Multi-sensory Interactive Children's English Teaching Research

The traditional children English classes tend to collective teaching throughseeing and hearing and it mainly impart and accept system knowledge.Knowledge-centered teaching philosophy makes teachers emphasis too much ongrammar and the vocabulary, ignoring students’ original knowledge and experience.Therefore, students lose initiative and activeness in class and become “container” ofknowledge.Furthermore, the rigid and monotonous teaching method ignore thedifferences between the children. Lacking interaction in the teaching process ignoresthe training of the children’s thinking ability and interpersonal skills. Consequently,the effect of teaching is unsatisfactory.The new theory states that English teaching of children is not a mechanical,passive one-way transfer process of knowledge, but a complex active two wayinteraction between learners and learning content, learners and other people, learnersand themselves. Classroom teaching is a complex dynamic process of interaction withthe feature of generating dynamic. There are fresh individual with personaldifferences in Children English learning class. Different children have differentsensory channel preferences, among which are visual, auditory, kinesthetic. To takethe children’s teaching model according to their cognitive style can promote thedevelopment of children, which determines the classroom teaching should bethree-dimensional interactive combination based on the students’ individualdifferences. In interactive teaching, teachers try to create teaching situations tomobilize students auditory (A), visual (V), dynamic perception (K) participation inlearning as much as possible and to enable students to take the initiative to build theirown structure of new cognitive and emotional ability, as well as promoting thedevelopment of English learning strategies and developing communicativecompetence in English. Hereby, the writer proposes a view of multi-sensoryinteractive teaching English to children.Combining children’s cognitive style and learning rules, I propose multi-sensoryinteractive teaching English, redefine its concept and analyze its feasibility. This paper also discusses the theoretical foundation of building multi-sensory interactivechildren’s class and how to build multi-sensory interactive children’s English class.Lastly, I analyze and summarize the case of multi-sensory interactive children’sEnglish class, laying the foundation for future research.