互动教学模式的影响。为了回答这些问题，我们使用了三种工具：问卷调查、访谈和课堂观察。
Chapter One Introduction
1.1 Background of the Research
English is a language subject in high school with the characteristic ofcommunication, so it is very important to develop students’ communication skills inthe process of learning. In high school teaching practice, however, the skills areinadequately achieved. Most teachers focus more on mechanical explanation ofrelevant knowledge than training of communication skills due to heavier teachingtasks and limited teaching time. Consequently, students have to learn the knowledgeby rote and do not have enough time to practice such skills as speaking. This tends toresult in among students a good command of a large number of English sentencepatterns and vocabulary but inability to speak that is dumb English. In addition, theimprovement of students’ learning efficiency demands their interest in what they learn.In the current high school English teaching, however, their interest is not high becauseof their teachers’ duck-feeding teaching. In spite of this style of efficiency of teaching,students may lose their interests even get bored. Thus it is hard for them toconcentrate, reducing their learning efficiency. This study is based on the thinking ofthe two problems in high school English teaching in China.
Since the 1980s, there have been some specific teaching models at home andabroad that have more independent learning characteristics and are more in line withthe national curriculum standards. They have more reference value for guiding thecurrent independent learning teaching. Generally speaking, these teaching models canbe divided into three categories. The first is based on the interpersonal interaction inthe classroom basically includes interactive teaching and cooperative mode. Thesecond is based on meaning construction basically includes problem-based learningand inquiry learning. The third category is centered on the students’ self-regulation oflearning basically includes self-regulation strategy development model andindependent learning cycle model. The interactive teaching model can meet theteaching requirements of high school English and solve the problems in high schoolEnglish teaching. The model is to strengthen the interaction between teachers andstudents and between students and students in the classroom. It can activate theclassroom atmosphere, and therefore boost students’ interaction and their acquisitionof knowledge.
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1.2 Purpose of the Research
The purpose of this study is to find out the problems and shortcomings of theinteractive teaching model by exploring the views and awareness of high schoolEnglish teachers. In addition, this study explores the application of content-basedinteractive teaching model in high school English teaching, aiming to enrich theresearch of content-based interactive teaching model in high school English teachingin China.
The specific research questions of this study are current situation of interactiveteaching model in high school English teaching and influence of teaching content oninteractive teaching model. The research is supposed to answer these questions andput forward suggestions and improvement measures for higher classroom efficiency.Finally, it can further improve and develop English teaching in high school in China.In addition, it is expected to boost students’ enthusiasm and interaction, so as to betterimprove their English score and level.
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Chapter Two Literature Review
2.1 Research on Interactive Teaching Model Abroad
The interactive teaching model was first proposed by American educationalpsychologists Brown and Palincsar. At the beginning, it was proposed as a teachingmethod to improve students’ reading comprehension and self-learning ability. Later,this method was further r
