谈以互动教学视角评价北师大版高中英语课本-

论文导读：heimportanceofEngpsh11-121.1.2TheroleofEngpshtextbooksinChina121.1.3ThegoalofseniorhighEngpshteachingandlearning12-131.2Thequestionsofthestudy131.3Thesignificanceofthestudy13-151.4Thestructureofthethesis15-16Chapter2LiteratureReview16-23

2.1Definitionofinteract

摘要：语言学习的最终目的是学习者能够在真实的语境中利用目的语与他人进行交流,而不是单纯地掌握语言的形式。高中英语新课程标准提出高中学生在掌握语言技能和知识的基础上,能够具有相应的语言能力。课堂互动提供学生机会参与交流,使得传统的以教师为中心的教学方式转变为以学生为中心的教学方式。课堂互动包括教师与学生的互动,学生与学生的互动,以及学生与课本的互动。无论是何种互动,都需要可理解的语言输入,而可理解的语言主要来源于教学材料。对中国的学生来说,尤其是高中学生,他们学习英语这样一门外语,主要是依靠课本。课本为他们提供了主要的学习内容,并且影响着教师与学生,学生与学生间的互动。由此,这篇论文主要以互动的角度,围绕着以下两个不足对高中英语课本进行评价：(1)这套课本是否适合采取互动教学?(2)如果适合,课本是如何推动课堂互动教学的开展的?这篇论文以北京师范大学出版社出版的高中英语课本为评价对象,通过两类调查问卷—教师问卷和学生问卷—对河南省济源市济源一中的老师和学生进行调查。调查结果通过定量和定性的浅析方式得出。定量浅析的结果通过表格以数据的形式呈现,教师和学生对相关不足的评价采取定性浅析。根据调查结果,北师大版的高中英语教材满足了互动教学的三原则,即认知原则,情感原则和语言原则,适宜采取互动教学。具体如下：这套教材鼓励学生进行有作用的学习,关注学生自主学习能力的培养,教授学生学习对策,注重学生文化素养的进展和提升学生文化意识的教育,鼓励学生进行跨文化交流。同时,这套教材关注学生的情感态度,选择学生感兴趣的话题,这样可以激发他们学习的兴趣,增强学习英语的信心,锻炼他们克服困难的意志力。而且,这套教材强调学生对语言的感知和感悟,重视培养语言表达能力。然而,并不是所有的教材都能满足教师,学生和实际教学的需要,北师大版的英语教材也不例外。由此,教师和学生在利用教材时要做出相应的调整,使得教材能够得到充分合理的利用,课堂互动能够得到更好的开展。关键词：互动教学论文评价论文高中英语课本论文
本论文由www.7ctime.com,需要论文可以联系人员哦。Acknowledgements4-5
Abstract5-7
摘要7-11
Chapter 1 Introduction11-16

1.1 Background of the study11-13

1.1 The importance of Engpsh11-12

1.1.2 The role of Engpsh textbooks in China12
1.1.3 The goal of senior high Engpsh teaching and learning12-13

1.2 The questions of the study13

1.3 The significance of the study13-15

1.4 The structure of the thesis15-16

Chapter 2 Literature Review16-23

2.1 Definition of interaction16

2.2 The theory of interaction16-18

2.1 Input and interaction16-17

2.2.2 Input and interaction in foreign language acquisition17-18

2.3 Classroom interaction18-20

2.

3.1 Definition of classroom interaction18

2.3.2 Principles of classroom interaction18-20

2.3.1 Cognitive principles19

2.3.2 Affective principles19-20

2.3.3 Linguistic principles20

2.4 Principles of textbook evaluation20-21
2.5 Relevant studies at home and abroad21-23
Chapter 3 Theoretical Framework23-31

3.1 Interaction patterns23-24

3.1.1 Interaction between the teacher and students23
3.

1.2 Interaction among students23-24

3.1.3 Interaction between the individual and the textbook24
3.2 Interactive approaches to language knowledge and basic skills24-28
3.

2.1 Listening24-25

3.

2.2 Speaking25

3.

2.3 Reading25-27

3.

2.4 Writing27

3.

2.5 Grammar and vocabulary27-28

3.3 Task-based language teaching and learning28-31
Chapter 4 Research Methodology31-37
4.

1. Research instruments31-34

4.2 Research objects34-36

4.3 Participants of the investigation36

4.4 Data collection and analysis36-37

Chapter 5 Research Results37-55

5.1 Teachers' perceptions37-38

5.2 Students' perceptions38

5.3 Comprehensive anal论文导读：forteachersandstudents56-586.2.1Adviceontheuseofthetextbookorteachers576.2.2Adviceontheuseofthetextbookorstudents57-586.3Limitationsofthisstudyandfurtherresearch58-59References59-63Appendix1Teachers'Questionnaire63-66Appendix2Students'Questionnaire66-69攻读硕士
ysis on both teachers' and students' comments38-55
5.3.1 The position and the role of Senior High Engpsh39-40
5.

3.2 The topics in the textbooks40

5.

3.3 The tasks in the textbooks40-41

5.3.4 The teachers' and students' needs41-44
5.

3.5 Language use in the textbooks44

5.

3.6 Teaching instrument44-45

5.

3.7 Teaching and Learning approach45-46

5.

3.8 Learning style46-47

5.

3.9 Linguistic form47-49

5.

3.10 Exercises in the textbooks49

5.

3.11 Language skills49-51

5.

3.12 Cultural teaching51-52

5.

3.14 The structure of the textbooks52

5.

3.15 Emotion, attitude and thinking52-55

Chapter 6 Conclusion55-59
6.1 The characteristics of Senior High Engpsh55-56
6.1.1 Paying attention to students' cognitive development55
6.1.2 Paying attention to students' affective development55-56
6.1.3 Paying attention to students' pnguistic development56

6.2 Advice for teachers and students56-58

6.2.1 Advice on the use of the textbooks for teachers57
6.2.2 Advice on the use of the textbooks for students57-58
6.3 Limitations of this study and further research58-59
References59-63
Appendix 1 Teachers' Questionnaire63-66
Appendix 2 Students' Questionnaire66-69
攻读硕士学位期间科研成果69