A Survey On The Application Of Interactive Teaching Theory In Small-sized English Class In Grade One Of High School In Dalian

With the further development of educational reform, traditional class dimensions have met challenge and as a result, the emergence of small-sized class education enables each student to develop individual education, creative education, and ethical education. Moreover, the traditional way of English teaching restricts classroom interactions, which causes students'low efficiency in learning and teachers'low effectiveness in teaching, as a result, students'linguistic competence and especially their language performance cannot reach the required levels. Traditional teaching in class represents a one-way interaction between the teacher and students, while interactive teaching emphasizes the reciprocal effect between the teacher and students or between students and students. Interactive teaching in small-sized class can develop students'capability of the usage of English and make great achievements for the benefit of both teachers and students.By consulting and studying lots of information references of educational researches on small-class teaching and interactive teaching, the author has a deep thinking and does a survey on small-class teaching and interactive teaching in Grade One in No. 48 Middle School in Dalian. This thesis attempts to discover and summarize the features and the effects of small-sized class teaching and interactive teaching. Moreover, the success of small-sized class with interactive teaching in this school has evidently proven that this kind of teaching model is feasible in actual English education as well, which accidentally and primarily accords with the expectations on the English education of middle schools of China in the New Curriculum Reformation.The paper not only introduces the researches on small-sized class teaching and interactive teaching theory, but also demonstrates the advantages and achievements of this model in small-sized class by means of class observation, questionnaire, and interview. Meanwhile, it also points out the existing problems in the implementation of small-sized class with interactive teaching in this school. The author also provides some suggestions. This paper is of theoretical value and practice guide meaning to the promotion of the quality of English education in China, for it also provides valuable suggestions and measures for some schools which are undergoing or will undergo small-sized class teaching and interactive teaching.