A Study Of Development Of Interactive English Teaching Model In Middle School Based On Constructivism

Connecting theoretical principle and operational procedure, the teaching model is an essential agent between theory and practice. However, the traditional teaching model isolates each teaching element, instead of making these elements working together. Because of this isolation, the higher order ability becomes the bottleneck of students’development.A driving force is necessary to develop Interactive English Teaching Model. But, where does it come from? What is the relationship of this driving force, the interaction of teaching elements, and all kinds of connections resulting from the interaction? What are the procedures to organize this force?The research object of this paper is the development of Interactive English Teaching Model. I will combine the phenomena analysis and theory study and use various methods include case study, investigation and experimentation. Beginning with investigating current situation and rethinking our teaching, this paper will show the whole process of applying constructivism to the study of Interactive English Teaching Model development based on detailed explanation of teaching models transition. Due to Theoretical assumption, Ability assumption and the assumption that teaching is a process of cooperatively creating knowledge, and according to the study ideal that reform of teaching elements would advance the transition of teaching models and would further improve the function of teaching models, I have studied two classes in depth for two years.In this paper, using experimental method, I studied the measuring variables and questionnaire of Interactive English Teaching Model for many times and gained fist-hand materials and data. The statistic result from SPSS16.0software testifies the research assumptions and the causal relationship of Interactive English Teaching Model.The study result shows that the development of Interactive English Teaching Model depends on the reforming of teaching elements and the optimization grouping of all possible condition. During the process of Interactive English Teaching Model development, the successful transition of each element is necessary. However, the success of Interactive English Teaching Model requires the reunion of all elements after their transitions.The study result shows that interactions between teaching elements are more frequently in Interactive English Teaching Model than in traditional teaching model. This illustrates that teaching elements are no longer isolated, but activate each other and interactively cumulate power. We could expect more of these elements that they will lead to the cognitive development of students.The study result shows that the essence of Interactive English Teaching Model development is the transition of teaching elements, especially the interactions and various connections among them. The transition result illustrates the changing process of students’cognitive structure, which is from low level to high level. The transition of teaching elements leads to students’cognitive development.