Analysis Of High School English Classroom Interaction Based On The Concept Of English Learning Activities

Ordinary High School English Curriculum Standards(2017 Edition)attaches great importance to the cultivation of students’ key competences,and in accordance with the requirements of key competences,teachers are advocated to implement the concept of English learning activities based on the idea of integrating six elements in teaching practice.In this study,with the concept of English learning activities as the theoretical basis,the author employed literature research method,case-study approach,and classroom observations combined with i FIAS(improved Flanders Interaction Analysis System)to explore the interaction between teachers and students in high school English classrooms based on the concept of English learning activities to try answering the following questions: 1)How is the teacher-student interaction in English reading class from the perspective of the concept of English learning activities? 2)What problems have occurred in the process of teachers’ implementation of the concept of English learning activities? 3)How to build the appropriate interactive teaching mode for English reading lessons? The purpose is to construct an interactive teaching mode for high school English teaching,to discover possible problems and deficiencies in teaching practice,and to promote the development of students’ foreign language aptitude.It is found that under the environment of combining information technology with teaching,teachers can use technology to assist their teaching and to improve teacher-student interaction.The amount of teacher talk is much higher than that of student talk,which means the teacher still occupies a dominant position in the classroom.The ratio of teacher’s indirect influence to direct influence is less than 1,which indicates that teachers tend to have direct control over the class.Questioning is the main way teachers use to check students’ understanding of the text,however,the proportion of open-ended questions is far lower than that of closed-ended questions.Although the interaction between teacher and students is valued,the student talk-initiation is still lower than the norm 34%.Based on the analysis of teacher-student interaction of English reading teaching in high school,this thesis provides some suggestions from the perspective of teaching philosophy,learning habits and teaching mode.Under the guidance of the concept of English learning activities based on the integration of six elements,actively exploring the construction of English interactive teaching mode can help teachers clearly understand the needs of interactive classroom teaching and optimize the design of teaching objectives.Besides,teachers can provide beneficial guidance for students,and effectively promote the cultivation of students’ key competences,which has an important impact on the overall improvement of their foreign language aptitude.Therefore,this research can provide certain guidance for teachers to implement active and effective discourse reading instruction and has certain practical value.