A Survey Of The Current Situation Of English Reading Interactive Teaching In Senior High School

For most senior high school students in our country,classroom is the only place where they are fixed to accept second language teaching.Students' input of the target language largely depends on the short classroom teaching time.In fact,Efficacious interactive teaching is also a process of promoting students' self-development.It can stimulate students' potential ability and self-participation consciousness,in order to realize teachers' and students' common learning,practice and participate in classroom teaching activities.Some scholars have studied the strategies of classroom interaction,the influence factors of classroom interaction,the forms of classroom interaction and the degree of teachers' control over classroom interaction.However,there is little research on English classroom interaction and discourse at present,especially there is no accurate data on the time occupied by different interaction modes in classroom interaction.This shows that the current situation of interactive teaching in high school English reading classroom is still worth further study.This paper mainly studies two problems: First,what kinds of problems have existed in English interactive teaching in senior high school reading class? Second,what are the strategies to cope with the existing problems? This study uses the methods of questionnaire survey,classroom observation and interview to analyze the current situation of interactive teaching.This study investigated the first grade teachers and students in three different schools of Suzhou.Suzhou No.2 high School,The experimental high School attached to Suzhou University and The northern high school of Suzhou were selected as the research objects.And 404 valid questionnaires are obtained.This study interviewed 12 English teachers from three schools,among whom 6 teachers were observed in these schools,altogether 12 classes.All data areanalyzed in detail by SPSS20.0.The results show the following problems,the form of classroom interaction is single,students' weak sense of participation and interaction,classroom interaction ignores individual differences,the quality of classroom interactive feedback discourse is low,uneven distribution of classroom questions and short waiting time.In view of the findings of the study,the following corresponding strategies are put forward: 1.teachers and students should establish a positive sense of classroom interaction;2.enrich the forms of classroom interaction;3.carefully design classroom interaction issues;4.adopt diversified evaluation methods;5.teachers should optimize classroom feedback language in time;6.classroom interaction is oriented to all and takes into account differences.