On,the,Interactive,Teaching,Mode,in,Primary,School,English,Class

　 Contents

　 Abstract ................................................................................................................... I 摘 要 ...................................................................................................................... II Introduction ............................................................................................................ 1 1 Interactive Teaching Mode .................................................................................. 3 1.1 Definition of Interactive Teaching Mode ...................................................... 3 1.2 Characteristics of Interactive Teaching Mode .............................................. 4 1.3 Theoretical Basis of Interactive Teaching Mode .......................................... 5 2 Problems of Interactive Teaching Mode in Primary School English Class ........ 7 2.1 Conditions of Interactive Teaching Mode in Primary School English Class 7 2.2 Issues of Interactive Teaching Mode in Primary School English Class ....... 8 3 Methods for Effective Interaction between Teachers and Students in Primary School English Class ............................................................................................ 11 3.1 Improvement of Teachers" Professional Quality ......................................... 11 3.2 Improvement of Students" Autonomy and Interaction ................................ 14 3.3 Development and Utilization of Teaching Resources ................................ 16 3.4 Creation of Good Interactive Situation ....................................................... 17 3.5 Realization of the New Relationship between Teachers and Students ....... 19 Conclusion ............................................................................................................ 22 Bibliography ......................................................................................................... 24 Acknowledgments ................................................................................................ 26

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　 Abstract

　Along with the new curriculum reform’s advancement, the application of the new teaching model has been received attention. Effect of using interactive teaching mode is favored by English teachers because of its features including interactivity and creativity. Thus, it is been often used in English classes, particularly in elementary school. As we all know, teachers lay emphasis on developing students’ interest in primary English teaching, because the interest is an important factor in the phase of pupils’ studying English. But, lack of the language environment, the level of English in primary school has not been broke through substantially. Interactive teaching mode has many characteristics which conform to the physical and mental development of pupils and growth needs of pupils. It stands to reason that teachers applying it to primary English classes, teachers will improve the teaching efficiency, but in fact they doesn’t achieve the expected results.

　This paper mainly discusses this phenomenon, firstly, it studies the theory of interactive teaching mode, such as the definition of interactive teaching mode, the theoretical basis of interactive teaching and the characteristics of interactive mode. Secondly, the current status of the application of interactive teaching mode in English class of primary school is researched. And it finds out the existing problems of the current interactive mode in English class of primary school in China, including the differences of teachers’ professional competence, improper English teaching methods, limitations of the teaching content and improper creation of English interactive teaching situation. Finally, the paper puts forward the following solutions about the above problems. By improving teachers’ professional quality, improving students’ autonomous interaction, developing and utilizing teaching resources, creating a good interactive situation, and realizing a new teacher-student relationship, the interest of pupils’ learning English will be improved, initiative and creativity of pupils in thinking will be cultivated, and the development of students’ abilities will be promoted.

　 Keywords: interactive teaching mode; English class; pupils

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　摘

　要

　 随着新课程改革的推进，新型教学模式的应用也更加受到重视。互动教学模式以其自身的互动性、创造性等特点受到了英语老师的青睐，从而在英语课堂上得到了广泛的应用，其中在小学英语课堂上应用的效果尤为显著。众所周知，小学英语教学注重培养小学生对英语的兴趣，因为它在奠定小学生英语基础方面发挥着重要作用。但是由于受到语言环境的影响，小学英语质量未能得到实质性的突破。而互动教学是符合小学生身心发展特点及成长需求的教育模式，将其应用到小学英语课堂中，必然能够提高课堂教学效率，但是老师在实践的过程中并没有达到期待的效果。

　本文主要对此现象进行探讨，首先将互动教学模式的理论，如互动教学模式的定义,互动教学的理论基础以及互动模式的特点作为依据。其次主要分析互动教学模式在小学英语课堂应用的现状，从而发现我国当前小学英语课堂互动模式存在的问题其中包括教师自身素质参差不齐、英语教学方法不当、课堂教学内容局限化、英语互动教学情境创设不当等。最后主要针对以上问题提出以下解决策略：提升教师的专业素养、提高学生的自主互动性、开发利用教学资源、创设良好互动情境、实现新型师生关系。从而调动小学生的学英语的积极性，培养小学生思考的主动性、创造性，促进学生主体精神和多方面素质的整体发展。

　 关键词：互动教学模式； 英语课堂； 小学生

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　 Introduction

　With the development trend of global economic diversification, English teaching in primary school is very important. And the new curriculum reform has been launched. However, some teachers still use the traditional teaching mode to teach pupils, so pupils think that English is a relatively difficult subject. Therefore, English teaching in primary school encountered many difficulties. In the present teaching condition, reforming the English teaching mode is in order to promote the interest of the pupils about learning English and arouse pupils’ enthusiasm for English. Teachers should focus on teaching English, respecting for students’ ideas and improving the availability of interactive teaching. We can find the interaction between teachers and pupils and the interaction between pupils and classmates. Purpose of learning English is to improve students’ English level to make pupils communicate fluently with foreign friends. Learning English is not to memorize some words and sentences, only to write on paper. Therefore, English education for pupils is very important. In the English teaching, the teacher should not only teach the pupils some basic language knowledge, but also make the students be interested in English in a relaxing surroundings, so that they can learn English actively and love English. Which is English teachers’ goal for the teaching. Through the cooperation of pupils and classmates with their ideas, we can stimulate students’ passion for research and exploration, and make students improve their English level in the new field of consciousness. Therefore, it has become an important task for English teaching in primary school to create an effective English teaching mode, improve the quality of English teaching in primary school and improve traditional English teaching mode. In addition, the disadvantages of traditional teaching in our country show English teaching needs a practical and feasible teaching mode which can fully stimulate the potential vitality between teachers and students. Therefore, many English teachers begin to use the interactive teaching mode in primary English class. In 1996, Li Jilin, a famous expert of children’s education in China, has put forward a comprehensive and systematic definition of “interactive situation curriculum” [1] . According to the theory, Zhu Lizhen created an interactive situation that reporters to interview the hero’s activity plan for

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　next weekend, so that students can understand the core sentence patterns in the performance process [2] . Through effective interaction with students, teachers can make them further understand and master the actual meaning of words and sentences, by the case students’ feedback effect is very good. At the same time, Callie Mady, a foreign scholar, use a questionnaire survey to show that pupils’ participation in the real language situation is beneficial for improving the actual communicative ability of English learners [3] . It also lays a foundation for other English teachers to apply interactive teaching mode in primary English class. However, as a new teaching method, there are still some problems in the practice of interactive teaching mode, so this paper studies these problems and finds solutions.

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　1 Interactive Teaching Mode Definition, characteristics and theoretical basis of interactive teaching mode are keys for teachers to carry out class teaching designs. The following three aspects will be discussed, especially the characteristics of interactive teaching mode will be most important.

　1.1 Definition of Interactive Teaching Mode In English teaching, having a comprehensive concept of the definition of interactive mode is vital for teachers.

　1.1.1 Definition of Interaction The term “interaction” appeared in social philosophy firstly, which refers to “the interaction between people and people in society” [4] . In the 1970s, the mode of interactive teaching appeared in the western teaching, which mainly refers to a new teaching process about explicit or implicit emotional interaction by communicating between teachers and students with a certain medium. With the prevalence of pragmatism, interaction theory came into being. American sociologist Miller believes that the interaction is mediated by various symbols. People respond by explaining the meaning of the symbols about representing the actions of actors to realize the interaction between them.

　1.1.2 Interaction between Teachers and Students The interaction between teachers and students is a kind of special interpersonal interaction, which runs through the whole process of teaching. Qian Pu thinks that the interaction refers to influence between teachers and students in various forms [5] . The interaction between teachers and students can be divided into two forms: the broad sense and the narrow sense. In a broad sense, it refers to all influence between teachers and students. In a narrow sense, it refers to the influence about activities between teachers and students in the context of education and teaching [6] . In essence, teacher-student interaction is an interactive system with various forms and contents, which occurs in various situations [7] . In short, it is the interaction between teachers and students in a specific situation [8] .

　1.1.3 Concept of Interactive Teaching Mode The interactive teaching mode contains games and activities that can

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　influence teachers and students in teaching. Teachers can creative amusing games about key words to play with kids. When kids know English firstly, teachers see the interest as a start point. And they guide the students to study and explore knowledge in the interaction and communication. According to the advanced educational models , the scientific and reasonable design conforms to the physical and mental development characteristics of pupils, growth needs of them and the teaching needs of primary English teachers. The teaching structure becomes more standard which improves the teaching systems. 1.2 C haracteristics

　of Interactive Teaching Mode Interactive teaching mode is based on all the interaction and influence of teachers and students. Compared with the general teaching mode, the interactive teaching mode has the following characteristics [9] : (1) Interaction is a part of human communication that exists in the class between teachers and students. The objects of interaction are staffs and both teachers and students are on equal terms in the interaction. In the interaction, it shows obvious educational characteristics from the identity of teachers and students, the purpose, content, the way and the situation of the interaction. (2) Interaction is a process of mutual influence between teachers and students. It is circular and continuous. It is in a dynamic process that teachers and students constantly interact and influence to facilitate their development. Interactive teaching mode embodies the obvious characteristics of interaction and continuity. (3) Interaction includes all influences between teachers and students. Its forms can be various. For teachers, there are three different forms of interaction, including communication between teachers and individual students, communication in groups and communication between teachers and all students; For students, there are individual communication between students and teachers, as well as interaction between students and individual students, group students and all students. In addition, the content of interaction is also rich and diverse, as far as teachers are concerned, such as the education of students’ knowledge, emotional communication, behavior guidance and social ability training, etc. As far as students are concerned, it can be the interaction of learning attitude, values and ability, etc. Therefore, the class interactive teaching mode includes a variety of forms and contents of interaction.

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　1.3 Theoretical Basis of Interactive Teaching Mode

　Aliveness is a precondition of interaction that is to be based on a solid theoretical basis. The following is mainly from the cognitive theory and communication behavior theory. 1.3.1 Cognitive Theory

　The cognitive theorist Ausubel put forward the teaching strategy of advance organizer. He pointed out when teaching new knowledge, teachers can be the advance organizer, establish the connection between knowledge, and make students bring the new knowledge into their existing knowledge system. He believes that the most important factor affecting students’ learning is the knowledge they have [9] . Bruner also stressed that teachers must promote students’ subjective initiative in teaching, cultivate students’ ability of independent learning and make students find and solve problems in the form of inquiry [10] . This requires that teachers can’t tell the whole lesson in one lecture, and they should leave enough time for students to study independently and cultivate the ability of learning inquiry learning, which is also helpful to students’ innovative ability. 1.3.2 Theory of Communicative Behavior Husser elaborated the meaning of “life world” firstly and Habermas further studied and summarized it into the theory of communicative behavior [5] . Habermas’s theory about communicative behavior takes the life world as the main actors realize communication by dialogues. He believes that the “life world” provides a strong background for social members to communicate with each other and to live and interact with others. However, the rules in the system structure separate the system from the surrounding environment, leading to the emergence of a crisis. Through comparison, we can find that communication behavior realizes the comprehensive connection of the subjective world, social world and the objective world. The communicative behavior based on mutual understanding has reached a resonance with each other. The authenticity, justness and sincerity of communication make communication more effective. In the process of communication, people should observe rules. Both sides can discuss and express different opinions, meanwhile the interests of all people should be taken into consideration. The dialogue between the subjects makes the

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　communication more reasonable. In this way, we can communicate well. Habermas’s communication behavior shows that the communication between teachers and students bring more interaction behaviors in class. Teachers and students use language as a communication way to realize the common ability development of teachers and students.

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　2 Problems of Interactive Teaching Mode in Primary School English Class Globalization era has come, trade, information and cultural exchange can not leave the English, English is the many children’s second language, but a lot of children are encountering setbacks. In order to children can learn smoothly, primary English teachers introduce the interactive teaching method, it does not achieve a very good effect on account of many reasons. In this part, problems are found by analyzing the current situations. 2.1 Conditions of Interactive Teaching Mode in Primary School English Class The evaluative document articulates inquiry cooperative learning, the opportunities and frequency of students’ interaction in the class have increased.

　However, according to the author’s observation the opportunities for students to interact in class are still very lacking. For example, there is little interaction in primary school English class, especially for children who have just come into contact with English Enlightenment learning. Vocabulary learning and vocabulary memory are difficult for them. Pupils have the poor self-control capacity, so it is difficult for pupils to interact in groups. Therefore, according to the traditional English teaching method, teachers read the words by themselves, and let the children follow them so that the children are forced to remember and understand the words. At first, because of the children’s interest and curiosity in learning, they will follow the steps of the teacher. However, with the deepening of the course and the increase of vocabulary, students will gradually feel tired and hard to listen to the teacher’s instructions and the overall efficiency of learning will be reduced. But students in the senior stage of primary school have some the self-control ability, language expressive ability and cooperative exploration ability of the students. They have more opportunities for interaction but some of them are not serious and make up the numbers. These students are basically students who have poor academic performance or are not good at expressing their views. Some of students have not a purpose, a direction, and the interest. For them, the teacher has to think about how to integrate? At the same time the author also found that the interaction of primary school students in

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　English class is basically follow-up reading. Teachers seldom organize innovative activities, almost all of which are students themselves reading words. Some are led by teachers and some are led by students. At the same time teachers will evaluate students according to the degree of reading. Students’ emotional experience after hearing teachers’ criticism or praise is totally different. Through classroom observation, the author found that the praised students will be very happy, and they will be very active in answering the questions put forward by the teacher and they have a good interaction with the teacher. On the contrary, those students who are criticized by their teachers are depressed, silent and unwilling to answer their teacher’s questions. Some students may even have rebellious psychology and do the opposite with their teachers to disturb the class order. Good children are praised, but we must grasp the “elastic belt” between praise and criticism. 2.2 Issues of Interactive Teaching Mode in Primary School English Class Defects are discovered in interactive cases. Firstly, teacher’s teaching abilities are different. Some teachers don’t know syllabus for many years. Although they are not familiar with classes, they have problems in dealing with questions about classes. Some teachers are not very proficient in English but they think that their level of teaching in primary schools is no problem. But they have other things to do such as housework so they don’t have no time for studying plans of teaching, these phenomena resulted in teachers’ fatigue and loss of enthusiasm for teaching English. For questions the in English class, teachers have no solutions. So traditional mode of teacher’s teaching will not be able to create class activities to attract students’ interest. What’s more, like the mode of teaching, if it appears in the primary stage that children just start to contact and learn English. This approach has had the opposite function. It causes kids hate English.

　Secondly, the English teaching method is improper. Now there is a single teaching method or an inappropriate way in primary English class. Now shortcomings on education are revealed. The cramming mode is still in English. The exam oriented mode is still continuing. The teaching method is boring.

　Many teachers don’t know how to implement and apply the new ideas and

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　methods. Teachers can speak some new words fluently but which does not mean the change of teachers’ teaching ideas. Some of teachers owe a change of heart. But they don’t know what they should do? Some teachers have changed, but they don’t get a good result, which has led to more serious “low efficiency” phenomenon. For example, some teachers mistakenly understand the concept of students’ independence. In order to show the students’ subjectivity under the new curriculum concept, some teachers make students read books by themselves lacking clear guidance and feedback, which leads to students’ indolence; Some teachers mistakenly understand “cooperative interaction” as “pairing or group activity”. In the activity, individual students perform a monologue, cooperative learning is fake, and teachers become onlookers completely, lacking organization and guidance for students’ activities. some teachers mistakenly think that “experience” and “task” are “activities”. So in the class, we often see some phenomenon of interaction for interaction that students are in a hurry, and they have no interest in English. Some teachers mistakenly turn “effective evaluation” into “prize of winners”. Ministry of education emphasizes the experience of making students enjoy success which is deemed by many executors as a praise for students, so “very good” and so on make students get used to it, which leads to students’ coping and makes evaluation meaningless.

　Thirdly, the content of teaching is limited. In the current English class teaching in primary schools, teachers overmuch consider the language knowledge they have learned, such as the vocabulary, the grammar. Even the use of class language is also controlled within the scope of the knowledge they have learned. Especially in the primary teaching, teachers often think pupils know too little. It is difficult to create a large number of interactive links. Which is an important reason for the unsatisfactory effect of English class teaching. Although textbooks are fixed, we can choose some new materials which are related to the teaching content containing more new materials than except the outline so as to enrich the classroom teaching content. It is not limited to the knowledge points in the textbook and it should expand horizontally and enrich the input content on the basis of ensuring the mastery of knowledge points, so as to attract the attention of students. For example, in a class teachers focus on letting students master the sentence pattern that I want an apple. In order to make students practice the sentence pattern, the teacher also gives an orange, a pear and other examples and puts forward corresponding models. That is to say,

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　interactive teaching is meaningful and effective only when it is connected with students’ daily life. Only when the teaching content is connected with students’ real life as far as possible, it maybe maintains the formal institutionalized and leading function of class teaching. Only those problems that are closely connected with students’ real life cause them to be confused, interested and solved and make them open their thinking and students think actively and achieve good interactive teaching effect [11] .

　Lastly, English teaching situation by teachers is improper. Teaching theory indicates that class teaching surroundings should be on-limits and natural for English learning. English teaching usually starts from the explanation of grammar rules or sentence patterns. It makes students review and consolidate the grammar rules learned by drills. Then it manifests that teachers should correct the mistakes made by the learners in time during the practice. The teaching mode plays a certain role in understanding grammar rules, but it is not very successful for students to master and use these rules in actual conversations. Especially primary English class, the teaching method based on explanation and practice is not applicable. Even if pupils can understand some grammar concepts, sentence pattern practice, they maybe think English is boring, which doesn’t foster children’s enthusiasm and creativity in learning, and can not stimulate children’s interest in learning. Children’s language learning is in a more open and flexible state, the reason is why pupils accept the input language quickly. Creating a good interactive situation is an crucial way to create an available teaching surroundings in English class. The creation of class interaction scene is an important way to improve the quality of teaching, which can improve the efficiency of class teaching obviously. Situation, which refers to the context in English teaching, is a very important factor in English teaching. Language is a reflection of the objective reality and a series of symbols. Real and complete language knowledge can be obtained in the real interactive situation of language learning. Without a certain interactive situation, it is difficult for pupils to express and understand the English. Without the support of interactive situation, English teachers will not continue language learning and practice. Therefore, English should be learned and taught in interactive situations. In English teaching, interaction scenarios are the real, concrete and vivid created by teachers.

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　3 Methods for Effective Interaction between Teachers and Students in Primary School English Class

　By finding the problems in conditions, the author found the following solutions: to improve the professional quality of teachers, to improve the students’ autonomous interaction, to develop and use teaching resources, to create a good interactive situation and to achieve a new relationship between teachers and students. 3.1 Improvement of Teachers’ Professional Quality

　 Primary school English teachers exist conditions of “rich practical experience and low theoretical literacy”, which restricts teachers’ thinking about effective use of teacher-student interaction in the English class. Perfect combination of theory and practice can make the interaction between teachers and students in the classroom to be used effectively. In training, teachers should learn advanced education and teaching theories, strengthen teachers’ understanding of teacher-student interaction. In the actual teaching, we should change the traditional theory of subject and object about teachers and students, establish the correct concept of interaction between teachers and students. 3.1.1 The Renewal of Teachers’ Teaching Ideas In order to adapt to the needs of social development, English teachers in the primary school should renew their teaching ideas from the following aspects: (1) How to treat students from the teachers’ perspective? Teachers should remember students should is a independent person, students have their views on study, and own their unique thoughts, emotions and hobbies. Teachers should pay attention to potential ideas of students, try to meet their needs in study, and should take care for, respect and understand students, then they teach pupils knowledge, cultivate students’ language skills and humanistic quality, so that pupils’ abilities can be improved. Students can get a hilt development in their practical abilities.

　(2) Methods of improving abilities for teachers. English teachers should improve their self-awareness, increase their personality charm, because teachers’ personality charm can influence students’ personality charm by various ways. Teachers should know that they play the role of organizers and instructors. In the

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　English class, teachers should find a student-centered approach, then teachers care about and understand students. At the same time, teachers should pay attention to the current conditions of education and teaching, then teachers enrich themselves in learning constantly and establish the ideal of lifelong learning. (3) Communication mode between teachers and students. English interactive teaching mode emphasizes teachers should have emotional communication and interaction with students in many forms. Teachers and students are equal and independent in the class. In interactive teaching, teachers and students learn from each other and promote each other. A new type of teacher-student relationship that is democracy, freedom, equality, friendship and harmony is established between the two sides.

　(4) Use of textbooks from the teachers’ perspective. Teachers don’t rely on textbooks too much, They are permitted to find and use the important resources in textbooks, then they design many interactive activities to attract students to participate. Textbooks are fixed, but people’s thinking are divergent. Improving their subjective zeal and teaching abilities on the basis of learning knowledge. teachers should find the maximum efficiency of textbooks to promote the sustainable development of teaching.

　(5) Correct evaluations. Teaching should not only promote students’ cognitive development, but also promote students’ abilities on ideology, emotion, attitude and personality charm. In addition to simple utterance feedback, the feedback of error correction function and corrective feedback often appear in comment utterance feedback and question utterance feedback [12] . Some scholars also call it “corrective feedback” or “modified feedback” in the analysis of Mackey and Lister &amp [13] . Saito shows that modified feedback can promote the interaction between teachers and students in English teaching effectively. Because pupils’ English ability is still in a infancy, especially as second language learners, it is limited for pupils to contact English [14] . In the basic stage, corrective feedback is very common in the English class. Corrective feedback, as the name implies, refers to the teacher’s response and evaluation to students’ errors in using English. Lister &amp. Ranta put forward six kinds of corrective feedback: correct correction, restatement, clarification, meta language feedback, induction and repetition [15] . Teachers should take the overall development of students as the important

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　point and use comprehensive, dynamic and developmental evaluation methods to evaluate students’ learning results. Students can get real opinions, so as to develop their advantages and avoid weaknesses to promote the overall healthy and harmonious development of students’ body and mind.

　3.1.2 The Enhancement of Teachers’ Teaching Level The teachers’ professional level determines the quality of teaching effect. Teachers must constantly improve their professional levels and adapt to the requirements of English curriculum in the new era. The so-called “live to learn”, teachers must practice the concept of lifelong learning, in the teaching process, to promote the development of teachers and students at the same time. Teachers can start from the following aspects to improve their professional level. At first, teachers update professional knowledge and improve language literacy. Primary English teachers need to have the following subject abilities: mastering basic English language knowledge independently, reading relevant English materials , using English to implement class teaching flexibly, having good language expressions and application ability, strong communication awareness and ability and keep pace with the times and constantly improve self-learning ability and teaching skills.

　The second is to learn the subject teaching knowledge and improve the teaching practice ability. In addition to basic pedagogical and psychological knowledge, English teaching knowledge in primary schools should also include theoretical knowledge, teaching methods and teaching skills. Based on the understanding of students’ cognitive development and their internal needs, English teachers in primary schools should explore effective ways of students’ English l...