小学英语教学中的师生互动研究

小学英语教学中的师生互动研究The interaction between the primary school English teaching一、小学英语课堂互动教学的概念.Primary English classroom teaching concepts存在于课堂上，师生、生生间的一种人际相互作用和影响，教师和学生是互动的主体，师生在互动中的关系是平等的，互为主客体的,一种相互作用和相互影响的过程,但这种互动不是教师与学生或学生与学生的单项互动，而是师生、生生以及学生和学习内容间的多项交互影响，而且这种相互作用和影响不是一次性或间断的，而是一个链状、循环的连续过程，师生在这个过程中不断地相互作用、相互影响。简而言之，互动教学是指建立在师生人格平等基础上，学生能够积极参与，发挥能动性，展现创造性，在交际中掌握语言，师生和谐、共进的一种教学过程。Exist in class，Between students and a human interaction and influence，Interaction between teachers and students is the subject，In the interactive relationship between teachers and students are equal，Each of the object，A kind of interaction and mutual influence of process，But this kind of interaction between teachers and students, or is the single interaction between students and students，But teachers and students and learning and the interaction between the contents of many，And this kind of interaction and the influence of one-time or not，But a chain of continuous process, circulation，Teachers and students in the process of continuously interaction and mutual influence，In short, interactive teaching is established on the basis of equality and personality, students can actively participate, initiative, creativity, show in communication and language, harmonious, of a kind of teaching process.二、小学英语课堂互动教学的意义和特点 Primary English classroom teaching characteristics and significance（一）互动教学对于小学英语课堂的意义The elementary school English classroom teaching1、激发学习兴趣1、Stimulate interest in learning小学生的年龄特点决定了他们的学习动机来自于兴趣，小学阶段英语教学的目的也是培养学生学习英语的兴趣。一个人只有当他对某一事物发生兴趣时，才会对其产生好奇心并产生对其进行探究的心理欲望。这种欲望一旦被激发，它就会成为一种学习的自觉性和内动力。一旦有了浓厚的学习兴趣，学习者就会自觉、主动地参与到学习中，把学习看成是一种乐趣而不是一种负担。反之，如果对学习丧失了兴趣，它不仅会成为学习的阻力，甚至还会引发心理障碍。学习者学习兴趣的高低会对学习效果产生直接影响。由此可知，兴趣与教学的成败是密不可分的，对教学和学习效果有着至关重要的作用。Pupils age characteristics of learning determines their interest and motivation comes from primary school English teaching aim is to cultivate students' interest in learning English. A person only when he interested in one thing, when will the curiosity of the inquiry and the psychological desire. This desire, it was once a learning self-consciousness and power. Once you have a strong interest in learning, the learners will consciously, actively participate in the study, the study as a fun and not a burden. Conversely, if learn to lose interest in learning, it will not only be the resistance, even can cause psychological barriers. Learner interest for learning effect of discretion will have a direct impact. Thus, the success or failure of interest and teaching is closely tied to the teaching and learning effects, which plays an important role.2、促进听说能力2、Promotes listening ability人类语言的重要功能之一就是传递信息与表达思想，而听说是人与人交际中最主要的语言交际形式。儿童具有学习语言的先天优势,而这种优势主要表现在儿童语言的听和说方面的先天潜在优势。小学英语课堂教学是小学生掌握最基本的英语运用能力的主要途径，在这一途径中，如何把英语教科书上的语言转变为小学生说英语的能力，利用儿童阶段的潜在优势，促进其语言交际能力的提高？教学实践证明，开展形式多样且有意义的交际活动对培养小学生的语言运用能力具有重要作用。通过交际活动不仅能向学生渗透新的语言知识，而且能提高学生学习英语的兴趣，促进他们全身心地积极主动地投入英语学习，特别是相互交流的活动当中去，进而获得更多更新的知识。因此，交际活动是促进学生语言运用能力发展的有效教学手段，而交际的本质在于人与人之间的互动，在课堂上则表现为师生，生生乃至师生与环境的多维互动。One of the important function of human language is information and express ideas, and that is the main communication language communication. Children with congenital advantage of learning a language, and this advantage is mainly manifested in the children's language of listening and speaking of congenital potential advantage. Primary school English teaching is the most basic grasp of English skills, and the main way in this way, the English textbook on how the language into elementary English ability, using the potential advantages of childhood, promote its language communicative ability raise? Teaching practice proves that develop diverse forms and meaningful communication activities to cultivate students ability to use language plays an important role. Through the communication activities can not only to the students in the new language knowledge, and infiltration can improve students' interest in learning English, and promote their wholeheartedly actively into English learning, especially the mutual exchange activities, and then get more knowledge. Therefore, the communicative activities to promote students' ability to use language is the development of effective teaching methods, and the essence of communication between people is in the classroom interaction, the teachers and students, teachers and environmental movement and multidimensional interaction.3、回归学生生活3、Returning student life“回归生活”是新课程的生长点。我国大教育家陶行之先生提倡“生活化教育”。著名教育学家杜威也说过，“教育即生活、即生长，即经验改造。”对于语言学习者来说，学习语言，是为了表达和交流。英语是人们在生活中进行交流表达的一种活的语言。它来自于生活，并为生活所用。因此，在日常的英语教学工作中，作为英语教师必须努力创设生活化的教学氛围，让学生沉浸其中，潜移默化地受到感染，这不但有助于学生用真实的方式来应用所学的知识，同时也有助于学生认识他们所学知识的作用和意义。"Return to life" is a new course of growing. Our big TaoHangZhi educators advocate "life education," Mr. Famous education experts Dewey also said, "life education namely, namely growth, namely the experience." For language learners, learning a language is to express and communication. English is to communicate in life expression of a living language. It comes from life, and used for life. Therefore, in the daily work of English teaching, the teacher must strive to create a life in English teaching atmosphere, lets the student among subtly, infection, which not only helps students with the real way to apply their knowledge, but also help students to understand their meaning and function of knowledge.（二）小学英语课堂互动教学的特征 Primary English classroom teaching随着新课改理念的深入，教学活动、教学方式的多样化，英语课堂教学中的问题也随之而来。要提高小学英语课堂教学质量，实现真正的互动性课堂教学是极其重要的一环。什么是真正的互动性小学英语课堂呢?威尔斯指出“语言的互动是一种合作的活动”，它包括“建立一个由发送器、接受器和语境三者构成的三角关系”。可见，互动不只是传递信息的过程，更是理解信息和加工信息的过程。在这个过程中，互动的参与者在一定的自然或非自然语境中，借助文字或非文字手段，对信息进行理解、加工和交流。理想的互动性小学英语课堂应具备以下特征：With the new concept, teaching methods, teaching activities in English classroom teaching, diversification, questions. To improve the quality of classroom teaching, true interactive teaching is one of the most important one annulus. What is the real interactive classroom elementary school? "The language of interaction that Wells is a cooperative activities", it includes "build a transmitter and receiver and the context of the triangle" three constitutions. Visible, interactive message not only, more understanding the process of information and information process. In this process, the interaction of the participants in the context of natural or nature, with words or verbal means, to understand, processing and information exchange. The ideal of elementary English classroom interaction should have the following features:1、多维互动1、Multidimensional interaction在英语教学活动中，信息在发送器与接受器之间的互动不是单向地从教师向学生传递（即：教师是发送器，学生是接受器），这是传统的教学模式；也不是单一地以教师为始发点，在师生之间交互传递，这不是真正的互动性课堂教学。真实的互动其信息走向应该是多维的，即从教师到学生，从学生到教师，从学生到学生，从个体到群体，从群体到个体，从个体到个体，从群体到群体等。教师与学生是平等的参与活动，他们既是信息的发送者，又是信息的接受者。In English teaching activities, information transmitter and receiver on the interactions between teachers and not to students from one-way transmission (i.e., teachers, students are the transmitter is receiving device), this is the traditional teaching mode, Not a single to teachers for the origination point between teachers and students, this is not true, interaction of interactive teaching. True to its information should be multidimensional, namely from teachers to students, teachers and students from to from a student to students, from individual to individual and group from the group, from individual to individual and group to from the group, etc. Teachers and students is equal to participate in activities, they both senders of information and information of the receiver.2、合作共享2、Cooperation and sharing在英语课堂教学中，教师经常采用个体活动、配对活动、小组活动和全班活动等。但是，“个体活动”由于是以独立个体形式进行的，难以做到合作与共享；“配对活动”的参与者有限，往往缺少足够的共享资源；“全班活动”会相对降低学生的参与率。相对而言“小组活动”能比较合理地解决“参与率”与“资源量”之间的矛盾。也能充分体现合作共享。当然，在日常的课堂教学活动中，教师不能排斥某种活动形式，而应根据教学的实际需要，综合运用各种活动形式。教师在设计课堂活动时，应该考虑建立一定的信息差，以体现合作共享的真实性。例如，在学习“职业”类单词的时候，教师可以组织学生互相询问家长的职业，可是有些同学之间的关系较好，知道对方的家长是干什么的，在这种情况下如果还明知故问就不能实现信息的互补，也就体现不了合作的真实性，教师应考虑到这些因素，让学生去调查未知的信息，实现交流的真实性。In English teaching, teachers often USES individual activities, matching, and group activities and class activities, etc. But, "individual activity" because of individual form is hard, cooperation and sharing, "Matching", the participants often lack of sharing resources, "The class activities" will be relatively lower student participation. Relatively "group activity" can compare reasonable solution "participation" and "resources". Also can fully embody the cooperation and sharing. Of course, in the daily activities of classroom teaching, the teacher not exclude some form of activity, and should be based on the teaching of actual need, comprehensive use of various forms of activities. Teachers in the design of classroom activities, should consider to establish certain information sent to reflect the authenticity of cooperation and sharing. For example, in the study of the word "professional", teachers can ask students to each other, but some parents professional students, the relationship between the parents know each other is stem what of, in this case, if still know perfectly well past ask can realize the complementary, also don't reflect the authenticity of cooperation, teachers should consider these factors, lets the student to survey the unknown authenticity of information exchange.3、体验创造3、Experience of creation在互动性语言活动中，学习者运用他们所学的语言知识，通过真实的交流，表达自己的真实思想，这是一个创造的过程。首先是语言的创造。为了表达的需要，学生运用所学的语言知识，重新组合语言材料，这体现了语言的创造性特征。其次，学习者对信息的理解本身就是创造的过程他们借助自己的生活阅历和已有的语篇结构，对信息作各种合理的处理和加工。另外，信息的交流是为了填补交际双方的信息差，但同时又会产生新的信息差，这又是一种创造。要让学生体验各种创造过程，活动的情景设计是关键。教师必须考虑学生的语言水平、生活背景和心理特征。只有当学生有了交流的能力、交流的欲望和交流的内容，课堂教学能真正互动起来，学生才能体验创造。作为教师首先在教学中充分地尊重学生，让他们成为课堂的主人，给他们足够的时间自由思考想象。In the interactive activities of language learners use what they have learned and the language knowledge, through the real communication, express your true thought, this is a process of creation. First is the language of the creation. In order to express, students need to use language knowledge, the combination of language materials, which reflects the language creative features. Secondly, the learners to understand information itself is the process of creating their own life experience and using of discourse structure of information processing and processing of various reasonable. In addition, information communication is to fill the information, but also can produce new information, this is a kind of creation. Let students enjoy various process to create, design is the key of activity. Teachers must consider the students' language level, the background and the psychological characteristics. Only when students have the ability to communicate and exchange of desire and the exchange of content, teaching, students can truly interactive experience to create. As teachers in teaching first fully respect the students, let them become classroom-hosts, give them enough time to think freely.4、动态角色4、The dynamic role在互动性课堂教学中，教师和学生的角色都是动态的。互动式活动可分为启动、展开、深入和结果等阶段。第一阶段，教师是设计者。情境设计是课堂教学必备的环节在这一环节中教师的主导作用不言自明,设计什么样的情境与学生产生互动,与课堂效果有密切的联系。教师在设计情景时要寻找或创设贴近学生实际的生活场景,让学生身临其境,认同融入,产生共鸣。第二阶段，教师主要是组织者和辅导者，负责帮助和指导学生参与活动，同时教师也是参与者，他们与学生形成平等关系，创设轻松和真实的交际环境；学生主要是活动的参与者，但也应是组织者和辅导者。第三阶段，教师主要起学习促进者的作用，激发学生参与和学习的欲望，促使学习活动继续下去；学生应该是问题的发现者，他们积极想象、探究和创新，把活动推向更高层次。第四阶段，教师是评价者和观赏者，他们积极评估学生活动，鼓励学生持续发展；学生不仅是成果的评价者和观赏者，还要逐渐适应自主学习和自我评价的模式。教师只有把握好上述要素，才能让课堂教学真正有效地互动起来。In the interactive teaching in class, the teacher and student's character is dynamic. Interactive activities can be divided into the startup, etc, and results. The first stage, the teacher is the designer. Situational classroom teaching design is essential tache in the link to the teacher's leading role, what kind of situation axiomatic design with the students, and the effect of classroom interaction are closely linked. Teachers in design scene to find or create close to the actual life scenes, lets the student identity, and resonance. The second stage, the teacher is mainly responsible for help, organizers and are mentoring relationships and instructing students to participate in activities, teachers and students, they are participants equal relations establishment relaxed, the formation and real communication environment, The student basically is the activity of the participants, but should also be the organizers and are mentoring relationships. The third stage, teachers mainly on learning, stimulate students' promoter and desire to learn, learning activities continue, Students should be the discoverer of the problem, they actively explore and innovate, imagination, the activity to higher levels. The fourth stage, the teacher is the viewer, and they evaluate students' activities, and encourage students to sustainable development, Students are not only the achievements, and gradually viewer clients to self-constituted learning and self evaluation model. Teachers only grasp the elements mentioned above, can let the classroom teaching effectively interaction.三、小学英语课堂互动教学的实施 Primary English classroom teaching（一）创造良好的互动环境 To create a good interactive environment1、学校英语学习环境的创造1 The school of creating English learning environment英语作为一门外语进行教学，其语言环境必然没有母语那般得天独厚，因此，人为地创造一些条件帮助学生学习，形成学生与环境之间的互动十分必要。English as a foreign language teaching, the native language environment must not as advantageous, therefore, to create conditions for helping students to learn, forming the interaction between students and the environment is very necessary.（1）创设校园英语，营造浓厚英语氛围1） Creating campus English, creating English atmosphere校园英语可以为学生创设英语学习环境，让学生“触摸”英语，增加语言知识，提高英语实践能力。English can create for students of English learning environment, lets the student "touch" English language, increase knowledge, improve English practice ability.（2）组织课间英语实践活动，提高学生英语运用能力2）Organizational practice, English class to improve students' English skills学校可以组织一系列英语实践活动，让孩子们成为活动的中心，在实践和交往中展示自己的特长，通过亲身体验来获取知识，进一步获得英语知识与技能，提高学生实际应用英语水平的能力。如：英语角活动、兴趣小组活动、校内各类竞赛活动等等。The school can organize a series of English practice, let the children become the center of activities, in practice and display their expertise in communication, through the experience to obtain knowledge, further English knowledge and skills, improve the students' practical ability of English. Such as: English corner, interest group activities, in all kinds of competitions, etc.（3）拓展学习方式，体验运用英语的成功感3）Expand study way, the experience of using Englisha.收集格言、标签学英语。英语收集活动是一项课外学英语的有益活动，可以帮助学生开阔视野，了解外国的概况。教师可以协助学生把收集好的内容进行分类，确定主题，做成英语剪贴画后互相传阅或布置在学校的橱窗里。教师还适当地挑选出优秀的作品，根据作品主题，引导学生用英语作简单介绍，教师长期运用这种方法可以激发学生寻找课外知识的乐趣；Collect motto, labels to learn English. English is a collection of useful English learning extracurricular activities, can help students to understand foreign horizons, general. Teachers can help students to collect good content classification, determine the theme, make English clipart after each other in the school or circulated decorate window. Teachers are properly selected excellent works, according to the themes, to guide the students to use English as simple introduction, this method can be used for teachers to stimulate students' extracurricular knowledge for fun,b.英语报刊阅读活动。学校可以在班级开展集体英语报刊阅读活动，以班级为单位订阅一些适合学生阅读而且兴趣味强的英语报刊；Reading English newspapers. The school can in class collective English newspaper reading activity, with class for the unit for students to read and read some English newspapers in the strong taste,c.借助媒体学习英语。充分利用媒体学习英语，拓宽学生学习英语的途径。教师要鼓励学生通过广播、电视以及其他各种媒体学习英语，还为学生推荐一些内容简单、趣味性强、适合学习的少儿英语节目，或为学生挑选一些有益的多媒体课外学习材料，进一步提高视听能力和模仿能力。With the media to learn English. Make full use of the media, broaden the students' English learning ways of learning English. Teachers encourage students through the radio, television and other media for students to learn English, but also recommend some content simple and interesting, suitable for children learning English program, or for students to choose some useful multimedia learning materials, further improving listening skills and ability to imitate.2、师生人际互动环境的创造2 The creation and interpersonal interaction environment在小学英语学习中，学生和学生之间的人际交互是占主导地位的互动形式，但师生之间的互动对儿童英语学习能力的发展也具有重要的作用，在师生交互中，教师不仅是学生的一个理想的“交际者，他更为重要的作用还在于促进学生和学生之间的有效互动，进而发展他们的语言运用能力。在教学中为小学生的英语学习创设良好的人际互动环境，形成师生之间和生生之间良好的人际互动，应该注意以下几个方面：In elementary school, the students of English learning of interpersonal interaction between students and is the dominant form of interaction between teachers and students, but the interaction of children English learning ability development also plays an important role in the teachers and students interact, and teacher is not only a student of an ideal of "communication", he is more and more important role in promoting students and students interact effectively, and develop their ability to use the language teaching for students. In the English learning create good interpersonal interaction between teachers and students and environment, formed between good interpersonal interaction, should pay attention to the following aspects:（1）师生言语互动中双方的角色定位1）Teachers and students both sides of the words in the interaction在英语教学中，教师和学生之间是否能够形成良好的互动与教师和学生在互动中的角色定位有很大关系。在传统的教学结构中，教师是知识的传授者，是主动的施教者，是活动的绝对主导者和监控者，学生是外部刺激的被动接受者，是活动的被监控者。在英语教学中，师生之间的这种不平等关系表现为师生之间的“实时的言语互动”大多是由教师发起，教师控制言语互动的内容和方向，教师向学生提问和提出要求，很少鼓励学生自主提出问题，包括对老师的讲授不清楚的地方要求重述或进一步澄清，学生的语言最多是用来对教师的提问和要求做出最简单的回应，这导致学生只会回答问题，不会主动提出问题，不能主动、积极的发起言语交流，In English teaching, teachers and students can form good interaction between teachers and students in the interactive role has the very big relations. In the traditional teaching, the teacher's knowledge, is taking the initiative, is the absolute predominance and monitoring activities, students are external stimulation passive recipients, is monitored. In English teaching, teachers and students of the inequality between the relationship between teachers and students for the words of "real-time interactive" mostly teachers, teachers' control the content and direction of interaction between words, the teacher to students to question and request, a few encourage students to question, including autonomous teacher taught unclear restatement clarification or further requirements, students' language is used for most of the teachers' questions and request a simple response, it causes students to answer the questions, not only can offer problem, not active and actively initiate verbal communication,a.教师作为学生语言的“良好互动者”。教师在与学生的言语互动中，不仅尽可能的用英语组织课堂教学活动、向学生提出问题，而且还给学生创设很多的机会和条件，鼓励学生主动提出问题和要求，主动发起言语的互动，使学生敢于开口，不怕出错。As the students' language " good interaction". Teachers and students interact in words in English, not only as teaching activities, to the organization, and to put forward questions student students create a lot of chances and conditions, encourage students to question and request of words, aggressively, enables the student to interact, afraid of error.b.教师作为学生学习活动的参与者。教师以平等的身份参与学生的学习活动，在参与活动的过程中对学生进行指导，可以有效消除师生的距离感、对立感，有助于形成一种平等的伙伴关系。教师得做学生的朋友，把自己当成学生的同龄人，融入到学生当中去，和他们一起唱，一起玩。As students' learning activities. Teachers in equal participation student learning activities, to participate in activities for the students in the process of instruction, can effectively eliminate the distance between teachers and students, and to form an equal partnership. Teachers must be friends, regard oneself as student peers, into the students go to, and together they sing and play together.c.教师作为学生学习的帮助者。教师作为学生学习的帮助者的主要作用是在学生学习过程中，给予学生适时的帮助和引导或“认知支架”。As students helper. As students helper is mainly used in the students' learning process, students are timely help and guide or "cognitive bracket."d.教师作为学生学习活动的组织者和促进者。在英语学习中，特别是听说教学中，学生之间经常需要开展一些协作的小组活动，由于学生自控能力的差异会导致各小组协作活动的组织、管理和活动质量有较大的不同，如：在小组活动中，学生可能会发生各种意见分歧和冲突，这就需要教师在指导学生的同时，还要做好学生学习的组织协调工作。As students' learning activities of the organizer and promoter. In learning English, especially in the teaching of listening, students often need to develop some coordination group activities, because the student ability difference causes each team collaboration activities of the o