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Generally speaking, English teaching in junior high school has made great progress in the past several decades in China: the scale of teaching is expanded constantly, and the teaching level is raised up continuously, teacher personal quality is greatly promoted on the whole ,etc. However, the speed of the development of our English teaching can’t completely satisfy the requirement of the social and economic development. With the gradual implementation of the new round curriculum reform, the defect of traditional teaching mode has been exposed by degree. Therefore, the exploration of building a vitality interactive teaching mode seems to be particularly important.
Interactive teaching mode is a “student-centered, textbook-founded, and ability-aimed” monitor model. This model offers teachers a guiding principle, and it supplies students with enough “comprehensible input”, while organizing class activities. Interactive teaching mode aims at fostering student autonomous awareness and innovation ability, which takes the students as inpidual teaching centre and changes the teacher’s dominant position with great absolute authorities. Hence, it creates an equal non-threatening atmosphere in classroom teaching and produces resonance between teaching and learning. Interactive teaching does not mean just leaving students to make whatever sense they can from any experience, but, to be of value, needs the interaction of sensitive teachers to interact and challenge students’ thinking through exposing them to new ideas.
The research tries to discuss the application of the interactive teaching model in the junior high school by taking the second-year students of the Yanhua middle school as examples. The main purpose is to expose the problems in the English class with interactive teaching model such as the misusage of activities in the class, and the misunderstanding of the interactive teaching model. According to the problems appeared during the use of interactive teaching model, based on the theories of the interactive teaching, the present author tries to propose the relevant suggestions and methods to strengthen the application of the interactive teaching model in the English class in the junior high school.
II. Students’ Characteristics and Class Atmosphere in Junior High School English Teaching
2.1 Junior English Class
With the frequent communication between the countries, English language becomes one of the most important communicative languages in the world. So English education devotes more to the point. As we can see, English teaching has been developed fast years by years, and many experts and educators put more attention on it, and we also get many good results. People also think English and English education are especially important. English teaching aims to cultivate students’ language skills of listening, speaking, reading, writing and strengthen their cultural awareness, at the same time, students will learn the language knowledge as phonetics, vocabulary, grammar, function, topic, which are the demands of junior high school English classes.
Junior high school English class is the basic and direct educational place to teach students English. Traditional junior high school English classes are usually characterized by the following: It is teacher-centered teaching, not student-centered learning. And because of the exam-oriented education, teacher usually put emphasis on reciting, inpidual learning and mechanical training in the process of English teaching in junior high school. Students have much homework to do and less activities to take part in. What the teachers and students do in or after class is to learn how to test well and pass the examinations and students have no choices about what they can do and how they can do. Some students can learn independently and they can get high scores, but a large amount of students think English learning is not interesting. So the application of the interactive teaching mode seems necessary.