Abstract:Under the advocacy of the new curriculum, high school English teaching pays more attention to the subject of students and the differences between individual students. Actually, in high school English teaching process, teachers often apply classroom interaction; otherwise, ignore the effective of the classroom interaction which has been applied on the individual students as well as the differences between every student. So, the thesis would focus on the study of effectiveness of classroom interaction for different individual students, which include different kinds of students’ reaction to the classroom interaction, in order to find the most effective classroom interaction mode for the development of each different student and concentrate on the individual differences in actual teaching, making classroom interaction meet the needs of different individuals and apply to the daily high school English teaching.
This paper will have a research on the interaction of high school English class in grade two. The research is carried out by doing an interview and classroom observing. They include the forms and frequency of interaction, different individual’s reaction to classroom interaction and classroom atmosphere. Then, do the analysis through the collecting data of the research. After that we may know the requirements of different individuals for the classroom interaction, such as the female students act more actively than the male students in pair-work or group-work, otherwise, less actively in questioning activity; the over-average students act more actively than the below-average students. Finally, according to the results of the research, some suggestions would be given to the teacher towards classroom interaction in high school English class.
Key words: classroom interaction; individual student; new curriculum reform; high school English teaching
摘要:在新课程的倡导下，在高中英语教学中更加注重学生的主体性，关注班级学生的个体差异，因为在现在的高中英语实际教学中，教师普遍注重课堂互动，但是却忽略了课堂互动对学生个体的有效性，并没有关注学生的个体差异。因此，本课题将对不同层次的学生课堂互动模式的有效性进行研究，包括学习成绩不同水平的学生，男女不同性别的高中学生在课堂互动中的表现进行探究，旨在发现最有利于不同学生个体发展的互动教学模式，关注实际教学中的个体差异，使得课堂互动能够根据不同层次学生的发展需要，进行相应的完善并以此应用于实际的高中英语课堂中。
本文将针对课堂互动在高中二年级英语课堂的实施情况进行调查。调查以访谈和课堂观察来实现。调查的内容包括：课堂互动的实施形式和频率，不同学生个体对互动形式的应激反应以及课堂气氛。并且，对调查结果数据从各方面进行分析，从而了解不同学生个体对课堂互动的要求例如女生在小组合作的互动活动中表现更为积极而男生在教师提问类型的互动中更为积极；通常成绩偏上的学生在课堂互动中更加表现积极。最后，根据调查结果就高中英语课堂互动教学向教师给出一定的建议，便于实际教学和教学成果的体现。
关键词：课堂互动；学生个体；新课程改革；高中英语教学
