An Action Research On Multidimensional Interactive Teaching In Oral English Teaching In A Junior Middle School

As the most widely used language communication tool in the world,English plays an important role in the political,economic,and cultural exchanges in the world today.In recent years,oral English teaching has been valued by schools and society in English teaching in our country,and teachers have paid more and more attention to the cultivation of students’ oral communication ability.Junior middle school is an important stage to develop students’ oral English ability,however,there are still several issues in the current teaching process: oral English teaching is lack of effective interaction,students’ oral English ability and their interest in speaking English are not high.Based on the constructivist learning theory and the cooperative learning theory,the author implements an eighteen-week action research in a class of Y Middle School in Changchun,the purpose is to promote students’ speaking ability and learning desire through the practice.The research problems of this study are as follows:(1)How does the teacher carry out the action research of multidimensional interactive teaching in oral English teaching?(2)What is the effect of action research on junior middle school students’ oral English level?(3)What is the effect of action research on junior middle school students’ interest in English learning?The author follows the action research process of “plan-action-observationreflection”,and implements two rounds of study in the dimensions of teaching subject(teachers and students),teaching time and space(in class and after class),and teaching form(teachers and students,students and human-computer)and implements the oral English teaching procedure of “creating situation,generating interactive problems;cooperative exploration,experiencing interactive activities;expanding application,opening interactive space;appreciating perception,developing interactive evaluation”.The results show that:(1)It is mainly reflected in the significant differences between the fluency of students’ oral expression and the coherence of language expression,pronunciation and intonation,content and logic in the pre-test and post-test of oral English proficiency.(2)The implementation of multi-dimensional interactive teaching action research in the oral English teaching of the junior middle school has improved students’ interest in English learning.There are significant differences in students’ classroom attention,learning emotional tendency,and students’ extracurricular autonomous learning performance in the pre-test and post-test of English learning interest level.Through this research,the author puts forward the following teaching enlightenment: the teachers should strengthen the design of English teaching,and attempt this practice in teaching subject,content and form;the teachers should strengthen students’ oral English training,give them full practice in expression,language appearance,content and logic;the teachers should excite students’ desire in learning and give them positive guidance on students’ attention,emotional tendency and extracurricular learning.