Study on Pause Phenomenon of Interactive Mode in Junior Middle School English Classroom

DOI

10.2991/978-2-38476-309-2_27How to use a DOI?

Keywords

Classroom; Teaching; Pause teaching

Abstract

The new curriculum reform concept advocates that classroom teaching should be changed from the traditional “lecture teaching” to “dialogue teaching”. Classroom teaching is the main channel for students to acquire knowledge. In order to solve students’ language barrier, knowledge “disconnect” and distraction in English classroom, most English teachers don’t reasonably use pause methods, such as pronunciation and intonation pause, collective pause (“leading-speaking” mode pause) and questioning pause, so as to adjust the teaching rhythm, guide learning “output”, stimulate reading emotion and reflect and summarize knowledge, so as to improve the efficiency of listening to lectures and learning efficiency. Taking Zhoushan Middle School as an example, this paper expounds the pause phenomenon in middle school English teaching classroom interaction from the aspects of pause method, time strategy, educational psychological law and pause effect.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yiru Huang
AU  - Chengyi Yu
AU  - Hang Sun
PY  - 2024
DA  - 2024/12/09
TI  - Study on Pause Phenomenon of Interactive Mode in Junior Middle School English Classroom
BT  - Proceedings of the 2024 9th International Conference on Modern Management, Education and Social Sciences (MMET 2024)
PB  - Atlantis Press
SP  - 217
EP  - 223
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-309-2_27
DO  - 10.2991/978-2-38476-309-2_27
ID  - Huang2024
ER  -