交互式教学在高中英语阅读教学中的实证研究教学（英语）专业论文.docxVIP

Ⅴ Ⅴ 5 5 摘要 在高中英语阅读教学中，课堂教学效果差，效率低已成为外语教学改革中亟 待解决的问题。随着高中英语教学大纲的改革，社会发展对人才的需求以及交际 教学法的研究与发展，交互式教学法已经成为外语教学法和二语习得的一个重要 的研究和实践领域。课堂互动就是指以教师为主导,以学生为主体,课堂活动应由 师生共建,真正把英语作为一种交际工具灵活运用。建构主义学者（如 Piaget， Bruner 和 Kelly），互动论者（如 Long）和社会认知论者（如 Vygotsky）认为， 学习是主动和互动的过程。Brown 提出的 12 条教学原理是形成交互式教学法的 理论基础。本文拟在 Piaget，Long，Vygotsky 等人的互动理论的框架下，以 Brown 提出的交互式教学原理为依据，结合阅读和阅读教学的相关原理，尝试设计一套 可行的高中英语阅读交互式教学模式，并探索此模式下的交互式教学法对高中学 生阅读能力的影响。 本文通过实验研究积累了阅读交互式教学模式课堂设计的经验和具体方法， 有助于在高中英语教学中运用和推广交互式教学理论，为国外教学理论在中国外 语教学中的可行性研究探索了一条新路。 关键词：交互式教学法；高中英语阅读教学；交互式教学模式；阅读能力 Ⅵ Ⅵ 6 6 Abstract The ineffectiveness and inefficiency of English reading teaching in senior highs school of China has been a critical and urgent issue in the reform of foreign language teaching in China. With the reform of syllabus of Senior English, the changing demand of society for personnel as well as the study and development of communicative language teaching, Interactive Approach has been an important field in foreign language teaching and second language acquisition. Classroom interaction refers to the harmonious resonance of teaching and learning, with teacher as facilitators and students as main players. Classroom activities should be constructed by both teachers and students, and English is really used as a tool for communication. Constructivists (e.g.Piaget; Bruner Kelly.), interactionists (e.g. Long) and socio-cognitivists (e.g.Vygotsky) believe that learning process is an active and interactive process. Interactive approach also has its own unique teaching principles, proposed by Brown (2001). This thesis, with relevant theories about reading and reading teaching, is going to establish an interactive English reading teaching model for senior highs schools under the theoretical framework of Piaget, Long, Vygotsky and Brown. Meanwhile, it attempts to explore the effect of this model on learners’ reading competence. The results of the study prove that the established interactive ELT model is feasible and effective in promot