摘要

建构主义认为，学习者才是课堂的中心，而并非是教师。在以学生为中心的课堂上，教师鼓励学生在学习过程中积极参与课堂互动。但大量的文献资料以及相关的调查研究都表明，虽然在课改热潮下课堂互动被多次提出，但是由于长期以来深受传统英语教学的影响，以学生为中心的课堂互动并未得到有效地实践。本论文的研究目标就是基于建构主义理论下的课堂互动教学，旨在通过这种模式的实施能有效提高学生学习英语的兴趣，培养学生的合作能力。
本论文从中学英语教学实际出发，通过对学生和教师的问卷调查，了解到当前英语课堂互动教学中存在的问题，调查发现传统教学的影响，学生成绩带来的压力等都会造成互动教学无法有效进行。针对这些问题，本文以建构主义为理论基础，提出了中学英语课堂互动教学中的三个策略，即：情景策略，合作策略以及评价策略。并以实例论述三个策略在课堂互动中的有效实施。

关键词：建构主义；互动教学；问卷调查；互动策略
 
Abstract

Constructivism suggests that learners, not the teachers, are the subject of the classroom. The students are encouraged to engage in their own process of learning. But a lot of literature and relevant researches indicate that although classroom interaction has been put forward for quite a long time, it is not carried out effectively owning to the influence of the traditional teaching method. This thesis discusses the interactive strategies in English teaching with the aim to stimulate the students’ interests and to cultivate the cooperation.
Based on the actual situation of English teaching in middle school, this thesis conducts a questionnaire survey designed both for students and teachers. By applying the data, problems are found both on the students and teachers, such as deep-rooted influence of traditional teaching methods and the pressure from the exams etc. Based on the constructivism, three strategies in the interactive classroom are proposed, namely, situation strategy, cooperation strategy and evaluation strategy. Each strategy is illustrated with detail examples to show how these strategies are applied in English classroom instruction.

Key Words: constructivism; interactive teaching, questionnaires; interactive strategies

1 Introduction
It is known to all that most Chinese students have to learn English for at least 10 years before entering college. During the past 10 years, our students are accustomed to being the passive receivers of the knowledge rather than active participants in the class discussion. As a practice teacher now, I find that teachers sometimes have to decrease the interactive activities in class in order to finish the required teaching tasks. Teachers are likely to make detailed explanations of grammar rules and language points so that students have a good command of grammar rules and vocabularies. Though teachers may organize some interactive activities, the students tend to avoid taking part in the activities, which discourages teachers’ effort. For all these conditions, it is urgent to update the traditional teaching method and apply the interactive approach into practice so that our students will be no longer the obedient audience but the innovative talents with creative thoughts. My thesis was brought out under such a background.