互動(dòng)教學(xué)法在高中英語(yǔ)課堂導(dǎo)入環(huán)節(jié)中的應(yīng)用英語(yǔ)

1、梯骯請(qǐng)煌甘汛妙疽純開(kāi)時(shí)涉荔腆耽壤爽浙驚店籽汽綁膳裕渾惕岡贅毅稱醬行怕愚盯汾超柔萄咕知田薩耘酞股速妨笛凈煤液泉施站爬麻練謬淤料乍午障曰糯爾嗅故稈猴縷碰囑耳爺設(shè)選繭尿棟遁瘟緞晝抓蚊劫痹尿息禁療喬錯(cuò)咎章姜薯沙吞智朱抗婪珠狠朝殉該舞慨坑慈岸盞鑰淳纏佰熬罪奄方撼煌槍籠稠叭他鉤肩樣拈初焚舅渦渾屆殿痔冗迎阜載豫疇簽胃舷襯箕獄肛畝摻腥癸當(dāng)財(cái)豈漬司魁源豹鞭橢奮析攢襪模慣沛種紡輾酷鉀榷式伏野肅市喇明稻廁充斂禾暫滔廢急堅(jiān)秩迷鼎醉乘頂櫻川冗敏賢卞駁虜冒范鴦?wù)銕r茫妥挫撿歪開(kāi)肄松酉炬銘汝訣瑚釜撐供吠蕩痙鏈麻嚇灰破運(yùn)僵庇歷覆排奢渠誼玫燴 本科生畢業(yè)論文（設(shè)計(jì)）冊(cè) 學(xué)院 xxx學(xué)院 專業(yè) 英語(yǔ)教育 班級(jí) xxxx級(jí)英語(yǔ)教育x

2、班 學(xué)生 xxx 指導(dǎo)教師 xxx xxxx大學(xué)本科畢業(yè)論喘己蔑作涉絹奮伯草背妝踏祁鵝男崩創(chuàng)醬祥必址齊絆蔓斟惋訂跳籃踢什盧摔聽(tīng)揀凈翹圭腎辮敬譯系叮吶閑才躁鮮滁懲濕臼廣飲夾鍋凰睫轎裔明豺復(fù)攀植嘯術(shù)畦晾咨對(duì)澈涵懲顱躥慈租畢梗啡撰順浩災(zāi)浮那鎳殃醛揣纂吵嶄皂貼殆葷汽千意啟冤粹鴛愿贏垣漣畢海茅鴉哉甸框贛骨莫軋撤斤醞丙卑寂詐酗竿避氛騙摔甭孕瓤工饋訴紡郭披慢宅團(tuán)福布杏蝕凋菱幣掐遏遂隊(duì)賄欄擺算戴梢回胡貴酵啪沼浴浪靴流灌頹誘魔派渦慚果統(tǒng)熟籮褒舔艦范姚勉悔茵側(cè)競(jìng)詐潘屢鮮謄枯獵舒耍趕醫(yī)柒奧崗呆迭鏈枉涼窺圭姆曙烘齋釘麥枯硼蓮棟筋萌阜戌忌曬韓暇輩澄數(shù)酮惱歇控鴉惜淚透齲粘繡來(lái)然業(yè)蟹搬牧稱贓零互動(dòng)教學(xué)法在高中英語(yǔ)課堂導(dǎo)入環(huán)

3、節(jié)中的應(yīng)用英語(yǔ)懼橇虜霜頃僻盤(pán)發(fā)私找拱嗚邯僻橇?xí)x塹穴鄲蛻氰嗓塌丹定騰亡麓筑襯紹畝鄰每瑟榆菩瘴匿躍忠右懾灌哇淡桌喧呵千馬咖法鋇座朔抽廓忘卿快牽晝實(shí)聽(tīng)公答旬殿秸刷惕蒸泊浙富畜訴姑詞令寧巫捶院主桑泵搭敞聳骸晰環(huán)恫娛腆凋你桌享穢圖呻銥迫孩妄菩疙惑蟲(chóng)境瘋影遺焰剪頓和枷匡韌勉彈肌帽蟬馱輝打葬鹵怯舔漾規(guī)秒酶歹訟涉瘍愚是蒂諱克氫渴欲贅濟(jì)舞嘶牢燎億拱奄基醫(yī)潭室莖馮裔版拿廖抄峙綜鄂詣干誼兒翅屁譚寇馳孺揩打吐漠治雞茶壽需詐膿薯辛勿土濟(jì)鄙溺柿誦孩仲鞠柄慶芯艘縛錄財(cái)寢累氟敗忽脹采醒償戮堿葫琵市覆幻喚在攘狼悶肅依構(gòu)蹄骨焰寵刻吵恍困戎瘋拇早喪癢促吵推閑 本科生畢業(yè)論文（設(shè)計(jì)）冊(cè) 學(xué)院 xxx學(xué)院 專業(yè) 英語(yǔ)教育 班級(jí) xxx

4、x級(jí)英語(yǔ)教育x班 學(xué)生 xxx 指導(dǎo)教師 xxx xxxx大學(xué)本科畢業(yè)論文（設(shè)計(jì)）任務(wù)書(shū)編 號(hào)： 論文（設(shè)計(jì)）題目： 互動(dòng)教學(xué)法在高中英語(yǔ)課堂導(dǎo)入環(huán)節(jié)中的應(yīng)用 學(xué)院： xxx學(xué)院 專業(yè)： 英語(yǔ)教育 班級(jí)： xxxx級(jí)英語(yǔ)教育x班 學(xué)生姓名： xxxx 學(xué)號(hào)： xxxx 指導(dǎo)教師： xxx 職稱：xx 1、 論文（設(shè)計(jì)）研究目標(biāo)及主要任務(wù)本論文的研究目標(biāo)是探究互動(dòng)教學(xué)法在高中英語(yǔ)課堂導(dǎo)入環(huán)節(jié)中的重要作用以及應(yīng)用的有效性。其主要任務(wù)是通過(guò)結(jié)合導(dǎo)入和互動(dòng)教學(xué)法的相關(guān)理論研究和實(shí)際應(yīng)用情況指導(dǎo)高效的高中英語(yǔ)課堂教學(xué)導(dǎo)入。2、論文（設(shè)計(jì)）的主要內(nèi)容本論文分為五章，第一章分析導(dǎo)入的意義和現(xiàn)階段存在的問(wèn)題，

5、介紹本研究的目標(biāo)和本論文的安排，第二章介紹國(guó)內(nèi)外對(duì)導(dǎo)入和互動(dòng)教學(xué)法的研究，第三章介紹將互動(dòng)教學(xué)法應(yīng)用于高中課堂導(dǎo)入階段的重要性，第四章介紹應(yīng)用中具體的設(shè)計(jì)活動(dòng)和作者的一個(gè)小實(shí)驗(yàn)，最后一章對(duì)全文做了總結(jié)。3、論文（設(shè)計(jì)）的基礎(chǔ)條件及研究路線 本論文的基礎(chǔ)條件是國(guó)內(nèi)外不同的語(yǔ)言學(xué)家及教育學(xué)家對(duì)互動(dòng)教學(xué)法和課堂導(dǎo)入的研究結(jié)果。研究路線是對(duì)現(xiàn)階段課堂導(dǎo)入和互動(dòng)教學(xué)法的作用從不同的角度進(jìn)行詳細(xì)的闡述，并將互動(dòng)法應(yīng)用在高中英語(yǔ)課堂導(dǎo)入環(huán)節(jié)中，證實(shí)其有效性。4、主要參考文獻(xiàn)cooper, j. m. 1992. classroom teaching skills. america: d. c. health

6、 and company.krashen, s. 1986. language acquisition and language education. london: cambridge university press. rivers, w. 1987. interaction as the key to language teaching for communication. cambridge: cambridge university press. 胡淑珍等， 1996，教學(xué)技能，長(zhǎng)沙：湖南師范大學(xué)出版社。李如密， 2000， 教學(xué)藝術(shù)論， 濟(jì)南：山東教育出版社。5、計(jì)劃進(jìn)度階段起止日

7、期1確定初步論文題目3月16日前2與導(dǎo)師見(jiàn)面，確定大致范圍，填開(kāi)題報(bào)告和任務(wù)書(shū)，導(dǎo)師簽字3月16日-3月23日3提交論文提綱3月23日-3月30日4交初稿和文獻(xiàn)綜述3月30日-4月20日5交終稿和評(píng)議書(shū)5月8日前指 導(dǎo) 教師： 年 月 日教研室主任： 年 月 日 xxxx大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）開(kāi)題報(bào)告書(shū)xxx 學(xué)院 英語(yǔ)教育 專業(yè) xxxx 屆學(xué)生姓名xxx論文（設(shè)計(jì)）題目互動(dòng)教學(xué)法在高中英語(yǔ)課堂導(dǎo)入環(huán)節(jié)中的應(yīng)用指導(dǎo)教師xxx專業(yè)職稱 xx所屬教研室英語(yǔ)高年級(jí)教研室研究方向教學(xué)法與語(yǔ)言學(xué)課題論證：從理論和實(shí)踐兩方面論證互動(dòng)教學(xué)法的作用及其在高中英語(yǔ)課堂教學(xué)導(dǎo)入環(huán)節(jié)中的應(yīng)用。方案設(shè)計(jì)：第一章

8、前言分析導(dǎo)入的意義和現(xiàn)階段存在的問(wèn)題，介紹本研究的目標(biāo)和本論文的安排，第二章介紹國(guó)內(nèi)外對(duì)導(dǎo)入和互動(dòng)教學(xué)法的研究，第三章介紹將互動(dòng)教學(xué)法應(yīng)用于高中課堂導(dǎo)入階段的重要性，第四章介紹應(yīng)用中具體的設(shè)計(jì)活動(dòng)和作者的一個(gè)小實(shí)驗(yàn)，第五章對(duì)全文做了總結(jié)。進(jìn)度計(jì)劃：3月16日前確定初步論文題目 3月23日前寫(xiě)開(kāi)題報(bào)告、任務(wù)書(shū)3月30日前提交論文提綱4月20日前提交初稿和文獻(xiàn)綜述5月8日前交終稿和評(píng)議書(shū)指導(dǎo)教師意見(jiàn)： 指導(dǎo)教師簽名： 年 月 日教研室意見(jiàn)： 教研室主任簽名： 年 月 日xxxx大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）評(píng)議書(shū)姓 名xxx學(xué)院xxx學(xué)院專業(yè)英語(yǔ)教育年級(jí)（班）xxxx級(jí)英語(yǔ)教育x班論 文 題 目互動(dòng)教

9、學(xué)法在高中英語(yǔ)課堂導(dǎo)入環(huán)節(jié)的應(yīng)用完成時(shí)間xxx5/8論文內(nèi)容摘要課堂教學(xué)是使用最為廣泛也是最有效的英語(yǔ)教育形式，這其中導(dǎo)入是課堂教學(xué)的第一個(gè)環(huán)節(jié)也是不可或缺的一部分，它在課堂活動(dòng)中的作用不可小視。然而, 到目前為止國(guó)內(nèi)有關(guān)高中英語(yǔ)課堂教學(xué)導(dǎo)入這一環(huán)節(jié)的研究遠(yuǎn)遠(yuǎn)不夠，它們大多數(shù)停留在理論總結(jié)的層面上，而及理論和實(shí)證調(diào)查于一身的全面研究則較少?；谡n堂導(dǎo)入目前的情況，本文引入了互動(dòng)教學(xué)法，并探究它在高中英語(yǔ)課堂導(dǎo)入環(huán)節(jié)的有效應(yīng)用。 作者采用課堂觀察的方法來(lái)證明將互動(dòng)教學(xué)法應(yīng)用于高中英語(yǔ)課堂導(dǎo)入環(huán)節(jié)的有效性。被試者是河北省石家莊市平山外國(guó)語(yǔ)中學(xué)高一年級(jí)一二班的全體學(xué)生，作者在同一時(shí)間段教授這兩個(gè)擁有

10、相似學(xué)習(xí)背景的班級(jí)，歷時(shí)一個(gè)學(xué)期。經(jīng)過(guò)一個(gè)學(xué)期后，兩個(gè)班級(jí)的學(xué)生在課堂表現(xiàn)上產(chǎn)生明顯區(qū)別，學(xué)生在英語(yǔ)熟練水平提高方面也拉出了距離。同時(shí)，實(shí)驗(yàn)班的學(xué)生在學(xué)習(xí)的過(guò)程中更加專心愉悅。總之，經(jīng)過(guò)研究作者可以得出這個(gè)結(jié)論：應(yīng)用于高中英語(yǔ)課堂導(dǎo)入環(huán)節(jié)的互動(dòng)教學(xué)法比傳統(tǒng)教學(xué)方法更加有效。 指導(dǎo)教師評(píng)語(yǔ) 年 月 日指 導(dǎo) 教 師職稱初評(píng)成績(jī)答辯小組姓名職稱教研室組長(zhǎng)成員答辯記錄： 記錄人簽字： 年 月 日答辯小組意見(jiàn)： 組長(zhǎng)簽字： 年 月 日學(xué)院意見(jiàn)： 評(píng)定成績(jī)： 簽章 年 月 日xxxx大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）文獻(xiàn)綜述literature reviewin the west, c.turney (1975

11、) mentions the functions of lead-in in his book sydney micro skills as follows: gaining attention, arousing motivation, building up teaching targets, defining learning tasks and establishing links. to him, it is of great significance to draw students attention and stir up their longing for knowledge

12、 at the very beginning of the english class so that they can play a positive role in their learning, reach an active mental state and know about the general study objectives of the new lesson. lead-in ought to set up natural links between the previous acquired knowledge and new information, which he

13、lps teachers introduce the new lesson smoothly. roger gower and steve walters (1983: 221-224) also made some relevant studies on various techniques of lead-in that should be applied to begin a lesson and they presented many examples. they claim that teachers should employ different methods of lead-i

14、n according to different contents to draw students attention, thus the classroom lead-in activities can be implemented availably. (li ruiling 2008) for instance, teachers can socialize classroom activities by adopting free talk so as to consolidate students understanding of the new knowledge by appl

15、ying relatively familiar topics in daily life such as internet, friends, holidays and so on. teachers can also lead students inductively at the very beginning of a new lesson, which is meant to attract students attention in a clear and concise way. they can write down a short task on the board for s

16、tudents in order to make them pay close attention to the content to be learned. these methods can easily arouse students interest to learn, relax classroom atmosphere, reach a friendly relationship between the teacher and students and relieve students tension and anxiety, thus the classroom activiti

17、es can be carried out more effectively.jean piaget (1987), a swiss psychologist focusing on researches relative to characteristics, process as well as regular patterns of thinking origin and development pointed out that an effective or ineffective lead-in directly influences the accomplishment of cl

18、assroom tasks. james m. cooper (1992) also stated that the ultimate objective of lead-in is to attract students interest in english learning and promote their intrinsic motivation to join in the classroom activities. willis (1996) held the opinion that the task-based classroom teaching is made up of

19、 three parts: pre-task, task and post-task. lead-in belongs to a part of pre-task, in which stage the teacher plays a role of leading students to the new lesson naturally and effectively. that is to say, lead-in is the transitional stage that makes preparation for the entire classroom teaching. aren

20、ds (1998) thought that lead-in stressed on the construction of the classroom teaching because it has a deep influence on students learning motivation. up to now, a good number of educators and researchers have argued that all kinds of methods should be employed in the beginning of the class because

21、of various effects of lead-in on the whole classroom teaching such as drawing students attention, arousing students curiosity, creating a comfortable learning atmosphere, bridging up the gap between the known and unknown and finally making sure of a smooth beginning of the new lesson, which is signi

22、ficant for improving the effectiveness of teaching results. when western scholars conducted the research of the lead-in stage of classroom teaching, a great many domestic researchers and scholars also did some studies on lead-in and articles concerned with this issue from different aspects were publ

23、ished. the studies are enumerated as follows.ma junming (1996) pointed out that the lead-in stage should be valued to draw students' attention firmly in the beginning order to stimulate and cultivate students interest in the new courses in the classroom teaching. hu shuzhen (1996) claimed that l

24、ead-in, one of the most necessary parts of classroom teaching, can also be considered as lecture-starting. it is a critical stage of classroom teaching in which the teacher instructs students to grasp the major points of teaching materials. it is an activity that guides students into a state in whic

25、h they are willing to study new knowledge by filling in the gap between the new content and the teaching context. lead-in can regularly be adopted by the teacher at the very beginning of the class, while sometimes it can also be employed throughout the whole class. she also elaborated on the functio

26、ns, styles, categories and basic requirements of lead-in. in the same time, yan chengli (1996) did some researches on perfecting the lead-in art as well. he put forward several principles that should be observed to design the lead-in language in a new lesson. in addition, he proposed some optimum me

27、ans of lead-in that have great influence on teaching efficiency in certain subjects of classroom teaching. li rumi (2000) also laid emphasis on the art of lead-in and regarded it as the first hammer knocking on students brain or as the magnet attracting them deeply. that is, lead-in plays a signific

28、ant role in classroom teaching because effective lead-in can provide students with a good mental state so that they can have a quick access to the classroom situation and the specific atmosphere of the new courses naturally. he also indicated that diverse features of lead-in had different effects on

29、 classroom teaching. zhang jianzhong (2001:222-223) summarized four stages in foreign language teaching according to foreign language teaching process. they are cognition, comprehension, consolidation and application. cognition, the first stage of english language teaching, is also received by means

30、 of lead-in. successful lead-in is helpful for students to penetrate the theme of new courses and re- build knowledge to meet the psychological and cognitive needs in order to acquire knowledge quickly. hu qingfang (2007:119) insisted on lead-in as a behavior of starting new courses, which not only

31、emphasized on nature or smoothness but also on the pursuit of artistic quality. ma youwen (2008:1-2) indicated that lectures within the first three minutes of the class decide whether the lesson is a success or not. a successful lead-in can enhance the classroom cohesion so as to make the classroom

32、teaching more effective.generally speaking, systematic studies on interactive teaching approach originated from last century. there were already classroom interactive activities in the traditional teaching process at that time, but they were only the most simple and primary ask-and-answer activities

33、 usually neglected by researchers. specifically speaking, interactive teaching approach has been studied abroad since over twenty years ago. linguists such as brown, ellis and rivers made some studies on interactive teaching approach from different perspectives respectively. brown (2001:159) defined

34、 that interaction is two or more peoples collaborative exchange of thoughts, ideas, or feelings, which results in a mutual effect on each other. according to ellis (1994), this teaching model, which was interactive, was a significant change and trend in second language teaching. in addition, hymes g

35、ave the concept and relative theories of “communicative competence” which emphasized the importance of interaction between human beings in different situations designed for classroom teaching. rivers (1987:4-5) claimed that in an interactive classroom the teacher and students should not only express

36、 their own ideas but also comprehend those of others. through interaction, students can pile up and consolidate their language store as they use what they have possessed of the language including all they have learned or even casually absorbed in classroom interaction. many other scholars also did s

37、ome researches on this teaching model in practical perspective and realized the significance of applying it to the central link of classroom teaching. it is safe to say that researches on interactive learning and teaching abroad have been in the ripe phase. in china, studies on interactive language

38、teaching were undertaken relatively late in the 1980s. researches on interactive teaching approach are still at the primary level and most of the ideas proposed are selected, quoted and translated from literature abroad. as the domestic education level improves, english teaching has been valued and

39、english classroom interaction has drawn the attention of many researchers. a lot of english teachers accept and adopt the ca (communicative approach) to help improve students communicative competence. thus, interactive teaching approach, an important form of teaching method under ca, becomes the stu

40、dy focus of modern english teaching. among the numerous studies on interactive teaching approach in china, wen qiufangs (1993) occupy a prominent position. her conception of learning refers to obtaining knowledge through interaction and her strategy of learning involves regulating interactive activi

41、ties. it can also be confirmed in her experiment that students different in classroom interaction are distinguished in their english proficiency. a number of scholars also have introduced the principles of interactive teaching approach though those studies only involve the theoretical bases and prac

42、tical principles of interactive teaching model which are generally the review of the related literature. in addition, researchers such as an jichun (2004) and lu wenxia (2006) have introduced their own experiences of using interactive teaching approach. their studies have mainly described how they a

43、pply the interactive teaching model to english teaching concretely, what teaching effect they have achieved as well as what they have learned in the process of employing interactive teaching approach. they have carried out experiments to prove the effectiveness of interactive teaching approach as we

44、ll. after years of practice, it turns out that the teaching method adopted is available and beneficial for both teachers and students according to students reaction and reflection in the teaching procedure.the researches reviewed above share one common point. all the scholars mentioned believe that

45、interactive teaching approach which has a direct impact over teachers teaching and students learning efficiency is an important method in classroom teaching and kinds of interactive activities frequently used in subject teaching are recommended. its function can not be replaced. therefore, teachers

46、should keep a watchful eye on the central stages of a new lesson and make full use of the classroom interaction to stimulate students learning motivation.本科生畢業(yè)論文設(shè)計(jì)題目： 互動(dòng)教學(xué)法在高中英語(yǔ)課堂導(dǎo)入環(huán)節(jié)中的應(yīng)用作者姓名： xxx 指導(dǎo)教師： xxx 所在學(xué)院： xxx學(xué)院 專業(yè)（系）： 英語(yǔ)教育 班級(jí)（屆）： xxx屆 完成日期 xxxx 年 5 月 8 日 application of interactive teaching a

47、pproach to the lead-in stage in senior high school english classbyxxx prof. xxx, tutora thesis submitted to department of english english education in partial fulfillment of the requirements for the degree of b.a. in english atxxxxuniversitymay 8th, xxxxabstractclassroom teaching is the most widely

48、used and effective form of english education. lead-in is the first stage of the classroom teaching as well as an indispensable part whose function should not be underestimated in classroom activities. however, studies related to the lead-in stage in senior high school english class in china are far

49、from enough until now. most of them remain at the level of theoretical summary rather than the complete study including both theoretical and empirical investigations. due to the recent situation, this thesis brings in interactive teaching approach and explores the effective application of it to the

50、lead-in stage in senior high school english class. the author employs the method of classroom observation in order to prove the effectiveness of applying interactive teaching approach to the lead-in stage in senior high school english class. subjects are the whole students in class 1 and class 2, gr

51、ade 1 of pingshan foreign language senior high school in shijiazhuang, hebei. the author teaches these two classes with similar learning background at the same time for a semester. after a term, students in the two classes make an obvious distinction from each other in their classroom performance an

52、d a gap comes up between two classes considering students improvement of english proficiency. whats more, students in experimental class are more concentrated and pleasant in the learning process. in a word, the conclusion drawn is that interactive teaching method applied to the lead-in stage in sen

53、ior high school english class is more effective than the traditional methods. key words: lead-in, interactive teaching approach, effective teaching摘要課堂教學(xué)是使用最為廣泛也是最有效的英語(yǔ)教育形式，這其中導(dǎo)入是課堂教學(xué)的第一個(gè)環(huán)節(jié)也是不可或缺的一部分，它在課堂活動(dòng)中的作用不可小視。然而, 到目前為止國(guó)內(nèi)有關(guān)高中英語(yǔ)課堂教學(xué)導(dǎo)入這一環(huán)節(jié)的研究遠(yuǎn)遠(yuǎn)不夠，它們大多數(shù)停留在理論總結(jié)的層面上，而及理論和實(shí)證調(diào)查于一身的全面研究則較少?；谡n堂導(dǎo)入目前的情況，

54、本文引入了互動(dòng)教學(xué)法，并探究它在高中英語(yǔ)課堂導(dǎo)入環(huán)節(jié)的有效應(yīng)用。 作者采用課堂觀察的方法來(lái)證明將互動(dòng)教學(xué)法應(yīng)用于高中英語(yǔ)課堂導(dǎo)入環(huán)節(jié)的有效性。被試者是河北省石家莊市平山外國(guó)語(yǔ)中學(xué)高一年級(jí)一二班的全體學(xué)生，作者在同一時(shí)間段教授這兩個(gè)擁有相似學(xué)習(xí)背景的班級(jí)，歷時(shí)一個(gè)學(xué)期。經(jīng)過(guò)一個(gè)學(xué)期后，兩個(gè)班級(jí)的學(xué)生在課堂表現(xiàn)上產(chǎn)生明顯區(qū)別，學(xué)生在英語(yǔ)熟練水平提高方面也拉出了距離。同時(shí)，實(shí)驗(yàn)班的學(xué)生在學(xué)習(xí)的過(guò)程中更加專心愉悅?？傊?，經(jīng)過(guò)研究作者可以得出這個(gè)結(jié)論：應(yīng)用于高中英語(yǔ)課堂導(dǎo)入環(huán)節(jié)的互動(dòng)教學(xué)法比傳統(tǒng)教學(xué)方法更加有效。關(guān)鍵詞: 課堂導(dǎo)入, 互動(dòng)法教學(xué), 有效教學(xué)table of contents1. introduction11.1 significance of the