英语本科毕业论文-The Interactive English Teaching Method Based on Constructivism in Junior Middle School.doc

题目:The Interactive English Teaching
Method Based on Constructivism in
Junior Middle School
学生姓名:
系别: 外语系
专业: 英语本科
班级: 一班
学号:
指导老师:


二○一一年四月
Acknowledgements
Fist of all, I want to express my heartfelt thanks to my supervisor Zhou Dongbiao, for his encouragement and guidance. He provides me with enough considerations to revise my draft. Besides, his patience gives me great confidence to finish this thesis.
Secondly, my deep gratitude would go to my sincere friends and classmates who always offer help to me. Last but not the least, my beloved family also plays an important role in helping me to settle down some difficult problems.
Abstract
With the promotion of teaching reforms, many scientific and efficient teaching methods are strongly advocated in classroom teaching. Among these, interactive teaching method is an effective and popular method. In recent years, constructivist theory which emphasizes students’ initiative learning has been widely applied into education in all parts of the world.
However, the traditional “teacher-centered” method has dominated English teaching for a long time, which makes students bored and accept knowledge passively. For the sake of inadequate interaction, students’ petence and second language acquisition are not well developed. Neither is their initiative learning. Constructivism holds that students are an essential part in classroom teaching. They construct knowledge and meaning from an interaction between their own experiences and ideas. Therefore, it is quite essential that teachers should provide more interactions with students municate. This bines these two theories, trying to show their importance and to find an effective way to learn English.
Key words: Constructivism; Interactive teaching method; Classroom teaching
摘要
随着教学改革的推进,很多科学而有效的教学方法展现在课堂中。其中,互动教学法就是一种有效而受欢迎的教学方法。近些年来,注重学生主动学****的建构主义理论也被广泛运用到全世界的教学中。
然而,传统的以教师为中心的教学方法一直在英语教学中处于领导地位。这种教学模式使学生感到厌烦并且被动地接受知识。由于缺少足够的互动,学生的交际能力和第二语言****得能力没有得到很好的发展。学生的主动