本文關(guān)鍵詞： 生生互動教學(xué)模式 師生互動 有效教學(xué) 初中英語　出處：《長春師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：互動教學(xué)自開展以來,師生互動和生生互動是課堂中比較常見的兩種互動方式。而現(xiàn)在生生互動模式被越來越多的工作者重視,并且以小組合作等形式展現(xiàn)出來,但在實(shí)際的教學(xué)中,教師則更側(cè)重于師生互動模式進(jìn)行教學(xué)�！皾M堂灌”“假互動”仍然存在。如何有效的運(yùn)用生生互動模式進(jìn)行教學(xué)。筆者認(rèn)為,首先應(yīng)做到了解每一位學(xué)生的發(fā)展特點(diǎn),促進(jìn)其主動發(fā)展,將過去的被動學(xué)習(xí)變?yōu)橹鲃訉W(xué)習(xí)。然后教師在課堂上要以學(xué)生為中心,讓學(xué)生成為課堂上的主體,教師起輔助作用�？墒窃谡n堂教學(xué)中但仍然存在一些因素使課堂活動達(dá)不到良好的效果,影響課堂教學(xué)的有效性。本文將英語課堂和生生互動模式相結(jié)合,試圖通過本研究,為當(dāng)前的課程改革提供一些有效建議。面對上述問題,我們必須不斷思考:針對落后地區(qū)的學(xué)生,怎樣實(shí)現(xiàn)以學(xué)生為主體的教育理念,將生生互動模式更好的進(jìn)行下去。為了能夠很好的解決這些問題,本次研究主要針對某個(gè)中學(xué)的學(xué)生采取了相應(yīng)的互動教學(xué)實(shí)驗(yàn)。而且通過實(shí)驗(yàn)結(jié)果回答以下的兩個(gè)問題:1.在初中英語教學(xué)過程中,生生互動模式有利于更好的提高初中學(xué)生的英語成績嗎?2.采取生生互動的模式教學(xué)對初中生學(xué)習(xí)英語的興趣有何影響?筆者在閱讀大量文獻(xiàn)的基礎(chǔ)上,綜合出來一些支持生生互動模式的理論,其中包括:建構(gòu)主義理論、班杜拉的社會學(xué)習(xí)理論和社會學(xué)理論等內(nèi)容,并對此進(jìn)行了認(rèn)真學(xué)習(xí)。在生生互動模式的指導(dǎo)下,筆者對某中學(xué)初中部兩個(gè)班級進(jìn)行了為期一個(gè)學(xué)期的教學(xué)實(shí)踐。實(shí)驗(yàn)設(shè)置以生生互動模式教學(xué)為主的實(shí)驗(yàn)班和以師生互動模式教學(xué)為主的對照班,進(jìn)行對比教學(xué)實(shí)驗(yàn)。還采用了其它一些方式,比如說數(shù)據(jù)分析、訪談以及問卷調(diào)查等,做出了比較充分的對比分析。從實(shí)驗(yàn)結(jié)果當(dāng)中可以發(fā)現(xiàn):采取生生互動的模式進(jìn)行教學(xué),在很大程度上可以進(jìn)一步的提高初中生的學(xué)習(xí)成績。采取生生互動的模式進(jìn)行教學(xué),可以大大的提高學(xué)生學(xué)習(xí)英語的興趣,學(xué)生學(xué)習(xí)積極主動,并且生生之間的合作能力明顯增強(qiáng)。生生互動模式教學(xué)能夠使師生關(guān)系和生生關(guān)系變得更為融洽。相對師生互動模式的教學(xué)而言,生生互動使初中生能夠上課更集中精力的聽講,提高學(xué)習(xí)興趣。但生生互動教學(xué)也有其需要注意的地方,例如:學(xué)習(xí)過程中,學(xué)生的參與程度不同,班級人數(shù)過多,有時(shí)不易好掌控課堂紀(jì)律,有時(shí)容易忽視課堂教學(xué)中學(xué)生的心理和情緒。這還有待教學(xué)工作者進(jìn)行深入的探究,然后揚(yáng)長避短,在教學(xué)中更好的發(fā)揮生生互動教學(xué)的最大優(yōu)勢。綜上,本次論文的研究基本上已經(jīng)可以實(shí)現(xiàn)預(yù)期目的。采用生生互動的模式來進(jìn)行教學(xué)具有一定的優(yōu)勢,而且在很大程度上也可以提高學(xué)生的日常學(xué)習(xí)效率,并使得他們的學(xué)習(xí)興趣有所增強(qiáng),培養(yǎng)出更好的學(xué)習(xí)習(xí)慣。本次研究所取得的成果也可以為日后進(jìn)行英語教學(xué)的過程提供相應(yīng)參考依據(jù)。
[Abstract]:Since the development of interactive teaching, teacher-student interaction and student student interaction is two interactive way more common in the classroom. And now the student student interaction mode is more and more importance, and in group cooperation form, but in the actual teaching, teachers are more focus on the interactive mode of teaching. "Base" and "false interaction" still exists. The teaching students how to use effective interactive mode. The author believes that we should first do understand the characteristics of the development of every student, to promote the development of the initiative, the past passive learning into active learning. Then teachers should take the students as the center in the classroom, let the students to become the main body of the classroom, teachers play a supporting role. But in the classroom teaching, but there are still some factors make the classroom activities reach good results, affect the effectiveness of classroom teaching. The English class Hall and student student interaction combination mode, trying to through this research, to provide some effective suggestions for the current curriculum reform. Facing these problems, we must constantly thinking: for backward students, how to realize the student-centered philosophy of education, the students' interaction mode in order to better carry on good. To solve these problems, this research mainly aimed at a middle school students take the interactive teaching experiment. Through the experimental results and the corresponding answer the following two questions: 1. in junior high school English teaching process, students interaction mode is conducive to better improve the junior high school students' English achievement? 2. to take interest in teaching interaction between students and students of junior middle school students learning English have what effect? The author based on a lot of reading, comprehensive out some support students' interaction mode theory, including: Constructivism Theory Theory, social learning theory and social learning theory of Bandura, and made a careful study. In the interaction between students and students under the guidance of the models, the author carried out a teaching practice of one semester of the two classes in a junior middle school. The experimental class experiment setup to students interaction mode of teaching and the control class in the interactive pattern of teaching, comparative teaching experiment. The other way is used, for example, data analysis, interviews and questionnaire, made a comparative analysis fully. From the experimental results can be found: take students interactive mode of teaching, can further improve the learning achievement of junior high school students to a great extent. Take students interactive mode of teaching, can greatly improve the students' interest in learning English, students' learning initiative, and students' cooperation ability Significantly enhanced. Students interaction teaching mode can make teacher-student relationship and student student relationship becomes more harmonious. The relative interaction between teachers and students teaching mode, student student interaction of junior high school students can make the class more concentrate on listening, enhance the learning interest of students. But teaching also has its need to pay attention to, such as: the learning process in the students' participation is different, too many classes, sometimes is not easy to control the classroom discipline, sometimes neglected by the students in the classroom psychological and emotional. This has yet to be teaching workers to conduct in-depth inquiry, and weaknesses in the teaching, better play the biggest advantage of students' interaction teaching. To sum up, this paper the study can basically achieve the desired purpose. The students' interaction model for teaching has certain advantages, but also can improve the students' daily learning efficiency to a great extent Rate, and their interest in learning has been enhanced, produce better learning habits. Provide reference for this research achievements can also on teaching English.

【學(xué)位授予單位】：長春師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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