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教师对教学的有效干预是影响中学英语课堂教学改革成功与否的关键要素之一。本文以人文建构主义的“中介作用理论”为指导,尝试在英语教学中采用“过程式”教师干预模式。实验证明,人文建构主义关照下的教师干预模式在教学目标、内容遴选、策略分析与口语汇报等活动安排方面具有优势,对于学生学习主动性、团队合作、口语表达流利度和准确度方面有促进作用。
Teachers’ effective intervention in teaching is one of the key factors that influence the success or failure of English classroom teaching reform in middle school. In this paper, under the guidance of “Constructive Theory of Humanistic Constructivism”, this paper attempts to adopt the “process” teacher intervention model in English teaching. Experiments show that the model of teacher intervention under the guidance of humanistic constructivism has its advantages in terms of teaching objectives, content selection, strategy analysis and oral reporting and other activities. It promotes the students’ learning initiative, teamwork and oral communication fluently and accurately effect.