How to improve the primary school English classroom teacher-student interaction

How to improve the primary school English classroom teacher-student interaction
Chapter I Introduction
1.1 Background
With the basic education curriculum reform, classroom "live", and the teacher-student interaction, Sang Sang interaction colorful teaching. In the main body of students learning the concept, through the establishment of a harmonious interaction, democratic and peaceful relations between teachers and students, teachers are increasingly concerned about the teachers and students in teaching multi-level exchanges. Interactive teaching in the teaching and learning activities make teaching, learning both sides play to their initiative to create a harmonious atmosphere interaction, so that teachers in the "education" in school into school, students in "learning" in Zengzhi potential to achieve the mutual to promote the common task of the completion of the teaching methods of teaching. "Two Courses" Teaching the use of interactive teaching methods, to more effectively achieve the "Two Courses" The purpose of education.
1.2 research
Educational Psychology tells us that: the characteristics of primary school age are curious, imitative, and naturally active, interested attention to relatively short duration. Language learning itself is more单调枯燥, and the stresses of trying to teachers, students listen to the form of this teaching is bound to make the students lost interest in learning. As long as students interested in things, they have a craving for knowledge, there is no interest there would be no thirst for knowledge, learning enthusiasm greatly reduced, thus a direct impact on learning. Therefore, English classes in primary schools should be endowed with amenities to build teacher-student interaction, Sang Sang interactive platform so that students varied in the form of teaching, is always exciting, active state. How to build an interactive platform that has become educators to study and to the public in the implementation of the re -
1.3 Literature
We can teachers and students as the apex of a triangle in which the interaction between access to knowledge, as the three sides of the triangle, so that classroom instruction on the image of the "teacher-student interaction triangle." Despite its partial co-operation between student exchanges, but there are also teachers and management of central tendency, severe deprivation of some of the autonomy of students and hurt the pride of some students, destroyed a number of students self-confidence, which lead some students to teachers feeling resentment and conflict, the relationship between teachers and students are often in conflict and confrontation. To provide students with a vivid image of the feelings of materials, create problem scenarios in order to stimulate students interest in learning, improve classroom efficiency, so that means teachers, teaching methods, teaching materials and form of the concept, the structure of classroom teaching, as well as teaching ideas and theories of change have taken place, traditional student teachers to acquire knowledge from a single learning increasingly digestion, the interaction between teachers and students have also witnessed tremendous changes, the students step by step no longer passively wait for teachers to teach, through the network can be the same with the teachers according to their own interest, very easy access to knowledge, so that their knowledge system is more personalized, and the accumulation of knowledge the students may be very easy to go beyond the teacher, then teaching in the classroom, "teacher-student interaction triangle" on into "teacher-student interaction of space on all sides body. " The latter reflects the teachers and students, students between the dynamic exchange of information, through information exchange to achieve teacher-student interaction, and mutual communication, mutual influence, so as to achieve consensus, and sharing knowledge.
Chapter II Practice
As a language learning as the interaction between teachers and students how to conduct it?
Create an atmosphere of 2.1 in English
To learn a language must have a language environment in order to achieving expanded and improved. For example, we southerners learn Mandarin, to the north can live for some time by the genuine influence of Putonghua, better than reading, learning a few years. Our mother tongue is not English, learning English in the Chinese carried out under an atmosphere. There is no English-speaking environment, teachers must deliberately create an English environment. Such as the 5-grade students on the first class of self-introduction: Hello, boys and girls. I'm your English teacher. My name is Fan lei. You may call me Miss. Fan. I wish you work hard at English and good luck. classroom language is English, said. For example: It's time to start now. Open your books at page 2.Let 's listen to the tape now. Please read after me. When some students in whispers, I would say: Be quiet! The student to study, to answer degree of perfection, respectively, with Good / Very good / Wonderful / Excellent and so to encourage their motivation to learn, enhance their interest in learning. Teachers say that these words, not have to worry about students who did not understand the impact of the teaching process, a clear body language can be used, if necessary, in Chinese translation, to enable students to understand. Secondly, it is necessary to dilute the sense of the classroom, according to the design of teaching materials of life contexts, such as through school supplies, greeting each other, ask for directions, go to school, go home, say good-bye, etc., so that teachers and students to play a role there, so that students seemed to really British feel at home the United States to learn English, are highly involved in so serious a lively classroom into a place of English communication. It gives the students added a lot of fun, so that they in a pleasant atmosphere, in the English-speaking environment to learn English, the English language.
2.2 The use of multi-media teaching in the implementation of scenarios
Modern teaching, can not stop in the past "blackboard + chalk" teaching model, and should be tailored to the psychological characteristics of primary and secondary school students, using multimedia teaching methods. "Nine-year compulsory education full-time junior high school English curriculum," noted: "the use of physical, wall charts, tape recorders, slide projector, TV, video, film and computers in English teaching, visual image of a lively and help students understand the school directly English language. "Therefore, modern education, we often use pictures, objects, radio cassette recorders, slide projectors, video recorders and other auxiliary tools, the use of scenarios and settings for teaching and learning scenarios. In this way, the students directly, access to specific knowledge of English. For example, teaching "school supplies" for a class of words, I come up with a pen, said: This is a pen. Again, pointing to a pencil, said: That is a pencil. And then let the students "pen" and "pencil" of these two words, students would learn them intuitively. He spoke of "professional" content-type first to produce doctors, nurses, teachers, farmers in his capacity as the wall chart, and then pointing to color edges, while in English to introduce to students the doctor, nurse, teacher, farmer and other words. Their ears to listen to the pronunciation of the word, the eyes looking at pictures, soon will be able to master these words. Sometimes can also take some fruit, mugs, magazines, toys and other things, the kind of teaching. Sometimes allow students to make some facial expressions, movements, or to allow them to draw on the blackboard or简笔画carried out for some impromptu drama performances, the creation of a number of scenarios. Apart from using the picture, kind of teaching, but also make full use of existing services in the audio-visual teaching equipment. Teaching reading texts, the texts can be used to play a tape recorder to enable students to carefully listen to the recording, careful imitation, learning the standard tone of voice, can also use a tape recorder recording function, in line with the text content of home-made recording for students to learn. Animals such as the teaching can be the first recorded cattle, dogs, cats and other animal sounds, sound recordings released in the classroom, the students success to imitate the calls of these different animals; and when the tape recorder to release these animals when the corresponding word pronunciation, They also shouted excitedly跟读"cow", "dog", "cat", the classroom sounded a "cow", "barking", "Mimi" animals, such as voice calls and English reading, accompanied by laughter is an entire classroom filled with a pleasant atmosphere. Slides can also be used to teach the word of the object or surface, to stimulate their senses, and enhance the impression. If conditional, and even video recorders can be taken in line with the text content of the scene, the teaching video. For example, in teaching the content of the introduction of motor vehicles, the teachers can advance on the road, car park to take a different style, different styles of cars, dynamic, static vehicles, moving the engine sound, horn sound are recorded. This will undoubtedly lead to a very strong interest in students to fully mobilize their participation in teaching a variety of sensory activities. Combination of sound and image, language and scenes of integration so that students entered the language as if the activities of the real scene, the spot received a very strong effect. Through uncles and greatly enhanced the ability of the students make sure that you remember, and enhance the learning outcomes, the boring language learning has become easier to appreciate the video. Such a pleasure, the students and why not do it?
2.3 for the game of teaching
Active nature of children, happy to participate in gaming activities. Knowledge can be dissolved in the game, and to provide students with fun-filled games to practice the knowledge learned in the bounce in the learning of English, students are very willing to accept. Although a few minutes, but it can be an active classroom atmosphere to stimulate interest in students. For example, the teaching of word parts of the body face, mouth, nose, ear, the number of students will be called before the blackboard, so that they do "Touch your face / mouth / nose / ear", such as action, to do right, the following students said, "Yes!" wrong, the following students say, "no!" can also be said of teachers: "Touch your face." actions to do so the whole class. Through this game, students can easily grasp the words. Another example is 26 letters in the practice may be prior to 26 letters on the card were the hands of 26 students, so as to keep away, when the teacher said: Where is M? Students get M cards will be an overhead cards, Reading aloud: M! M! learning numeral may be designed "Find your neighbour" to practice the game. The number of teachers to a number of cards such as "36,37,38,40,42" and distributed to some students, allow them to free combination, with "36,37,38" student card will endure together, hold high the cards that were "thirty-six, thirty-seven, thirty-eight", and then with that: We are neighbours. In this way, to mobilize the enthusiasm of the students, so lively and orderly classroom atmosphere, a strong interest in learning tend to improve the quality of teaching.
2.4 fast-paced implementation of the teaching model
Teaching is not a fast-paced fast speed, the contents of the process quickly, but on the basis of child psychology and language as a skill to learn the characteristics of multi-form, multi-tool, multi-link classroom practice. Age is characterized by primary and secondary school students interested in short-term attention to the time, attention easily dispersed. Teachers should seize the moment focus on the short-term advantage to students accepted to organize the fast-paced teaching. Classroom of high-density, fast-paced instructional design, I used the following methods:
1 warm-up exercise
Before the first class of students Sing a song, and then allow students to make a one minute speech Every day English, so that the beginning of the classroom quickly filled with the atmosphere of the English language.
2 the use of slides
The use of slides in class to help students review the content of a lesson, vivid, visual picture so that students have been learning the contents of a "film" to speed up the tempo.
3 question-type
(1) class questioning method. Teachers for the whole class, to bombard the students to make a number of questions answered quickly so that students in his class to develop students ability and quick response ability to use English. (2) "to open the train," questioning method. The problem for teachers, each member of each team "one by one" to answer the question by the teacher. In this way, so that each student's attention all at once together to accelerate the pace of the students thinking, forcing them to understand in time, thinking in time, timely feedback, timely conversation, with good results. (3) law is free to ask questions. Teachers did not prepare the students, the issue of export, of the finger to that student or group of students that will be answered. This question, students practice coverage, density, fast-paced.
4 Competition Law
Children have a psychological争强好胜the implementation of this method of teaching, classroom atmosphere warm up all of a sudden. Can be sub-group competition, competition between boys and girls, free mix races, competitions, and other personal challenges. If the word race who can read accurately, and who well written; Church words, who can contest the dialogue is correct, fluent, and the race to which group, which backs up the students first. One out of sports, the learning of students at once warm and high, and learning to enhance self-consciousness, learning efficiency greatly improved.
Chapter III Conclusion
Proper teaching of teachers, students will be interested in the English language, full of confidence. Teachers for teaching in feeling relaxed and happy students will arouse the enthusiasm of the corresponding, so that teachers and students, and fruitful. In short, the English as a foreign language teacher must not lose sight of the fact that his mission is to enable students to develop a new set of language habits. Teachers should be well-designed and consistent teaching of the school used to model the new words. And then, in order to make each new language can become a habit for students to learn the language of an integrated element of behavior, we will certainly be repeated to enable students to model, only a wide range of guidance and a wide range of practice in order to students to unthinkingly, into a natural habit of the use of new language level.
The new century the rapid development of science and technology so that human beings become more important and frequent exchanges, foreign language teaching is getting heavier and heavier responsibilities. Proper guidance of teachers and students to encourage the active cooperation of the students will find a pleasant English has become a habit, a habit of other people happy. This is a guide found them to open up a new language the key to the world, and this is what we want to achieve a common goal.