2。1。6 Creating a network for communication 9

2。2 The significance of communication-interaction teaching in primary school English class 10

2。2。1 Stimulating students’ initiative to learn English 10

2。2。2 Promoting teachers’ improvement 10

2。2。3 Achieving teaching goals 11

Chapter three Conclusion 12

References 14

A Brief Analysis of Communication-Interaction Teaching Approach in Primary School English Class

Chapter one Introduction

1。1 Definition of communication-interaction teaching approach 

In general, communication-interaction teaching method means that when teachers are organizing or implementing teaching, attention is paid to communication and interaction between teachers and students。 In this way, both students and teachers’ behaviors are changed and information is transferred by bilateral influence and mutual communication and interaction。 In the primary school English class, communication-interaction refers to a method that is teacher-centered and student-oriented and students can discover the unknown world under the instruction of teachers, therefore the students can learn more knowledge with active participation in the class。文献综述

1。2 Current situations of communication-interaction teaching in primary school English class

1。2。1 Students accept the knowledge passively in the teaching process

At present, the majority of primary school English teachers tend to explain too much knowledge to students with their little active participation。 Students are always in a passive state while the teachers keep controlling the classes。 The teachers’ excessive control over the class activities leads to students’ little self-consciousness and strong dependence on teachers。 As a result, there is rare actual teacher-student communication and interaction。 In the long run, students’ initiative will be weakened and their learning interest in English will also decline, which may in turn results in the repression and limitation of students’ inpiduality and creativity。 Though English teachers are the leaders of classroom teaching, their authority is thought to be the main factor that greatly hinders the development of students and reduces their communication and interaction between teachers and students,。 In addition, the teacher-centered teaching mode will not only decrease the enthusiasm of the students’ active participation, but also ignore the importance of students’ learning motivation。来,自,优.尔:论;文*网www.chuibin.com +QQ752018766-

1。2。2 Communication and interaction are insufficient in terms of depth

In the communication-interaction class, it is common that a torrent of questions are raised by the teachers, which are neither difficult nor deep。 Therefore, students respond to these questions mechanically。 For example, the teacher can ask the following questions with a red robot in his hand, “What’s in my hand?”, “What color is it?”, “Is it a red robot?”, and so on。 It seems that teachers inspire the students with questions, and students actively reply。 In fact, this class lacks teachers’ deep enlightenment to students as well as students’ deep thinking about these questions。 Actually, we can make references to the steps of “mechanical drilling, meaningful practice, communicative practice” one by one when designing questions, that is, following the steps of “inflexible problems, problems with different information, pergent problems”。 These various problems with pergence are able to encourage students to think about and discuss the problems from different aspects, helping the class reach the climax and achieve real effects of communication and interaction。