How to Construct Effective Interaction between Teachers and Students in English Teaching

The fundamental task of English teachers is to cultivate students' communicative competence in English. In classroom teaching practice, we usually pay attention to the cultivation of communicative competence, that is, to cultivate students' English expression ability through various classroom activities. At the same time, in order to achieve teaching objectives and improve classroom teaching efficiency, teacher-student interaction is particularly important, especially for language teaching. The previous "centralized teaching" or "cramming" teaching can never cultivate students' communicative competence.

English classroom teaching is a multi-level, multi-functional and comprehensive sensory activity, and it is a complicated and meticulous process of teaching and learning. Especially under the new curriculum standards, how to stimulate students' learning motivation, mobilize their enthusiasm for learning and improve their comprehensive ability to use English is a problem that every contemporary English teacher should consider and must solve. Of course, our classroom has gradually come to life, and our teachers are paying more and more attention to students' dominant position. In the classroom, students spend more time actively participating in classroom activities, and their participation has also improved. Nevertheless, many of our teachers still have shortcomings in their specific practice. Many times, classroom teaching only stays in the form of interaction and superficial excitement, which can not effectively promote students' interest and initiative in learning, and the effectiveness of teacher-student interaction is not ideal. So, how to establish effective teacher-student interaction?

1. Maintain an equal and harmonious relationship between teachers and students. China's traditional culture emphasizes respect for teachers. Many teachers still retain the concept of "being a teacher with dignity". In the process of education and teaching, they don't respect students' personality and flatly deny students' unique opinions. This inequality and undemocratic will greatly dampen students' enthusiasm and initiative in learning.

The equal and harmonious relationship between teachers and students is the basis of forming a good classroom atmosphere. Classroom communication is interpersonal communication. Students unconsciously evaluate teachers' personality attitude, professional level, teaching methods and even their views on a certain problem, and make judgments of "trust" or "distrust" and emotional reactions of "closeness" or "unfamiliarity". Even the likes and dislikes of teachers are transferred to the courses taught by teachers. If you don't like the teacher, you don't want to learn the lessons he teaches. If the teacher is only interested in the students with excellent grades and shows great love, but turns a blind eye to the students with poor grades, it will cause the students with preference for grades to be self-righteous, conceited, depressed and inferior, and gradually resist learning and lose confidence. Once students and teachers are in opposition, the teacher's teaching will be powerless.

Modern emotional psychology research shows that emotional state has an important influence on learning effect. A relaxed and harmonious atmosphere can eliminate students' learning psychological obstacles caused by fear, worry and disgust, mobilize the classroom atmosphere, concentrate students' attention, stabilize students' emotions and ensure classroom efficiency. Therefore, in the classroom teaching of effective interaction between teachers and students, teachers must create an equal, democratic and harmonious teaching atmosphere, guide students to be willing to learn, learn to learn, study independently, take the initiative to explore, dare to question and actively innovate, so that students can acquire lifelong sustainable learning ability and develop independent and sound personality.

Therefore, in teaching, teachers should look around at every student, not just the students, so that other students feel left out and nervous because they are not present. Teachers should understand each student's psychological characteristics and aspirations, remember each student's name, and let each student feel that he has a place in the teacher's heart. If every student often feels the teacher's love, care and respect for him, he will be inspired by healthy emotions and become full of vitality. Don't be intimate and biased because of the differences in students' grades, gender and origins. When asking questions or organizing class activities, the opportunities should be as equal as possible, especially for those poor students with strong inferiority complex, so as to enhance their self-confidence in learning.

Teachers should love every student, respect every student, care about every student, treat all students equally, make them have positive learning motivation, and let students learn knowledge and cultivate their abilities in a harmonious atmosphere. Only in this way, students will devote themselves to the subject you teach, and teaching will get twice the result with half the effort.

2. For all students, give full play to the main role of students. As we all know, English classroom teaching is a process of students' active participation and cooperation under the guidance and organization of teachers. Student-centered is the starting point of this process. It is necessary to ensure the participation of learning subjects, make the course become students' "own course", stimulate students' self-demand, interpret, understand, transform and reorganize teaching materials in their own way, and let students devote themselves to the classroom and actively participate. Therefore, the organization of classroom teaching should not only give full play to the leading role of teachers, but also effectively reflect the main position of students. The initiative and enthusiasm of students are the key to determine the quality of teaching, and the leading role of teachers determines the level of students' interest, initiative and enthusiasm. According to the traditional teaching mode, teachers monopolize the classroom, teachers are actors and students are spectators; The teacher follows the book and the students are all ears; The teacher asked and the students answered; The classroom atmosphere will only get more and more boring. The more teachers teach, the more students learn and the more boring they are. In the end, students' interest in learning will be lost and their motivation will be stifled.

As we all know, teachers' "teaching" serves students' "learning". Teachers should study students and understand their psychology and needs for course learning. Organizing teaching should proceed from reality and follow the principle of English teaching, "try to use English as much as possible and use your mother tongue appropriately;" Speak the basic knowledge of language and focus on cultivating students' ability to communicate in English "; Teachers should create an English environment for students, provide them with various opportunities to use English, let them fully contact and use English, and strive to create an English environment for students to display their talents to the maximum extent, so that students can always remain active, take the initiative to observe, think and answer in the process of learning English, and make the teaching process itself a process of developing and improving students' listening, speaking, reading and writing abilities. In addition, classroom teaching should be oriented to all students, so that students at different levels in the class can gain something through teaching and learn something; Try to let more students take the lead, try not to let students fall behind, and give full play to the cooperation and interaction of peers. Through the communication, dialogue and response between teachers and students, students and students, teachers and students, and teaching materials, * * * creates * * students, seeking difference and innovation.

We should strengthen the experience of students' learning activities. Activity experience is put forward in view of the fact that traditional teaching ignores the experience and autonomy of the teaching process. Experiential education attaches great importance to learners' personal participation and practice, which determines that the best teaching method should be participatory, exploratory and subjective activities, thus promoting students' complacency, learning in practice, developing in interaction and improving their interest in English learning.

3. Cooperative learning cultivates students' cooperative spirit. Cooperative learning is not only a form of learning, but also a teaching idea and mode. Democracy, equality, harmonious cooperation, mutual respect and trust, and teacher-student relationship play an important role in students' cognitive development.

English is a practical language subject, and language is a tool for people to communicate with each other. Therefore, in order to stimulate students' interest in learning English, we should not only publicize the importance of English learning, but also actively create teaching situations and environments so that students can communicate in English as much as possible and have fun in the process of using English. Cooperation between teachers and students and between students is very important. For example, when teaching words, try to let students' whole body organs participate in learning activities. Let them jump when reading dance, clap their hands when reading hands, and stamp their feet when reading feet. Because the examples are intuitive, vivid and vivid, students are very interested in learning. Common forms of activities include discussion, group discussion, role-playing, working in pairs, dialogue performance, etc. They all need to cooperate with each other to complete. For example, when doing some discussion and summary questions (reading comprehension, cloze), I usually divide the students into four groups (group work), and each group has a group leader. When discussing the problem, everyone brainstorms and team members cooperate with each other. If there is any dispute, we will express our opinions, and finally reach an understanding and show the group results to the whole class as the crystallization of collective wisdom. For another example, when teaching dialogues and reading articles, I only give short explanations, and then let the students enter the stage of group activities, so that every student has the opportunity to participate. In this way, students have consolidated and strengthened their knowledge in the process of cooperating with others and completing tasks, and teachers have more time to find problems, answer students' questions and give individual counseling, thus achieving the expected teaching purpose.

Cooperative learning can not only improve the efficiency of classroom teaching, but also enhance the friendship between students and cultivate students' cooperative spirit objectively because of successful cooperation, which fully embodies that English classroom teaching is not only a place for teachers to impart English knowledge and students to learn English knowledge, but also a social activity with the goal of students' all-round physical and mental development and the participation of English teachers and students.