隨著全球化的發(fā)展，英語(yǔ)作為國(guó)際間的通行語(yǔ)越來(lái)越頻繁的在社會(huì)經(jīng)濟(jì)，教育等各個(gè)領(lǐng)域被廣泛使用。這種世界范圍內(nèi)對(duì)英語(yǔ)的需求就促使我們能夠提供一種高質(zhì)量的英語(yǔ)教育教學(xué)方法。20世紀(jì)以來(lái)，我國(guó)大部分地區(qū)從初中或者從小學(xué)就開始開設(shè)英語(yǔ)課程，是由于受到一些教育政策和傳統(tǒng)教學(xué)法的影響，很多地區(qū)的英語(yǔ)教學(xué)變成了英語(yǔ)應(yīng)試教育。這種教育的弊端日益凸顯，特別是在基礎(chǔ)教育的階段，很多初中都是英語(yǔ)老師“一言堂”，學(xué)生很少有機(jī)會(huì)去展現(xiàn)自我，表達(dá)自我。在這種情況下，正處于青春期的初中生變得越來(lái)越消極，倦怠，甚至厭學(xué)輟學(xué)。多年的初中英語(yǔ)教育教學(xué)經(jīng)歷讓我明白，提高課堂的效率才是提高教育成效、培養(yǎng)學(xué)生的能力的關(guān)鍵。漸漸的，我開始注意觀察，研究如何通過(guò)實(shí)施課堂互動(dòng)的來(lái)促進(jìn)學(xué)生英語(yǔ)學(xué)習(xí)。本文正是借助于心理學(xué)，教育學(xué)，語(yǔ)言學(xué)的研究成果，以比較試驗(yàn)的方法，探究課堂互動(dòng)的運(yùn)用效果。通過(guò)在江蘇省昆山市玉山中學(xué)，兩個(gè)平行班一年的教學(xué)實(shí)驗(yàn)研究，用實(shí)驗(yàn)數(shù)據(jù)證明通過(guò)實(shí)施課堂互動(dòng)能夠促進(jìn)學(xué)生的英語(yǔ)語(yǔ)言習(xí)得，尤其是實(shí)驗(yàn)班學(xué)生的聽說(shuō)能力和交際能力與控制班相比有明顯的優(yōu)勢(shì)。本文包括七部分。第一部分引言，簡(jiǎn)單地介紹了當(dāng)前初中英語(yǔ)的教育現(xiàn)狀，該研究的理論... 

【文章來(lái)源】：上海外國(guó)語(yǔ)大學(xué)上海市 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：68 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
    1.1 Justification and Significance of the Research
        1.1.1 Theoretical significance of the research
        1.1.2 Realistic significance of the research
    1.2 Research Context and Methodologies
        1.2.1 Research context
        1.2.2 Research methodologies
Chapter Two Literature Review
    2.1 The Definition of the Key Concepts of the Research
        2.1.1 Interaction Hypothesis
        2.1.2 Classroom interaction
        2.1.3 Classroom interaction to Junior English learning
    2.2 The Background of Classroom Interaction
    2.3 The Domestic Research on Classroom Interaction
    2.4 The Weaknesses of the Current Research
Chapter Three Theoretical Bases of Classroom Interaction
    3.1 Psychological Basis—Constructivist Theory
        3.1.1 The nature of the learning process
        3.1.2 Interaction between task, students and teachers
    3.2 Pedagogical basis—Communicative Language Teaching
        3.2.1. Traditional approaches
        3.2.2 Classic communicative language teaching
        3.2.3 Current communicative language teaching
    3.3 Linguistic Basis
        3.3.1 Input
        3.3.2 Output hypothesis
        3.3.3 Interaction Hypothesis
Chapter Four Implementation of Classroom Interaction
    4.1 Teacher Talk
    4.2 Group Work
    4.3 Task-based Language Teaching
        4.3.1 Main characteristics of task
        4.3.2 Types of tasks
        4.3.3 Task-based language teaching in practice
        4.3.4 Issues in implementing a task-based teaching
Chapter Five A Comparative Experiment
    5.1 Objectives
    5.2 Participants
    5.3 Instrument
        5.3.1 Classroom observation based on the COLT scheme
        5.3.2 Questionnaires
        5.3.3 Tests
    5.4 Procedure
        5.4.1 First stage
        5.4.2 Second stage
    5.5 The Result of Data Collection and Analysis
        5.5.1 Data at the beginning of the experiment
        5.5.2 Data from COLT scheme
        5.5.3 Data from the questionnaire
        5.5.4 Data from tests
Chapter Six Discussion on Influential Factors and Furtherance of Classroom Interaction
    6.1 The Influential Factors on Classroom Interaction
        6.1.1 From the role of the students
        6.1.2 From the role of the teacher
        6.1.3 From the role of the task
    6.2 Some Suggestions to Prompt Classroom Interaction
Chapter Seven Conclusion
Bibliography
Appendix 1
Appendix 2



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