| Today in the21st century, various professions and trades need various kinds ofvocational talents with special technology and English language abilities. Under thebackground of the new curriculum reform, English syllabus for secondary vocationalschools puts forward higher demands for students. But the current situation of Englishteaching is not optimistic. The author considers that the teaching mode is one of theimportant factors that can influence students’ English level. Based on humanism,constructivism and social interaction theory, this thesis discusses and practices theapplication of interactive teaching mode in the secondary vocational schools. The purposeof the discussion and practice is to find the answers to the following questions: comparedwith3P teaching mode, will interactive teaching mode improve students’ English scoresand listening ability? Will interactive teaching mode affect students’ emotional attitudes oflearning English? What are other advantages of implementing interactive teaching mode?The author takes two classes of a vocation school as one experimental class and onecomparison class, and then carries on teaching experiment for a semester (16weeks).Thetwo classes have the same major, the same number of students, the same English teacher,but the different textbooks and grades. The experimental class is assigned to use interactiveteaching mode, while the comparison class sticks to3P teaching mode. The author uses thetest of Suzhou general English, questionnaires and interview as the research instruments.Data analysis results show that interactive teaching mode can effectively improve students’English level and listening ability, promote students’ enthusiasm and initiative of learningEnglish. It is also found that there are another six advantages by implementing interactive teaching mode. They are learning initiative, student subjectivity, communication diversity,content concretization, communicative authenticity, teaching effectiveness. |
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