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1、 本科生毕业论文（设计）册 学院 XXX学院 专业 英语教育 班级 XXXX级英语教育X班 学生 XXX 指导教师 XXX XXXX大学本科毕业论文（设计）任务书 编 号： 论文（设计）题目： 互动教学法在高中英语课堂导入环节中的应用 学院： XXX学院 专业：
2、 英语教育 班级： XXXX级英语教育X班 学生姓名： XXXX 学号： XXXX 指导教师： XXX 职称：XX 1、 论文（设计）研究目标及主要任务 本论文的研究目标是探究互动教学法在高中英语课堂导入环节中的重要作用以及应用的有效性。其主要任务是通过结合导入和互动教学法的相关理论研究和实际应用情况指导高效的高中英语课堂教学导入。 2、论文（设计）的主要内容 本论文分为五章，第一章分析导入的意义和现阶段存在的问题，介绍本研究的目标和本论文的安排，第二章介绍国内外对导入和互动教学法的研究，第三章介绍将互动教学法应用于高中课堂导入阶段的重要性，第四章介绍应用中具体的设计
3、活动和作者的一个小实验，最后一章对全文做了总结。 3、论文（设计）的基础条件及研究路线 本论文的基础条件是国内外不同的语言学家及教育学家对互动教学法和课堂导入的研究结果。 研究路线是对现阶段课堂导入和互动教学法的作用从不同的角度进行详细的阐述，并将互动法应用在高中英语课堂导入环节中，证实其有效性。 4、主要参考文献 Cooper, J. M. 1992. Classroom Teaching Skills. America: D. C. Health and Company. Krashen, S. 1986. Language Acquisition and Lan
4、guage Education. London: Cambridge University Press. Rivers, W. 1987. Interaction as the Key to Language Teaching for Communication. Cambridge: Cambridge University Press. 胡淑珍等， 1996，《教学技能》，长沙：湖南师范大学出版社。 李如密， 2000， 《教学艺术论》， 济南：山东教育出版社。 5、计划进度 阶段 起止日期 1 确定初步论文题目 3月16日前 2 与导师见面，确定大致范围，填
5、开题报告和任务书，导师签字 3月16日-3月23日 3 提交论文提纲 3月23日-3月30日 4 交初稿和文献综述 3月30日-4月20日 5 交终稿和评议书 5月8日前 指 导 教师： 年 月 日 教研室主任： 年 月 日 XXXX大学本科生毕业论文（设计）开题报告书 XXX 学院 英语教育 专业 XXXX 届 学生 姓名 XXX 论文（设计）题目 互动教学法在高中英语课堂导入环节中的应用 指导
6、 教师 XXX 专业 职称 XX 所属教研室 英语高年级教研室 研究方向 教学法与语言学 课题论证：从理论和实践两方面论证互动教学法的作用及其在高中英语课堂教学导入环节中的应用。 方案设计：第一章前言分析导入的意义和现阶段存在的问题，介绍本研究的目标和本论文的安排， 第二章介绍国内外对导入和互动教学法的研究， 第三章介绍将互动教学法应用于高中课堂导入阶段的重要性， 第四章介绍应用中具体的设计活动和作者的一个小实验， 第五章对全文做了总结。 进度计划：3月16日前确定初步论文题目 3月23日前写开题报告、任务书 3月30日
7、前提交论文提纲 4月20日前提交初稿和文献综述 5月8日前交终稿和评议书 指导教师意见： 指导教师签名： 年 月 日 教研室意见： 教研室主任签名： 年 月 日 XXXX大学本科生毕业论文（设计）评议书 姓 名 XXX 学院 XXX学院 专业 英语教育 年级（班） XXXX级英语教育X班 论 文 题 目 互动教学法在高中英语课堂导入环节的应用
8、 完成时间 XXX5/8 论 文 内 容 摘 要 课堂教学是使用最为广泛也是最有效的英语教育形式，这其中导入是课堂教学的第一个环节也是不可或缺的一部分，它在课堂活动中的作用不可小视。然而, 到目前为止国内有关高中英语课堂教学导入这一环节的研究远远不够，它们大多数停留在理论总结的层面上，而及理论和实证调查于一身的全面研究则较少。基于课堂导入目前的情况，本文引入了互动教学法，并探究它在高中英语课堂导入环节的有效应用。 作者采用课堂观察的方法来证明将互动教学法应用于高中英语课堂导入环节的有效性。被试者是河北省石家庄市平山外国语中学高一年级一
9、二班的全体学生，作者在同一时间段教授这两个拥有相似学习背景的班级，历时一个学期。经过一个学期后，两个班级的学生在课堂表现上产生明显区别，学生在英语熟练水平提高方面也拉出了距离。同时，实验班的学生在学习的过程中更加专心愉悦。总之，经过研究作者可以得出这个结论：应用于高中英语课堂导入环节的互动教学法比传统教学方法更加有效。 指 导 教 师 评 语 年 月 日 指 导 教 师 职称 初评成绩 答辩小组 姓名 职
10、称 教研室 组长 成员 答辩记录： 记录人签字： 年 月 日 答辩小组意见： 组长签字： 年 月 日
11、学院意见： 评定成绩： 签章 年 月 日 XXXX大学本科生毕业论文（设计）文献综述 Literature Review In the west, C.Turney (1975) mentions the functions of lead-in i
12、n his book Sydney Micro Skills as follows: gaining attention, arousing motivation, building up teaching targets, defining learning tasks and establishing links. To him, it is of great significance to draw students’ attention and stir up their longing for knowledge at the very beginning of the Englis
13、h class so that they can play a positive role in their learning, reach an active mental state and know about the general study objectives of the new lesson. Lead-in ought to set up natural links between the previous acquired knowledge and new information, which helps teachers introduce the new lesso
14、n smoothly. Roger Gower and Steve Walters (1983: 221-224) also made some relevant studies on various techniques of lead-in that should be applied to begin a lesson and they presented many examples. They claim that teachers should employ different methods of lead-in according to different contents
15、to draw students’ attention, thus the classroom lead-in activities can be implemented availably. (Li Ruiling 2008) For instance, teachers can socialize classroom activities by adopting free talk so as to consolidate students’ understanding of the new knowledge by applying relatively familiar topics
16、in daily life such as Internet, friends, holidays and so on. Teachers can also lead students inductively at the very beginning of a new lesson, which is meant to attract students’ attention in a clear and concise way. They can write down a short task on the board for students in order to make them p
17、ay close attention to the content to be learned. These methods can easily arouse students’ interest to learn, relax classroom atmosphere, reach a friendly relationship between the teacher and students and relieve students’ tension and anxiety, thus the classroom activities can be carried out more ef
18、fectively. Jean Piaget (1987), a Swiss psychologist focusing on researches relative to characteristics, process as well as regular patterns of thinking’ origin and development pointed out that an effective or ineffective lead-in directly influences the accomplishment of classroom tasks. James M. Co
19、oper (1992) also stated that the ultimate objective of lead-in is to attract students’ interest in English learning and promote their intrinsic motivation to join in the classroom activities. Willis (1996) held the opinion that the task-based classroom teaching is made up of three parts: pre-task, t
20、ask and post-task. Lead-in belongs to a part of pre-task, in which stage the teacher plays a role of leading students to the new lesson naturally and effectively. That is to say, lead-in is the transitional stage that makes preparation for the entire classroom teaching. Arends (1998) thought that le
21、ad-in stressed on the construction of the classroom teaching because it has a deep influence on students’ learning motivation. Up to now, a good number of educators and researchers have argued that all kinds of methods should be employed in the beginning of the class because of various effects of
22、lead-in on the whole classroom teaching such as drawing students’ attention, arousing students’ curiosity, creating a comfortable learning atmosphere, bridging up the gap between the known and unknown and finally making sure of a smooth beginning of the new lesson, which is significant for improving
23、 the effectiveness of teaching results. When western scholars conducted the research of the lead-in stage of classroom teaching, a great many domestic researchers and scholars also did some studies on lead-in and articles concerned with this issue from different aspects were published. The studies
24、 are enumerated as follows. Ma Junming (1996) pointed out that the lead-in stage should be valued to draw students' attention firmly in the beginning order to stimulate and cultivate students’ interest in the new courses in the classroom teaching. Hu Shuzhen (1996) claimed that lead-in, one of the
25、most necessary parts of classroom teaching, can also be considered as lecture-starting. It is a critical stage of classroom teaching in which the teacher instructs students to grasp the major points of teaching materials. It is an activity that guides students into a state in which they are willing
26、to study new knowledge by filling in the gap between the new content and the teaching context. Lead-in can regularly be adopted by the teacher at the very beginning of the class, while sometimes it can also be employed throughout the whole class. She also elaborated on the functions, styles, categor
27、ies and basic requirements of lead-in. In the same time, Yan Chengli (1996) did some researches on perfecting the lead-in art as well. He put forward several principles that should be observed to design the lead-in language in a new lesson. In addition, he proposed some optimum means of lead-in that
28、 have great influence on teaching efficiency in certain subjects of classroom teaching. Li Rumi (2000) also laid emphasis on the art of lead-in and regarded it as the first hammer knocking on students’ brain or as the magnet attracting them deeply. That is, lead-in plays a significant role in clas
29、sroom teaching because effective lead-in can provide students with a good mental state so that they can have a quick access to the classroom situation and the specific atmosphere of the new courses naturally. He also indicated that diverse features of lead-in had different effects on classroom teach
30、ing. Zhang Jianzhong (2001:222-223) summarized four stages in Foreign Language Teaching according to foreign language teaching process. They are cognition, comprehension, consolidation and application. Cognition, the first stage of English language teaching, is also received by means of lead-in. Suc
31、cessful lead-in is helpful for students to penetrate the theme of new courses and re- build knowledge to meet the psychological and cognitive needs in order to acquire knowledge quickly. Hu Qingfang (2007:119) insisted on lead-in as a behavior of starting new courses, which not only emphasized on na
32、ture or smoothness but also on the pursuit of artistic quality. Ma Youwen (2008:1-2) indicated that lectures within the first three minutes of the class decide whether the lesson is a success or not. A successful lead-in can enhance the classroom cohesion so as to make the classroom teaching more ef
33、fective. Generally speaking, systematic studies on Interactive Teaching Approach originated from last century. There were already classroom interactive activities in the traditional teaching process at that time, but they were only the most simple and primary ask-and-answer activities usually negle
34、cted by researchers. Specifically speaking, Interactive Teaching Approach has been studied abroad since over twenty years ago. Linguists such as Brown, Ellis and Rivers made some studies on Interactive Teaching Approach from different perspectives respectively. Brown (2001:159) defined that intera
35、ction is two or more people’s collaborative exchange of thoughts, ideas, or feelings, which results in a mutual effect on each other. According to Ellis (1994), this teaching model, which was interactive, was a significant change and trend in second language teaching. In addition, Hymes gave the con
36、cept and relative theories of “communicative competence” which emphasized the importance of interaction between human beings in different situations designed for classroom teaching. Rivers (1987:4-5) claimed that in an interactive classroom the teacher and students should not only express their own
37、ideas but also comprehend those of others. Through interaction, students can pile up and consolidate their language store as they use what they have possessed of the language including all they have learned or even casually absorbed in classroom interaction. Many other scholars also did some researc
38、hes on this teaching model in practical perspective and realized the significance of applying it to the central link of classroom teaching. It is safe to say that researches on interactive learning and teaching abroad have been in the ripe phase. In China, studies on interactive language teaching
39、 were undertaken relatively late in the 1980s. Researches on Interactive Teaching Approach are still at the primary level and most of the ideas proposed are selected, quoted and translated from literature abroad. As the domestic education level improves, English teaching has been valued and English
40、classroom interaction has drawn the attention of many researchers. A lot of English teachers accept and adopt the CA (Communicative Approach) to help improve students’ communicative competence. Thus, Interactive Teaching Approach, an important form of teaching method under CA, becomes the study focu
41、s of modern English teaching. Among the numerous studies on Interactive Teaching Approach in China, Wen Qiufang’s (1993) occupy a prominent position. Her conception of learning refers to obtaining knowledge through interaction and her strategy of learning involves regulating interactive activities
42、 It can also be confirmed in her experiment that students different in classroom interaction are distinguished in their English proficiency. A number of scholars also have introduced the principles of Interactive Teaching Approach though those studies only involve the theoretical bases and practica
43、l principles of interactive teaching model which are generally the review of the related literature. In addition, researchers such as An Jichun (2004) and Lu Wenxia (2006) have introduced their own experiences of using Interactive Teaching Approach. Their studies have mainly described how they apply
44、 the interactive teaching model to English teaching concretely, what teaching effect they have achieved as well as what they have learned in the process of employing Interactive Teaching Approach. They have carried out experiments to prove the effectiveness of Interactive Teaching Approach as well.
45、After years of practice, it turns out that the teaching method adopted is available and beneficial for both teachers and students according to students’ reaction and reflection in the teaching procedure. The researches reviewed above share one common point. All the scholars mentioned believe that I
46、nteractive Teaching Approach which has a direct impact over teachers’ teaching and students’ learning efficiency is an important method in classroom teaching and kinds of interactive activities frequently used in subject teaching are recommended. Its function can not be replaced. Therefore, teachers
47、 should keep a watchful eye on the central stages of a new lesson and make full use of the classroom interaction to stimulate students’ learning motivation. 本科生毕业论文设计 题目： 互动教学法在高中英语课堂导入环节中的应用 作者姓名： XXX 指导教师： XXX 所在学院： XXX学院 专业
48、系）： 英语教育 班级（届）： XXX届 完成日期 XXXX 年 5 月 8 日 Application of Interactive Teaching Approach to the Lead-in Stage in Senior High School English Class BY XXX Prof. XXX, Tutor A Thesis Submitted to Department of English English Educat
49、ion in Partial Fulfillment of the Requirements for the Degree of B.A. in English AtXXXXUniversity May 8th, XXXX Abstract Classroom teaching is the most widely used and effective form of English education. Lead-in is the first stage of the classroom teaching as well as an ind
50、ispensable part whose function should not be underestimated in classroom activities. However, studies related to the lead-in stage in senior high school English class in China are far from enough until now. Most of them remain at the level of theoretical summary rather than the complete study includ
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