Contents
Acknowledgement.......................................................................................................... i Abstract.......................................................................................................................... ii Keywords........................................................................................................................ ii IIntroduction.................................................................................................................. 1 II Necessity of the teacher-student interaction in English class teaching of senior school.............................................................................................................................. 2
  2.1 The present situation of interactive teaching of senior school English class................................................................................................................................. 2
  2.2 Senior school English class the need for the implementation of interactive teaching........................................................................................................................... 2 III The relationship between the teacher and students interaction in senior school English teaching..............................................................................................................3 IV How to achieve teacher-student interaction in English class teaching of senior school ............................................................................................................................. 4
  4.1 The language of rational and effective interaction................................................ 4
  4.
  1.1 Balanced proportion of teachers and students of discourse............................. 5
  4.
  1.2 Harmonious cooperation of language.................................................................
5
  4.
  1.3 Valuable classroom questions.............................................................................. 6
  4.
  1.4 Accurate evaluation of a variety of languages.................................................... 6
  4.2 Groups interaction of independent high frequency............................................ 6
  4.3 Effective interaction of generated content............................................................. 8
  4.4 The true feelings of natural interaction................................................................ 8 V Conclusion.................................................................................................................. 8 References....….............................................................................................................. 10
Acknowledgement e
The thesis, I’m very fearful in the begin, l am afraid that I can’t finish it by myself, so I hesitate for a long time, even I look forward to having a look at other classmates about how to do it. In that way, I follow them to do, so I find it not so hard for me, and then, I think deeply about how to write my thesis. With the help of my guiding instructor and my classmates, I think I can write it well. In order to collect evidence and finish my thesis well, I have to work hard and
use the principle of knowledge in the practice. Get through my discussion, practice and literature review act. My English writing is improving, because I collect data from those people who support the ideas and give me the valuable suggestions in
the thesis. I thank them very much. I am especially grateful to my supervisor, Miss Wei, who gave me the direction to start thesis. Miss Wei not only gave me the instructions for my thesis but also affected me in the attitudes towards doing the research because she is so precise and erudite, has a warm heart. I should also thank my teachers and my classmates in Tongren University, they lead me to the world of English. Meanwhile, I am deeply thankful for my parents who always support me, they provide me with opportunitities to study in the college as well as burden my academic fare.
Teacher-Student Interaction in English Class Teaching of Senior School
Abstract
The teacher-student interaction is one of the new English teaching modes. English teachers should be the stimulator,the counselor, and the trainers of capabilities and objectives of the students’ study. Learning ways of students should change into autonomy, inquiry and cooperative study. English teachers should combine the features of teaching material and students’ characteristics of the age, to strengthen the exchange of information and teaching interaction with students. Code of conduct for teachers is closely related to change of students in behavior, only two sides have maintained a harmonious relationship between the interaction of teaching and learning can be achieved in order to achieve the objective of the new curriculum standards better. Key words: English in senior school; classroom teaching; teacher-student interaction
摘要
师生互动的教学是新型英语教学模式之一。 英语教师应该成为学生学习的激发者、 辅导 者、 能力和目标的培养者。 学生的学习方式应转变为自主性、 探究性和合作性的学习方式。英 语教师要结合现在教材的特点和学生的年龄特征, 加强与学生的信息交流和教学互动。 教师 的行为准则与学生的行为转变是息息相关的, 只有双方保持融洽的关系才能实现教与学的互 动,才能更好地实现新课程标准所要达到的目的。 关键词: 关键词 高中英语 课堂教学 师生互动
I. Introduction
Language learning is a highly interactive process, and only in the process of truly effective interaction, students can understand and master knowledge that they have learned. Teaching is taken in the teaching method of teacher-student interaction under
the guidance of the teacher to carry out teaching and learning activity, student-centered, which is not one-way, linear or continuous, but a continuous process of chain ring. The teaching of the teacher-student interaction is one of the new English teaching modes. It is based on information theory, communication theory and language acquisition theory. Accordance with the requirements of the new curriculum, consistent with the senior school students to understand the laws and psychological characteristics as the foundation, arising after repeated practice. In essence, teaching is taken in the teacher-student interaction under the guidance of the teacher, students through the small group activities, the whole class activities, teacher-student’s mutual activities, twinning activities, etc. adopt to tell stories, monologues, make games, role-playing and so on, in order to fully play the main role of students to promote students’ language organization abilities and expression skills, personality development and overall development, and also the goals of comprehensively improve students’ heard literacy facilities. Teaching is taken in the teacher-student interaction, student-student interactive teaching and learning activities that will enable more students at the same time directly involve in the activities in the class and expand the large classes teaching about the students have enough space to study; It can provide interactive activities and create a relaxed and happy living-learning atmosphere; it will able to provide students with more opportunities for language practice, and also improve the basic skills of the students about their listening and speaking. It is one of the effective ways of training students to comprehensionly use English. To achieve an effective interaction must be between the teacher and students, which is a two-way, therefore, in senior school English classroom, to explore the necessity of the interaction between the teacher and students in teaching , the relationship between the teacher and students in teaching interaction and how to implement the teacher-student interaction in teaching which is very necessary and meaningful.
II Necessity of the teacher-student interaction in English class teaching of senior school

  2.1 The present situation of interactive teaching of senior school English class
The ultimate aim of English teaching is through the two-way interaction of teaching and learning so that students get the comprehensive ability of th true sense to use English. However, a long time, the English classroom teaching has become repetitive recitation and dictation; the role of conductor as a result of the examination in English, like other disciplines, like the sea in a title, which in its most basic features as a communication carrier vanished, English learning to become boring. At present, senior school English teaching is still a teacher-centered, the participation of students is poor, in most case, only one person who the teacher is always saying. This lack of English teaching communication in the true sense, the students received litlle comprehensible language input which is not conducive to language acquisition, students have few opportunities to participate in classroom activities and to express their opinions, the teachers and students, lack of communication between students and students, language communication ability of students don’t naturally get effective training.

  2.2 Senior school English class the need for the implementation of interactive teaching
Implementation of quality education is one of the purposes for all students so that let students get all-round development. It is clearly that the senior school school students must be master a certain basic knowledge of English and listening, speaking, reading and writing skills <<English curriculum standards>> (trial version), form a certain application of the integrated language ability; advocacy experience in practice, participation, learning way of cooperation and exchange and teaching task-based way.
However, a long period of time, the teaching of English in senior school, because of influence of the traditional educational thinking, people often consider that the task of teachers is to teach, students’ tasks to learn, so teachers like spoon-feed, teachers teach, students listen and write down, has formed a kind of teaching mode that teachers speak, students listen, teachers write, students copy, teachers exam, students recite. Students rarely have practice of the language and exchanging opportunities, it is difficult to actively participate in classroom, which the atmosphere become boring. Student not only ignored the application language abilities, also runs counter to the essence of language learning. Classroom teaching whether is successful or not depends largely on students’ understanding and echoes to classroom activities. Although the efforts of all teachers want to take care of every student in the classroom, in the teaching process, they are often intentionally or unintentionally more communicating with some students, therefore, who neglect the other students. If a teacher habitually looks from front to back, a question by question for girls than boys, and always question a student that is good by her or his name in mind, a question by the best students to score than the score of general students and so on. It will form various forms of teacher behavior area, thereby the interactive surface will be restricted, the students’ the intensity of echo decreased, and therefore, the interaction will lose the balance and harmony.
III The relationship between the teacher and students interaction in senior school English teaching
Teacher-student interaction is two factors that are control of comminication by the teachers and echoes of students to classroom the mill and formed can be maintained. Teachers should try to adopt the teaching method of task-based to develop students’ abilities of comprehensive use of language, in the lesson preparation; teachers should consider the students’ experience of life and interests. It is necessary to take full account of classroom interaction in operable under the premise, to encourage students to use English communicate with teachers and classmates in order to cultivate progressively
students use English to solve the purpose of practical problems. In senior school classroom, English teachers, not only at the same time pay attention to the formation of subject knowledge in English, and should also be concerned about the emotional experience of students in the teaching and learning activities of English. English teaching should become a kind of pleasure and positive emotional experience for students. Teaching acts of English teachers should be only concerned with acts of academic knowledge, test scores of students and so on, such as small space convert into concern about each student's all-round development, personality development, and long-term development, personal dignity in the development and students in study. In the English classroom, English teachers respond to accept students’ behavior of the unique personality and needs to meet, listen to their voices. To equality, friendly treat every student, they should appreciate the perspective of students, but also to create a good environment and conditions to enable students to fully discover and recognize themselves, aware of their existence, to experience kinds of sense of dignity and happiness themselves as one people, to enjoy the teaching and learning of English
 

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