Effects Of English Classroom Interaction Modes On Creative Thinking Development Of Junior High School Students

With the continuous development of society,China's overall national strength is constantly increasing,and China is dedicated to transforming from “Made in China” to “Created in China”.Therefore,people advocate quality education,which focuses on cultivating students' creative thinking.There are many factors affecting students' creative thinking,and one of them is interaction.In China,most Chinese students learn English in the classrooms,so teachers need to use limited time to create scenes for students.The scenes naturally involve the interaction between teachers and students and the interaction between students.Thus,interaction is an important factor in the development of students' creative thinking.This research focuses on training students' creative thinking via two different English classroom interaction modes.The purpose of this research is to compare the effect of two different interactive modes on the students' creative thinking development.Three questions are raised as follows: 1.What is the status quo of creative thinking and classroom interaction of junior high school students? 2.How are the interactive modes related to students' creative thinking? 3.Which interaction mode is more effective in predicting students' creative thinking? To answer the research questions,205 students from Hefei Xinzhan Shouchun Experimental School were chosen to participate in the current research.Data was collected through Torrance Tests of Creative Thinking,questionnaires and classroom observations,and was analyzed quantitatively and qualitatively.After analysis,it is found that the creativity of students in junior high schools needs to be improved;the interaction is positively correlated with creative thinking;group interaction can better predict students' creative thinking.Therefore,in the teaching stage,teachers should organize more group interactions to promote students' creative thinking.At the same time,teachers should ask more open questions during the lesson preparation process,and offer heuristic guidance when necessary.