interactive-english-teahing-in-the-junior-middle-schools-初中英語課堂互動教學的探索英語大學畢設論文

攀枝花學院本科畢業(yè)論文ContentsTheExplorationoftheInteractiveEnglishTeahingintheJuniorMiddleSchools初中英語課堂互動教學的探索ContentsTOC\o"1-2"\h\z\uAbstract IKeyWords I摘要 II關鍵詞 IIIntroduction 1I.TheImportanceofCarryingOuttheInteractiveEnglishTeaching 2A.TheTraditionalEnglishTeachingandItsDefects 2B.TheInteractiveEnglishTeachingandItsImportance 3II.TheAdvantagesofImplementationoftheInteractiveEnglishTeaching 5A.AMeanstoFosterResponsibleMembershipoftheClassroomCommunity 5B.ActivatingtheSocialandCulturalResourcesoftheClassroomGroup 5C.EnablingLearnerstoExerciseTheirActiveAgencyinLearning 6D.HelpingtoFormandExtendaTeacher’sPedagogicStrategies 6III.TheImplementationoftheInteractiveEnglishTeachingintheClassroomoftheJuniorMiddleSchools 7A.CreatingFavorablePhysicalEnvironment 7B.CreatingHarmoniousSocio-psychologicalAtmosphere 9C.QualifyingtheTeacherfortheInteractiveEnglishTeaching 11D.DevelopingtheStudents’Active,Autonomous,andCollaborativeAttitude 14Conclusion 16Acknowledgements 17Bibliography 18AbstractPAGEI攀枝花學院本科畢業(yè)論文AbstractAbstractThetraditionalEnglishteachinglaysmoreemphasisonEnglishknowledgeratherthanpracticalability,ongrammarratherthancommunication,onwritingratherthanoralEnglish.Soitishardtofosterthestudents’enthusiasm,initiativeandcreativity.OnthebasisofanalyzingthosedefectsofthetraditionalEnglishteaching,thisthesisadvocatesanewmodelforEnglishteachingandleaning,namely,theInteractiveEnglishTeaching.TheInteractiveEnglishTeachingemphasizesapplicationratherthanusage,advocatesdemonstrationratherthanmonotonousgrammarorvocabularyexercise,launchesactivityorappointstaskratherthanassigningdullhomework,andunderlinescommunicationratherthaninstruction.ComparedwiththetraditionalEnglishteaching,theInteractiveEnglishTeachinghasaseriesofadvantages.Inaddition,atpresent,mostChinesestudentsbegintolearnEnglishsystematicallyfromthejuniormiddleschools.Therefore,thisthesislaysmoreemphasisonelaboratingmeasuresofcarryingouttheInteractiveEnglishTeachingintheclassroomofthejuniormiddleschools,suchascreatingfavorablephysicalenvironmentandharmonioussocio-psychologicalatmosphere,qualifyingtheteacherfortheInteractiveEnglishTeaching,anddevelopingthestudents’active,autonomous,andcollaborativeattitudeandsoon.KeyWordstheInteractiveEnglishTeaching;thejuniormiddleschools;psychologicalatmosphere;collaborativeattitude攀枝花學院本科畢業(yè)論文摘要摘要傳統的英語教學重知識輕能力；重語法輕交際；重書面能力輕口頭表達。因此，很難培養(yǎng)學生的學習熱情，積極性和創(chuàng)造性。本文正是在分析了傳統英語教學的這些弊端的基礎上，倡導實行一種新的英語教學方式，即：“互動英語教學”?；佑⒄Z教學強調運用而不是用法；注重演練而不是單調的語法練習；開展活動或指派任務而不是布置乏味的家庭作業(yè)；強調交流而不是單純的講授。相對傳統英語教學，互動英語教學有一系列的優(yōu)勢，加之目前國內學生大多是從初中開始較為系統地學習英語知識，因此本文重在闡述實施初中英語課堂互動教學的具體措施：創(chuàng)建有利的物理環(huán)境；營造和諧的社會心理氛圍；培養(yǎng)合格的教師；培養(yǎng)學生積極、自主、合作的學習態(tài)度等。關鍵詞英語互動教學;初中;心理氛圍;合作態(tài)度攀枝花學院本科畢業(yè)論文IntroductionIntroductionItisurgenttoreformcurriculumandteachingmethodologybecausethepresenteducationcannotmeettheneedofsociety.Oneofthemajortasksistorestructuretheclassroom,whichcallsforreconsiderationofpedagogyaccordingtothenewthoughtsandconceptionsofcurriculumreform,andtheteachermustalterhisorherformerimproperpointsofviewaboutteachingandestablishnewproperteachingphilosophies.Andmoreimportantly,theclassroomteachingisrequiredtochangealot,whichhasacloserelationtoconcreteclassroomcircumstancesandtheteacher’steachingbehaviorsaswellasthestudents’learningbehaviors.Onthebasisofwhathasbeenmentionedabove,thisthesisaimsatexploringhowtoeffectivelycarryouttheInteractiveEnglishTeachingintheclassroomofthejuniormiddleschoolsthroughanalyzingthefactorswhichhaveagreatimpactonitsimplementation,inordertofindoutawaywhichcanreallyrealizequality-orientededucation.攀枝花學院本科畢業(yè)論文BodyI.TheImportanceofCarryingOuttheInteractiveEnglishTeachingNowadays,attributingtotheworldmultipolarization,economicglobalization,educationinternationalization,theinklingofinformationtimes,andentranceintoWTOandboomingdevelopmentofadvancedscienceandtechnology,itisurgenttodriveaheadquality-orientededucation,whichisthemainrhythmofChinesebasiceducationreformanddevelopmentinthetwenty-firstcentury.A.TheTraditionalEnglishTeachingandItsDefectsWhentalkingaboutpedagogy,twostoriesareusuallyberecalled,namely,onceuponatimeadonkeywascrossingariverwithabagofsaltonitsback,andwhenitarrivedatthebankoftheriver,itslippedintotheriverbyaccident.Atthismoment,thesaltonitsbackwasdissolvingandbecamelighterandlighter,whenthedonkeystoodupitfeltrelaxedandhappyforgainingsuchexperience.Therefore,thefollowingtimewhenitcrossedtheriverwithabagofcottononitsback,itrecalleditslastexperience,soitslippedintentionally,butthistimeitdidnotfellrelaxedbutlostitslifeforthecottonabsorbedagreatdealofwaterandbecameheavierandheavier,andfinallythedonkeywasdrowned.Anothergoeslikethis,longlongagotherewasamanwhosoldhat,andeverydayhetriedhisbesttosellhishats.Onedayhepeddledexhaustedly,sowhenhepassedalongabigtree,hedecidedtohavearestunderthetree.Thus,heputhishatsbesidehimanddozed.Butafterseveralminuteshewokeup,hefoundallhishatsdisappeared.Tohissurprise,thereweremanymonkeysonthetreeandeachmonkeywithahatonitshead.Themanwasanxiousforhewouldnotsupporthisfamilyifhelostthesehats.Suddenly,agoodideacameintohismindthatmonkeylikestoimitate,sohetriedtolifthislefthand,andallthesemonkeysraisedtheirleftpaws,too.Thenheclapped,andallthemonkeysfollowedsuit.Themanfeltexcited,thushediscardedhishatsontheground,andsodidthemonkeys.Thenthemanpickedupallhatsandwenthomehappily.Whenhegothome,hetoldhissonandgrandsonabouthispeculiarexperience.Astimewentonhisgrandsoninheritedhisfamilyproperty.Onedaywhenhisgrandsonwasonhiswayofsellinghats,healsonappedunderabigtreeandallhatsweretakenawaybymonkeys,too,buthewasn’tworriedforherememberedwhathisgrandpahadtoldhim.Thus,heraisedhislefthand,asexpectedthemonkeysraisedtheirleftpaws,andthenheclapped,sodidthemonkeys.Afterthat,hethoughthisgrandfather’swaywasreallyeffective,sohediscardedhishatsontheground,buttohisdisappointment,thistimethesemonkeysdidnotfollowedsuitbutstaredathim.Hefeltpuzzled,butsuddenlythekingofthesemonkeysturnedupandpickedupthehat.Itpattedhisheadheavilyandspokeoutaline:“Youmustbejoking!Doyouthinkonlyyouhavegrandpa?”Whywasthedonkeydrowned?Andwhycouldnotthegrandsontakebackhishatslikehisgrandfather?Everyonecanrecognizethecrucialreasonforthatisthattheydidnotdealwiththeexperienceproperly,theyjustusedexperiencemechanicallyanddidnotremodeltheiroldexperience.Itisclearthatinthechangingworld,usuallythesuccessfulexperienceofpastdirectlycausespresentfailure.ThatremindspeopleofChinesetraditionalteachingmethod,whichhasmanymalpracticesordefects.Especially,thetraditionalEnglishteachingattractsmoreattention,whichisteacher-centered,andthestudentsjustreceiveknowledgepassively.Itlacksvariousskillfulandfocalmethods,whichwasgivenavividname“cramming”.Soitishardtomusterthestudents’enthusiasm,initiativeandcreativity,alsohardtoattractthestudents’interest.Meanwhile,itlaysmoreemphasisonknowledge,grammar,andliteracythanability,communicationanddrillofspokenEnglish.Thatcausesthelearnerslackingcapacityofusinglanguageandcommunicationinreallife,andeducatespersonswithhighmarksbutlowability.B.TheInteractiveEnglishTeachingandItsImportanceItistruethatthefuturesocietywillbethesocietyoftalentcompetition.Inthelightofdomesticpresenteducationalsituation,itturnstobemoreandmoresignificantandurgenttochangeeducationconceptandteachingmethodology,tolearnandcomprehendnewteachingconcept,andtoeducatepeopleadaptingthemselvestothechangingworldwithinnovationandpracticalability.SothisthesisadvocatesanewmodelforEnglishteachingandlearning,namely,theInteractiveEnglishTeachingwhichemphasizesthevalueofcollaborativelearning,classroom-group-centeredness,autonomyandshareddecision-makingintheclassroom.ThethoughtoftheInteractiveTeachingoriginatesfromsociologicalinteractivetheory.Dialoguesandcommunicationscontinuouslyoccurbetweenindividuals,andsociety.Andhumancommunicationtakesplacethroughmeaningfulactivities,whichdistinguishesitselffrominhumanself-consciousness(ZhengJinzhou,12).Social-pedagogicinteractivetheoryunderlineshumaninteractionandindividualactivitiesintheschool.IntheEnglishasasecondlanguage(ESL)literature,theoristspresentavarietyofapproaches,strategies,andtechniquesfortheESLparticipants.Underlyingtheseapproachesaretheoreticalassumptionsconcerningthenatureoflanguageandperspectivesonhowsecondlanguagesaremosteffectivelytaughtandsuccessfullylearned.However,littleresearchhasbeenconductedconcerningtheassumptionsandbeliefsaboutlanguagelearningandinstructionthatESLteachersholdandhowtheseinformtheirdecision-making.Thesehavenecessarilyidentifiedtwomajorperspectivesinlanguageteaching.Thefirstviewisthatlearningshouldbecontextualizedinawidersocietyinwhichthestudents’responsibilityandco-operationduringlearningcanbeseenasexpressingandenablingparticipationasacitizenindemocraticprocesses,andlearningshouldbelocatedinsocialandculturalactionwhereinwhatislearnedandhowitislearnedarecollaborativelyshaped.Theotherviewisthatlearningasemancipation,incontrastto‘conventional’educationmaybesociallydivisiveandrequirescompliancetothehegemonyofadominatingminority(Littlejohn,19).Themotivationforstudyinthisareahascomefrommanysourcesbutastrongelementinthisisdesiretocreateformsofclassroominteractionwhichgivevoicestothestudentsinthemanagementoftheirlearning.Throughmakingexplicitthetypically‘hidden’viewsofthestudents,theteacherintendstoarriveatmoreeffective,efficientanddemocraticmodelsofclassroomwork.Onthisbase,InteractiveEnglishTeachingcameintobeing.SincetheInteractiveEnglishTeachingemphasizesapplicationratherthanusage,advocatesdemonstrationratherthanmonotonousgrammarorvocabularyexercise,launchesactivityorappointstaskorallotsassignmentratherthanassigningdullhomework,andunderlinescommunicationratherthaninstruction,therefore,theimplementationoftheInteractiveEnglishTeachingisinvaluablysignificant.II.TheAdvantagesofImplementationoftheInteractiveEnglishTeachingComparedwiththeTraditionalEnglishTeaching,theInteractiveEnglishTeachinghasaseriesofadvantages.Thoseadvantagesarelistasfollows:A.AMeansforResponsibleMembershipoftheClassroomCommunityAsanumberoffeministandpost-modernistthinkersineducationhaveargued,thepresentsocialandpoliticalconditionssignalanurgentneedforclassroompedagogiesthatenablelearnerstouncovertherelationshipofknowledgetopowerandvestedinterests(Breen,M.P.,2002).Inthissense,learningalanguagemaybeseenasameansofaccesstogreaterpersonaladaptabilityandinfluence.Ithasthepotentialtoprovidethestudentswithculturalandintellectualresourcesand,thereby,thepracticalmeansandstrategiestoseekfurtherknowledgeandtochallengestructuresinsocietythatoperateinanoppressiveway.Inthisway,collaborationanddemocracybetweentheteacherandthelearnersandamongthelearnersintheInteractiveEnglishTeachingentailslearners’capabilitiestoparticipateinaresponsibleandself-empoweringmannerintheworldbeyondtheclassroomand,crucially,asamemberofanewspeechcommunityandculture.B.ActivatingtheSocialandCulturalResourcesoftheClassroomGroupTheknowledgeisconstructedinaclassroom,becauseitevolvesthroughacollectiveprocess-throughthetexts,theclassroomdiscourseandthesocialpracticeofthegroup–whichisgreaterthananysingleindividualcouldcreate,includingtheteacher.Asagroup,theteacherandthelearnersworktowardsnewunderstandings,whatislearned,investigatedandshapedthroughasharedprocess,whichbecomeknowledgethatisdiversified,dynamicandopentonewpossibilities.Inthisway,theInteractiveEnglishTeachingenablesexplorationandtryingoutofalternativeinterpretationsaswellasusesofthenewlanguageandalternativewaysofworking.Thelattercanprovideopportunitiesfortheindividualtoextendarepertoireoflearningstrategiesinadditiontodiscoveringandrefiningwaysoflearninginagroupthatmayhavelife-longrelevance.Therefore,theInteractiveEnglishTeachingcontributestowardsextricatinglanguagelearningfromthemorecommonlyconstrainedandrelativelypredictablediscourseoftheclassroom.Itcananticipateandprovidethefoundationsforthestudent’sparticipationthroughthenewlanguageinotherdiscoursecontextsbeyondtheclassroom.C.EnablingLearnerstoExerciseTheirActiveAgencyinLearningMuchoftheresearchonlanguageclassroomsrevealsthatmanylearnersareplacedinaresponsiveandseeminglypassiverole.Insuchcircumstances,learnersarepositionedlikechildrenwhomayseektoconformtoateacher’sexpectationsandmayevenunderachieveinordertodothis(Nunan,D.,2002).Thispassiveconformitycanbemisinterpretedbytheteacherasalackofsufficientbackgroundknowledge,anunformedlearningagendaoralackofcapacitytoparticipateindecision-making.However,alllearnersbringpriorknowledgeandcapabilitytolearningandfurtherunderstandingsoughtonthebasisofwhatisalreadyknownandnotmerelygiven.WhereasInteractiveEnglishTeachingprovidesacontextinwhichopportunitiesexistforlearnerstoarticulateand,thereby,refinetheirpriorunderstandings,purposesandintentionsasreferencepointsfornewlearning.D.InformingandExtendingaTeacher’sPedagogicStrategiesIntheInteractiveEnglishTeaching,theteacherhastheopportunitytoactasarolemodelforactivelearning.Heorshecanwelcomethelearners’alternativeinterpretationsandproposalsasequalbutalsoidentifythemasopentothegroup’sjudgment,selectionandagreement.Theteachercanencouragethelearners’owngradualexplicitnessandgreaterprecisionintheidentificationofpreferredlearningpurposes,content,waysofworkingandwaysofevaluatingoutcomessothatsuchpreferencesbecomeavailableforeveryoneasreferencepointsandalternativesforaction.Moreover,theInteractiveEnglishTeachingalsohasthepotentialtofreeuptheteachertorelyonthelearninggrouptohelpinamethodicalwayincreatingaspecificandongoinglanguagecurriculumasanenrichingteaching-learningexperience.III.TheImplementationoftheInteractiveEnglishTeachingintheClassroomoftheJuniorMiddleSchoolsOwingtothefactthatatpresent,mostChinesestudentsbegintolearnEnglishsystematicallyfromthejuniormiddleschools,thusthissectionlaysmoreemphasisonelaboratingmeasuresofcarryingouttheInteractiveEnglishTeachingintheclassroomofthejuniormiddleschools.A.CreatingFavorablePhysicalEnvironmentTeachingshouldbeaprocessofsharingideas,andclassroomshouldbeaplaceforsharingideas.Inaddition,theinteractionbetweentheteacherandthestudentstakesplaceintheclassroom.Therefore,allfacilitiesincludingcolor,lamplight,temperature,scene,heclassroomhaveagreatimpactontheirinteractionsandactivities.Ononehand,thesefacilitiescanevolvedifferentphysiologicalsensesoftheteacheraswellasthestudents.Ontheotherhand,theymaketheteacherandthestudentsdevelopdifferentemotionsandformdifferentfeelingswhichfurtheraffectthelaunchingofactivitiesandthedevelopmentofstudents’intelligence,motivationsandclassroombehaviors,evenhavesignificantinfluenceonthepsychologicalatmosphereofthewholeclassroom.Inreality,theteacheroftenpayslittleattentiontophysicalenvironmentintheclassroom.Heorshetakesthedistributionoftheclassroomforgrantedratherthanrearrangeitaccordingtotheneedoflearning，ignoringthefactthatithasgreateffectontheclassbehaviorsoftheteacherandthestudents.Consequently,thepresentmaintaskistomakephysicalenvironmentintheclassroombeneficialfortheinteractionbetweentheteacherandthestudents.Let’stakethestructureoftheclassroomforexampletodemonstrateit.Thestructureofclassroomisusuallyachievedthroughthearrangementofclassroomdesks,therefore,thearrangementofclassroomdesksshouldbebeneficialforcommunicationandcollaborativelearning,andteachershouldreadjustthearrangementofclassroomdesksaccordingtoteachingobjectivesandteachingtasks.Furthermore,theteachershouldtryhisorherbesttogivewell-distributedconcerntoeachstudentandenhancetheintimaterelationshipbetweenthem.Whathasbeenmentionedaboveisjustoneaspectofthephysicalenvironmentintheclassroom.Lamplight,lineofvision,sound,temperature,scene,etc.arealsoneededtotakeintoconsiderationintermsofcarryingouttheInteractiveEnglishTeachingintheclassroomofthejuniormiddleschools.Specificallyspeaking,whenstructuringphysicalenvironment,moreattentionshouldbepaidtothefollowingaspects:Firstly,thephysicalenvironmentshouldmeetbothphysiologicalandpsychologicalneedsofthepractitioners.Thefoundingofphysicalenvironmentshouldbeonthebasisofgeneralregularsaboutstudents’physiologicalandpsychologicaldevelopmentandattachmoreimportancetocolorcollocationintheclassroom,settingthescene,classpatternsaswellascontrollingforventilation,temperature,etc.sothatthestudentsareinoptimumstateforlearning.Secondly,inordertodevelopstudents’intelligence,morecolorfulsuitablestimulationsshouldbeprovided.Thirdly,besurethatthestimulationsgiventothestudentscandelightthem,sothattheycanmaintainanactiveattitudetowardslearning.Finally,theteachershouldnotonlyproperlydealwiththecontrollablephysicalconditions,suchassound,lamplight,scene,etc.butalsomasterproperteachingconcept,namely,students’behaviorsintheclassroomarerelatedtothephysicalenvironment,sotheteachershouldbelenienttosomeviolativebehaviorscausedbyuncontrollablephysicalfactors.Onemorethingneedstobementionedisthatthestructureofphysicalenvironmentintheclassroomshouldbereadjustedduringtheprocessofteaching.Forexample,differentteachingcontentcallsfordifferentluminosity,butinrealteaching,sometimesthiskindofadjustmentisunnecessary.Anotherexampleisthatthearrangementofclassroomdesksmayvaryaccordingtothecontentorlessonpatterns,butiftheseatsareshiftedeachlesson,obviously,thatwilldeprivethestudentsofhavingarestbetweenlessons,andevencausesdisorder.Inthatcase,ithamperstheprocessofcarryingouttheInteractiveEnglishTeachingratherthanpromoteitasexpected.B.CreatingHarmoniousSocio-psychologicalAtmosphereSocio-psychologicalconditionsareartificialfactorsfortheInteractiveEnglishTeaching,whichembodyonhumanrelationshipsintheclassroom.Aswhathasbeendiscussedbefore,physicalenvironmentjustprovidesmaterialconditionsfortheimplementationoftheInteractiveEnglishTeaching.Tosomeextent,thestudents’behaviorsrelymoreontheimpactofsocio-psychologicalatmosphere.Thus,howtoformprofitablesocio-psychologicalatmosphereturnstobesignificant.Amongallthesocio-psychologicalconditionsintheclassroom,classatmosphereisoneofthemostimportantcomponentsforitdefinesthecontextinwhichthestudentscan(orcannot)concentrateonlearningandfeelsafetakingrisks.Manyresearchershavegivenproposalsofbuildinginteractiveatmosphereintheclassroom:“Promotecollaborativecommunication,putdemocraticleadershipintopractice,paymoreattentiontoteachingart,laystressontheadjustmentofpsychologyofboththeteacherandthestudents,anddealwithconflictsproperly”(ZhengJinzhou,87).Andthereareotherissuesthatneedtobetakennoticeofintermsofbuildinginteractiveatmosphereintheclassroom.Firstofall,itissignificanttotakethecircumstancesintheclassroomseriouslyandstrivetorealizethehuman-centeredthoughtintheInteractiveEnglishTeaching.Thatneedstofaceallstudents,toimprovecompetitionsandco-operationsbetweenthem,andcontinuouslyexpandthespaceofpsychologicalenvironmentintheclassroomwhensettingthescene.Furthermore,itisimportantfortheteachertoestablishrightconceptforclassroombehaviors.Asanorganizerandleader,theteacherplaysadecisiveroleinformingclassatmosphereduringtheprocessofcarryingouttheInteractiveEnglishTeaching.Inordertoformenjoyableclassroomatmosphereandattractthestudentstotakepartinlearning,theteachershoulddemocraticallysupervisethestudents.Therefore,onecrucialprinciplefortheteacheristounderstandthestudents’needsandfeelingssothattheyarewillingtobeclosetohimorher.Thirdly,theteachershouldattractthestudentstoparticipateintheInteractiveEnglishTeachingprocedure.Asamatteroffact,theInteractiveEnglishTeachingcanberegardedasaprocessofmutualeffectoneachotherbetweentheteacherandthestudentsinaperiodoftime,andteachingachievementismainlydeterminedbythespiritandeffortoftheteacherandthestudents.Consequently,boththeteacherandthestudentsshouldbeinhighspirit.Thepositiveparticipationofthestudentsimprovestheteacher’sconfidenceandimpelstheteachertorestructurehisorherbehaviorstomeettheneedsofthestudents,andyettheteacheremploysvariousmeanstoattractthestudents’interests,astomakethestudentsbewillingtotakepartintheteachingproceduremore.Astheparticipatingdegreeofstudentsisdecidedbyvariousfactors,oneishowdemocratictheteacheris,anotherishowdifficulttheteachingtaskisandwhataboutthestudents’presentability,therefore,inadditiontogreateffortsmadetoattractthestudentstojointheteachingprocedure,theteachershouldpaycloseattentiontothedevelopmentofthestudents’abilitiestoenablethemtohavesomebasicknowledgeabouttheirlearningbehaviorsandrelatedabilities.Meanwhile,whendeterminingteachingtasks,thestudents’presentabilitiesshouldbetakenintoconsideration.Lastbutnottheleast,theteachershouldcomprehendthestudents’feelingsincludingpositive,passive,satisfied,joyfulexperienceordiscontent,unhappyfeelingabouttheteacherortheclass,anditisimportantfortheteachertogivehisorherencouragementandappreciationtothestudents.Therefore,theteacherneedstohaveagoodcommandofusingsomeexpressions,suchaswell-done,that’sright,well,haveatryandsoon,andalsotheteachershouldbeadeptinlisteningattentivelytothestudentsandacceptingtheirideas.Theteacherdoesnotonlyexpresshisorherideasorthepointsofviewinteachingmaterials,theyshouldalsobeabletoacceptthestudents’pointsofviewintheInteractiveEnglishTeaching.Whenthestudentsexpresstheirideas,theteachershouldconcentrateonlisteningandhaveeyecontactswiththestudents,andifnecessary,theteachercanrepeatthestudents’ideasinaproperway.Inaddition,theteachershouldbegoodataskingquestions.BecauseasanimportantformintheInteractiveEnglishTeaching,askingquestionscanaroseaseriesofinteractiveactivities.C.QualifyingtheTeacherfortheInteractiveEnglishTeachingAsanorganizer,participator,prompter,andassessor,theteacherplaysanindispensableroleintheInteractiveEnglishTeaching.Onthisbase,thispartaimsatanalyzingavarietyoffactorsthatinfluencetheteacher’sbehaviorstoenhancetheimplementationoftheInteractiveEnglishTeachingintheclassroomofthejuniormiddleschools.Firstly,theteachershouldhavearightteachingconception.Howdoesateacherteach?Toanswerthisquestion,researchershavestudiedteachersandtheirclassesinnumerousways.Some,lookingforeffectiveteachingpractices,haveconductedempiricalresearchthatidentifiesisolatedteachingbehaviorsandcorrelatesthemwiththestudents’achievementmeasures.Theyproposeaviewofteachingthatisrationalan