A Study Of The English Classroom Teaching Interaction On Middle School Based On The Theory Of Subjective Instruction

Since the 1990 s, with the coming of information era and economical globalization, the number of English learners in China is increasing continually. In addition, the status of English has improved constantly in secondary schools. However, some thorny problems still exist in English teaching. For instance, under the exam-oriented education, society, schools, parents and teachers all pay more attention to students’ English scores rather than their practical abilities of using English. Furthermore, in middle schools, teachers are the absolute authority in the class who always ignore the subjectivity of students. This phenomenon leads to the negative result that students are tired of English learning, which ultimately reduces the efficiency of English teaching and learning. Consequently, Chinese educators and scholars begin to explore the effective educational theories or methods corresponding to the reality of English class in China to promote the efficiency of English class.As a result, classroom teaching interaction, as a valid teaching method, comes into people’s horizons. First of all, classroom teaching interaction emphasizes strongly the interaction between the teaching subjects, those are teachers and students, in English class. It is well known that teachers and students are two main subjects of the teaching activities. Besides, teaching is a bilateral activity in teaching and learning. Therefore, forming a real and effective interaction between teachers and students is the key to achieve effective teaching. Additionally, classroom teaching interaction plays a significant role in the process of English learning. Firstly, it increases students’ opportunities to apply English. Secondly, it stimulates students’ enthusiasm and interest in English. The interaction between teachers and students is meaningful to promote students’ proficiency and initiative in using English.On the basis of the investigation, it is found out of the study that the previous studies of classroom teaching interaction have mainly focused on the characteristics and laws of classroom teaching interaction from the perspectives of pedagogy and psychology. There are few studies of classroom teaching interaction based on a certain theory. However, the theoretical foundation of this study is subjective instruction theory, which focuses more on the subjectivity of students and advocates motivating of students’ autonomy, motility and initiative. In conclusion, the main points of subjective instructive theory are in accordance with the crucial factors achieving the efficacious fulfillment of classroom teaching interaction.Based on the above analysis, the study puts forward the hypothesis of the research that guided by the theory of subjective instruction, the efficiency of English teaching can be promoted in junior middle school classroom through the specific implementation of classroom teaching interaction and full performances of the subjective roles of students.88 junior middle school students from Yingchuan Experimental Middle School in Yuzhou, Henan Province are chosen as the subjects of the study. There are 44 students in Group One, which is considered as Experimental Group and is taught with classroom teaching interaction. The other 44 students in Group Two are considered as Controlled Group, which is taught with traditional teaching method. Furthermore, the study is an empirical research. Then, some instruments, like questionnaire, test and interview are used to collect useful data from the two groups.The research was carried out in the following steps:(1) The pre-questionnaire and post-questionnaire were carried out in September, 2014 and in January, 2015 respectively. Then, 88 pieces of answer sheets would be got from the 88 junior middle school students in two groups to collect the information about their views of classroom teaching interaction, the degree of participation in class activities, teachers’ teaching methods and classroom atmosphere. The goal of the two questionnaires is to provide the related reference information to classroom teaching interaction.(2) Comparative results of the scores between Experimental Group and Controlled Group before and after experiment would be collected through pretest and post-test.(3) The interview was implemented after the experiment, and 24 students in Experimental Group were chosen randomly as the interviewees, which made clearly their opinions about classroom teaching interaction, the degree of participation in class activities, teachers’ teaching methods and classroom atmosphere.(4) The data obtained from the two questionnaires and the two tests would be analyzed by the professional statistics software, SPSS(Statistical Product and Service Solutions), to compare the difference between classroom teaching interactions based on subjective instructive theory and the traditional teaching method.Based on the results of the analysis, the study finally comes to the conclusion that classroom teaching interaction can effectively exchange the information, emotion and thought between teachers and students. Besides, classroom teaching interaction provides students with more opportunities to participate in the teaching activities, which is in favor of creating positive class atmosphere, stimulating students’ initiative on English, developing their collaborative spirits and ultimately promoting the efficiency of English teaching. In a word, the above results fully testify the previous hypothesis that guided by the subjective instruction theory, the efficiency of English teaching can be promoted in junior middle schools classroom through the specific implementation of classroom teaching interaction and full performances of the subjective roles of students.