An Evaluation Of Senior High English From The Perspective Of Interactive Teaching And Learning

The eventual goal of language learning is to communicate with others in the authentic context by using the target language rather than grasp the language form purely. The new standards on English curriculum for senior students also mention to train students'general language proficiency, on the basis of language skills and language knowledge. Classroom interaction provides opportunities for students to participate in language communication, which changes the traditional teacher-centered teaching mode into student-oriented learning mode. Classroom interaction involves the interaction among teacher and students, students and students, as well as students and learning materials whichever needs the comprehensible input, usually the role played by teaching and learning materials. As for Chinese students, especially senior students who learn English as a foreign language, they mainly depend on textbooks which provide major learning content for students and function as the mediator of the interaction among teacher and students, students and students. Hence, the thesis primarily makes an evaluation of the senior English textbooks from the view of interaction, surrounding the two questions:(1) Is Senior High English fit for the interactive teaching and learning?(2) How does this set of textbooks promote the classroom interaction, if so?The thesis explores the above two questions by investigating Senior High English published by Beijing Normal University Press which are being used by teachers and students in No.1middle school in Jiyuan of Henan province. The research is carried out by two questionnaires. One is for teachers'perceptions, the other for students' perceptions. The results are presented through quantitative and qualitative analysis. The quantitative analysis is shown with data in the form of two tables, while both teachers' and students'comments are analyzed in a qualitative way.According to the results, the textbooks meet such interactive principles as cognitive, affective and linguistic principles. The textbooks encourage students to conduct meaningful learning and attach importance to the development of students' learning autonomy through the training and the use of learning strategies. The textbooks also attach importance to students'development of cultural quality and the education of improving students'cultural awareness by beginning from the education of cultural awareness and arranging articles related to the eastern and western culture as well as encouraging students to communicate cross-culturally in the target language. They meanwhile pay attention to the development of students'emotion and attitude by choosing the topics students are interested in which can arouse their learning motivation and make them gain the confidence in learning English as well as exercise their willpower of dealing with the difficulties. The textbooks also stress students'perception and sentiment to language and make efforts to improve students'ability in expressing in English.However, not all the textbooks can satisfy teachers'and students'needs and the needs of the real classroom teaching of an area. Hence, teachers and students should make adaptation while using the textbooks so that the textbooks can display the full function for them and the classroom interaction can be carried out well.