English teachers in senior high schools need to constantly explore new teaching methods in teaching. Constructivism theory and teacher-student interaction classroom can play an important role in improving students' comprehensive quality and cultivating students' comprehensive ability to use language.

Keywords New Curriculum Standard Constructivism Interactive Teaching

The new curriculum standard of senior high school English clearly points out that foreign language education is an integral part of the quality education of the whole nation, and senior high school English is an important course to improve students' English language ability and humanistic quality. The main purpose of curriculum reform is to establish new educational and teaching concepts, optimize teaching methods, and cultivate students' ability to communicate in English and learn independently. In order to achieve this goal, in classroom teaching, I combine constructivism theory to carry out different forms of teaching interaction, encourage students to actively try, self-explore, self-discover and practice, improve students' autonomous learning and communication and cooperation ability, and explore and form a useful and effective teaching model.

1 Constructivism Theory and Its Application

The constructivist theory of 1. 1 holds that learning is a dynamic process of active construction, a process in which learners consciously and actively construct knowledge meaning in the form of cooperative dialogue with the help of teachers and peers in real situations, and in this process, learners' cognitive structure is also reconstructed. Constructivism theory emphasizes the key role of collaborative learning in meaning construction, and holds that meaning construction often occurs in conversations with others and is the result of social interaction. Moreover, it is believed that learning is always related to certain situations, which is conducive to learners' discovery and inquiry learning.

1.2 constructivism theory holds that teacher guidance is a necessary condition for students' development, but it is not a sufficient condition. Special emphasis is placed on teachers' help, guidance and peer cooperation, and learners' autonomous learning ability and awareness of actively constructing meaning. Constructivism advocates situational learning and takes creating good learning situations as the basic teaching strategy.

1.3 foreign language is a practical subject. Teachers cannot teach language as pure knowledge. Students need to practice the language they have learned constantly and master it as a communication tool. Constructivism not only changes the presentation of teaching content and learners' learning methods, but also changes teachers' teaching methods and teacher-student interaction, which is conducive to students' acquisition of knowledge and advanced cognitive ability, and is especially suitable for the educational concept of "integrating quality education into foreign language teaching and taking students' development as the foundation" proposed by the new curriculum standard.

2 Constructivism interactive teaching

2. 1 teacher-student interaction. Constructivism teaching concept emphasizes student-centeredness, and requires to promote the interaction between learners and situations to the maximum extent, so as to actively construct meaning. In this way, the teacher will change from the original knowledge giver to the intermediary, which will trigger the interaction between teachers and students and reflect the real "student-centered" teaching concept. In the teaching process, teachers discuss problems with students as peers, help students construct knowledge independently, and teachers and students cooperate on the basis of equality of personality, thus achieving the teaching objectives of each class. The interaction between teachers and students greatly increases students' opportunities to practice English and express their personal views and emotions, which helps teachers to understand students' learning goals, learning interests and emotional needs, and also helps teachers to adjust the teaching direction and focus.

2.2 Interaction between students. The traditional teaching mode is to organize the whole class to participate in teaching through teachers' systematic teaching. Teachers use extensive reading, demonstration, explanation and other methods to directly influence the students' collective with their own thoughts, feelings and knowledge cultivation. This method makes students in an isolated and discrete state, which is not conducive to the development of group motivation and hinders the formation of students' cooperative spirit. However, adopting the student teaching mode has an opportunity for both the lecturer and the audience to learn from each other. Because the students have made full preparations before class, they have a deeper understanding of the teaching content of this class, and they have become "experts" of this class. At the same time, students who attend classes will not blindly accept knowledge, but dare to challenge the so-called authority, put forward their own different opinions, and actively think about problems from different angles. This kind of teaching activity will put students in a cooperative and competitive teaching situation, learn new knowledge and improve existing old knowledge through discussion, debate, mutual inspiration, revision and deepening of problems.

2.3 Interaction between teaching content and background knowledge. Constructivism theory holds that knowledge is not independent of the objective existence of cognitive subjects, but depends on specific cognitive individuals, which is subjective and individual. Textbook content is the object of students' knowledge meaning construction and the reflection of actual interpersonal communication and personal world outlook or self-knowledge. Teachers and students can share their life experiences through the medium of teaching content and assimilate new knowledge on the basis of existing cognition. Student-centered teaching activities can allow more students to participate in the classroom, they can share their own life experiences with each other, and re-recognize and code new knowledge according to their original knowledge and experience, so as to construct their own understanding. At the same time, the teaching content in the textbook will enter students' long-term memory and become the background knowledge of other new knowledge after being digested and absorbed organically.

2.4 Interaction between knowledge and ability. The fundamental purpose of learning a language is to use it. In the past, the teaching mode of "full house irrigation" emphasized input over output, which led to a large number of students' high scores and low energy, which was not conducive to students' forming a positive learning attitude. The teaching mode of group teaching can create a lot of opportunities for students to input and output knowledge, so that students can transform their learned language knowledge into practical forms, thus completing the process of knowledge input and output. From "learning" to "using", the level of language application ability is constantly improved.

2.5 After-class interaction. In the teaching process, students actively construct knowledge through cooperation and discussion, reveal the internal relationship of knowledge, explore the development process of knowledge, conduct "discovery" learning, and form the ability of autonomous learning. Before class, teachers can let students study the teaching content, explore and design interesting teaching practice activities through search, consultation, investigation and discussion, so as to prepare for class. In the classroom, teachers use various forms to fully mobilize students' enthusiasm, let them do a lot of language exercises, and design exercises in a targeted way, so that students can combine in-class learning with after-class consolidation. In this way, students can organically link their studies before, during and after class to form an uninterrupted process of meaning construction.

Of course, the application of constructivism theory in senior high school English teaching is a long-term process. As a front-line teacher, we should fully consider the problems and difficulties existing in current teaching work, think and innovate with a positive attitude, carefully design classroom teaching, and combine constructivism theory with classroom teaching practice to realize the educational concept of students' development. With the goal of cultivating students' comprehensive language use ability and improving the quality of the whole people, we are constantly exploring new ways to adapt to the current English teaching in senior high schools in China.

refer to

1 Senior English Curriculum Standards

2. Investigation and reflection on foreign language teaching research in China based on constructivism theory.

Discussion on student-centered interactive classroom teaching in large class basic English teaching

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