An Empirical Study On The Interactive Teaching Method In Junior High School English Teaching

Nowadays, people pay more and more attention to students’ participation in English classroom teaching. With the new curriculum reform, it is so necessary for teachers and students to change into a kind of new teaching and learning attitude to make teaching and learning more effective. More and more researchers, practitioners and teachers have realized the importance of it in language teaching. At present in China, English teachers are called upon to reform the traditional way of teacher-centered teaching, and more and more importance has been attached to the process of classroom teaching and the study of classroom interaction has become more significant.Therefore the author applies the Interactive Teaching Method, hoping to make students master the knowledge and technology. So researching the significance of Interactive Teaching Method in junior high school is necessary. The experiment was carried out in junior high school of Panjin in Liaoning Province. There are two classes: the experimental class and the controlled class, and the main material is Go for it!(Students’ Book1). The research lasts for one term, which is from September,2013to January,2014. The teacher employs the Interactive Teaching Method in the experimental class and teaches students in the controlled class by traditional teaching method at the same time. The experiment includes some researches: questionnaire investigations, pre-test and post-test. Through the experiment, the author discusses the following two questions:Can the interactive teaching method stimulate the students’ learning interest?Can the interactive teaching method improve students’ English proficiency?In paper，the author scientifically analyzes the statistics of the questionnaire from EC and CC in the meantime, by the means of statistics software SPSS17.0, the author also analyzes the statistics from EC and CC in the pre-test and the post-test. In the pre-test, the Sig. is0.339and0.340, which is higher than0.05; that shows there is no clear difference between two classes. But in the post-test, the Sig. is0.000which is lower than0.05. Thus these descriptive statistics can clearly explain that there is an obvious difference between the two classes and the scores of experimental class are better and higher than that of the controlled class. In addition, from pre-questionnaire we get a conclusion that the interest of students in learning English are low and the students’ attitude about English is not active at all in both classes. And the statistics from QII shows students in the experimental class have changed after a semester. Students’ learning English interest has improved in a not very long time.According to the study, the interactive teaching method can stimulate the students’ learning interest and improve students’ English proficiency.