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

English teaching has achieved a lot in our country for a long time in grammar aspect. However, under the control of NMET, the disadvantages of the examination oriented English teaching system exposed gradually, such as ignoring to train students' English practical skills and lacking self-teaching ability. So it's urgent to reform the traditional English teaching model at the middle school and form the student-centred teaching model through interaction . Having referred to the books of psychology and pedagogy theory and summed up the teaching experiences, I presented a kind of interactive model (start-up, cooperation, self-work) . In order to test the effect of the teaching method, to verify its rationality, feasibility and substantiality, I practiced this method for almost a year in listening, speaking, reading and writing . From the survey by questionnaire and the result of the experiment, I can draw a conclusion: Applying the interactive teaching model properly accords with the logical rules of language learning. Interactive process can stimulate the learning process in contrast to traditional classroom teaching. Therefore, it develops the students' interest, enhance their involvement in class , then improve their integrated abilities.This thesis contains five parts. In the first part of this thesis, it mainly discusses the reasons why I should launch this interactive classroom-teaching model study for senior English. In the second part, this thesis gives a brief account of the present situation in China and abroad and explores the theoretical bases of the interactive classroom-teaching model from the philosophic, psychological and sociological aspects. The third and the fourth parts are the most important ones. In the third part, this thesis tends to have a detailed study on explaining the structure of the interactive classroom-teaching model for senior English, which includes the teaching targets, operating systems, teaching strategies and teaching assessments. To obtain the goals of this teaching model, the author sets 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 fourth 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 senior English. In the last part, it focuses on conclusions and discusses a further study.