Practical Research On Multiple Interactive Modes In Junior High School English Classrooms

The teaching of language knowledge is a main objective in junior English teaching.Even now,more than a decade after the new curriculum reform was introduced,it has not changed.However,the teaching of language knowledge is one of all the objectives but not the only demand.In many middle school English classroom teaching,it is still the main task for teachers to cultivate students’ comprehensive language application ability and active learning ability.This paper is based on the theory of constructivism,combined with the researcher’s own teaching practice experience and reflection,and try to focuses on the possibility and feasibility of multi-interaction teaching in English class in junior middle school,and how can multi-interaction help students to deepen their understanding and application of English knowledge.Based on the researcher’s own reflective practice in middle school English class,this paper studies the English teaching of six classes of Grade eight in Tak Yun school in Kuiwen District,Weifang and makes a practical study on the multi-component interactive teaching mode in English classroom of junior middle school.The aim is to help students construct the meaning of English knowledge and to improve the effectiveness of English classroom teaching.In the course of the study,through the experimental method classroom observation method and other research methods,this paper expounds the existing problems of the current situation of the multiple interactive teaching of junior English class and the countermeasures and suggestions for improvement.And it also displays classroom teaching analysis and reflective suggestions according to a large number of live teaching situation.It is pointed out that the teacher-student relationship should be transformed from the authority-dependence model to the interactive cooperation model.