The Study On Application Of Multiple Interactions Strategy In Class B Of College English Differentiated Teaching

With the huge demand for high-qualified and international talents from education internationalization, under the premise of the comprehensively advancing of Higher Education Curriculum Reform and further deepening of College English Differentiated Teaching Reform (CEDT), College English is in urgent need of new teaching strategies to guide the daily teaching, and improve its efficiency.The object of my study is to apply multiple interaction strategy to CEDT to arouse students’enthusiasm and cultivate their autonomous learning ability, then promote academic performance and eventually enhance the validity of CEDT. Through careful analysis and combing the relevant documents, the author found that multiple interaction strategies and CEDT happen to hold the same view, such as both are based on the theory of the Krashen’s input hypothesis, both adhering to the "student-centered" learning style, "cultivating students’ autonomous learning ability" as the goal. Therefore, it laid a solid theoretical basis for writing this paper. Multiple interaction strategy starts from the symbolic interaction theory, which is on the basis of t Multiple Intelligence Theory and Kramsch’s Pluralistic Interaction model, mobilize all dominant and recessive factors related to college teaching and teaching management to interact through cognition, emotion and practice all-around, multi-angle and multifaceted to perfect its teaching curriculum, class management, evaluation system, teaching methods, students’ management, credit management, teaching management, etc. The ultimate goal of perfect CEDT is to give full play to the enthusiasm of students’English learning enthusiasm and autonomous learning ability, and then get better academic performance and eventually enhance the validity of college English teaching. The multiple interaction strategy I mentioned is, on the basis of multiple interactions of dominant factors related with teaching and teaching management, actively mobilize all possible between the dominant and recessive factors and the recessive factor interaction, begin with the comprehensible input and comprehensible output interaction, carry out diversified interaction in all aspects of college English teaching, so as to fully arouse students’English learning enthusiasm and creativity, create more opportunities for them to improve their comprehensive language ability. The multiple interaction strategy I mentioned gets its new meaning, it’s the innovation point of the paper. It, is on the basis of everyday interaction of dominant factors of teaching and teaching management, actively mobilize interaction of all possible dominant factors and all recessive factors, starts from the interaction between the comprehensible input and output and interact in all aspects of teaching and teaching management, so as to fully arouse students’enthusiasm and creativity, create more chances for them to enhance their comprehensive language application ability. The effectiveness of the strategy are confirmed through teaching experiment, it also needs the writer to further carry out the strategy and explore more interaction way to entirely strengthen CEDT, especially to cultivate students’of Class B their enthusiasm and autonomous learning capability, the most important is to help them set up their confidence of learning English, eventually improve the effectiveness of learning.This paper mainly tests the effectiveness of multiple interaction strategy to CEDT through carrying out teaching experiment and questionnaire. After a year of teaching experiment, the writer tests the two classes, the experimental class and the contrast class, longitudinally and transversely. The data analysis shows that there is a more obviously gap between the experimental class and the contrast class. The scores of experimental class got improved evidently; otherwise the contrast class got a little. It proved that the multiple interaction strategy truly mobilized all possible factors relating to teaching and teaching management and created more opportunities for language learning and practice, students’ listening, speaking, reading, writing and translation skills have been improved apparently, and they get higher scores. After the experiment, the writer verifies students’ adaptability, acceptance about CEDT and their attitude toward the application of multiple interaction strategy. The result shows that most of the students of the experimental and contrast class not only adapt to but also recognize the positive effect of CEDT; They agree with active role of multiple interaction strategy, and their autonomous learning consciousness therefore has been boosted. So, the application of multiple interaction strategy has a active role in teaching.