教育教学论文哪里有？本研究根据艺术类大学生特点构建出的交互式教学模式，对于学生在听说方面的兴趣、成绩以及课堂参与度起到了积极的推动作用，该研究能够为未来艺术类交互式听说教学提供有益借鉴。
Chapter 1 Introduction
1.2 Purpose and Significance of the Study
Faced with the phenomenon of insufficient interaction between teachers and students in practical teaching, this study utilized the Interactive Teaching Method proposed by American psychologist Palincsar in 1982. The purpose of this teaching method is to weaken the leading role of teachers in teaching and enhance students’ learning initiative. In the classroom, teachers and students communicate on an equal footing and encourage interaction and cooperation between students. With the rapid development of information technology, modern teaching equipment has gradually entered the public classroom. This not only provides teachers with richer teaching resources, but also enables students to perceive language in a more authentic environment and form cross-cultural communication thinking.
Based on previous studies on Interactive Teaching, this study constructs Interactive Teaching Mode to apply to the listening and speaking teaching, and analyzes influential factors and solutions of English listening and speaking learning for art majors. It explores the benefits of English listening and speaking teaching in the context of teacher-student interaction, student-student interaction, and human-machine interaction relying on the Welearn learning platform, which can improve the listening and speaking skills of art majors and stimulate their enthusiasm for English learning.
Chapter 3 Research Methodology
3.1 Research Questions
This study was implemented to explore the effect of Interactive Teaching Mode in English listening and speaking teaching of art majors. The research questions were the followings:
1) What is the impact of Interactive Teaching Mode on art majors’ English listening and speaking interest?
2) What is the effect of Interactive Teaching Mode on English listening and speaking scores of art majors?
3) What is the impact of Interactive Teaching Mode on English listening and speaking classroom participation of art majors?
Among them, the first question was based on the results of questionnaires, the second question was mainly answered by listening and speaking tests, and the third question was mainly answered according to the classroom observation scale.
Chapter 4 Results and Discussion
4.1 Results and Discussion of Questionnaires
The questionnaire included 20 items and is divided into 4 dimensions: students’ attitudes towards learning English listening and speaking; students’ motivation about learning English listening and speaking; students’ confidence about learning English listening and speaking; and listening and speaking learning behavior. At the beginning and the end of the experiment, all the students in EC and CC completed the same questionnaire. In this part, the results of the questionnaires can be discussed. After that, the research question- “ What is the impact of Interactive Teaching Mode on art majors’ English listening and speaking interest? ” can be answered.
To ensure that the revised questionnaire still had high reliability, the researcher did a trial test before the experiment. The result revealed that Cronbach’s alpha of the questionnaire is 0.879, which meant that it was qualified to use in this study.
4.2 Results and Discussion of Tests in Listening
The two listening tests were all extracted from the listening part in Practical English Test for Colleges (Level B) and the difficulty of the two tests was equal. All the students in EC and CC completed the pre-test and the post-test and the researcher collected the data timely. The data in this part could be used to answer the second question - “What is the effect of Interactive Teaching Mode on English listening and speaking scores of art majors?” after one semester’s teaching.
4.2.1 Results and Discussion of Pre-test in Listening
Before the experiment, students in both EC and CC completed the listening tests and the researcher collected the data. The scores of the pre-test for the two classes were collected.
As is shown in Table 4.10, the average listening scores of the CC is 81.093 while the EC is 79.884 before the experiment. Therefore, it can be seen that the scores of the EC are better than those of the CC, but the scores difference are not much. At the same time, it can be concluded that the listening level of these two classes is basically the same before the experiment.
Chapter 5 Conclusion
5.1 Main Findings
From the analysis results of the above research, it could be seen that Interactive Teaching Mode played a crucial role in improving art majors’ listening and speaking ability. Therefore, the researcher conducted some findings.
1) Interactive Teaching Mode stimulated art majors’ English listening and speaking learning interest.
The results of the questionnaire showed that art majors’ interest in English listening and speaking learning and self-confidence were obviously enhanced. At the same time, listening and speaking learning motivation had also been stimulated to a certain extent. In a lively and interesting learning atmosphere, art majors became the “masters” of learning. The teacher raised guiding questions, and art majors gave the answers to the teacher by connecting with reality and knowledge. Teachers would also encourage and make positive comments on art majors who could actively participate in problem exploration. After the introduction of rich interactive activities, the English class became more interesting and more authentic, and art majors were more willing to communicate with teachers and classmates in a relaxed environment.
Before the experiment, most students showed little interest in listening and speaking, doubted their own listening and speaking ability, and had a simple learning motivation. After the experiment, through sorting out the questionnaire results of the experimental class, it was found that the art majors’ interest in learning English listening and speaking had been enhanced, and they had enough confidence in learning English listening and speaking well. Art majors were free to express their ideas and opinions, and they were confident and happy. Under the guidance of this teaching mode, art majors’ self-confidence had been greatly improved, and art majors were willing to spend more time learning listening, which not only improved their English listening performance, but also improved their overall listening and speaking ability. In addition, art majors had a new learning motivation after receiving Interactive Teaching Mode. English listening and speaking classroom became a place for classmates to communicate and learn.
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