The Research Of An Interactive Classroom-Teaching Model For Junior English

After China's entrance of WTO, the frequent contacts with the foreign countries are very common. People gradually aware of English's crucial role in the communicational process. For that reason, our English teaching must gear to the need of communicational tasks. In order to reform teaching concept, to cultivate some English practical abilities, to enhance the efficiency of classroom teaching and to train students' self-teaching ability, we must take some reforms in the English teaching model aspect.English teaching has achieved a lot in our country for a long time in grammar aspect. However, the disadvantages of the examination oriented English teaching system exposed gradually, such as ignoring to train students' English practical skills and lacking of self-teaching ability. A large part of time has been arranged for English teaching in middle schools, but the teaching results are not as desired. So it's agent to reform the English teaching model at middle school level.This thesis contains four parts. In the first part of this thesis, it mainly discusses the reasons why we should launch this interactive classroom-teaching model study for junior English. The real situation of English classroom teaching in junior middle school is not so optimistic. Teachers dominate classroom-teaching time. Students have no chance to apply their language skills in classroom. The situationin English classroom teaching, the requires of training men for profession and the demands of our country's English teaching reform project show that it's necessary to carry out this study. Meanwhile, this study also analyses its research significances in theoretical and practical sides.In the second part, this thesis explores the theoretical bases of the interactive classroom-teaching model from the philosophic, psychological and sociological aspects. Based on those theories, the author designed an interactive classroom-teaching model for junior English in order to improve students' practical abilities, English study interests and self-teaching capability.In the third part, after the definitions of some important concepts, this thesis tends to have a detailed study on explaining the structure of the interactive classroom-teaching model for junior English, which includes the theoretical bases, the teaching targets, operating systems, teaching strategies and teaching assessments. To obtain the goals of this teaching model, the author set up three operating branches. They are for speaking and listening abilities improvement, for reading comprehension improvement and for writing ability improvement. The main character of those three operating branches is to help students study lively, voluntarily and consciously.In the last part, this thesis presents an efficiency study of this interactive classroom-teaching model. From that efficiency study, we know that this teaching model is useful for junior English.