Abstract:Since the New Senior High School English Curriculum Standards executed, in order to develop students’ English thinking ability and improve their English comprehensive ability, a lot of teachers make their students deliver daily report in class. This paper, through questionnaires, teachers’ interviews and class recordings, by comparison and contrast, aims at studying and analyzing the practice of daily report, especially on the circumstance of the current domestic large classes, including the teachers’ and students’ cognitions of daily report and the practical effects of daily report in English classes of senior high schools and this paper combines the discussions and analyses of the results of this survey with the requirements of the New Senior High School English Curriculum Standards and the theories of socio-constructivism and interactive teaching method. And the practices of daily report not only develop and increase students’ interests in learning English and develop their ability of thinking in English, but also provide an opportunity for those senior high school students to practice their English oral and written abilities and learn how to construct their own English knowledge system. In accordance with the discussions and analyses of this survey, it is found that most of the teachers and students have already realized its importance that daily report is actually conducive for the students to English teaching and learning and to develop their English comprehensive abilities and English thinking ability, however, their cognitions of daily report are not so right or satisfying that daily report in English classes have not been made its full effects. Finally, this paper concludes the present problems which of daily report which there exist in English classes and combines with the theories of interactive teaching method and socio-constructivism to put forward some proposals which assist the teachers and students to make the most use of daily report in English classes and its limitations are also addressed
Key Words: daily report, interactive teaching method, socio-constructivism
摘要:自高中英语新课程标准实施以来，为了更好地培养发展学生的英语思维能力，提高他们的英语综合运用能力，很多高中英语教师采取在课堂上让学生做daily report的方式来实现这一目的，但是实际情况并不令人满意。本文通过问卷调查、教师访谈和课堂实录的方法进行调查，采用观察法、比较研究法，旨在研究当前国内大班制教学下，分析高中英语课堂中daily report的实践情况，包括教师对daily report的理念，运用方式和运用效果，以及学生的daily report的认识和实践情况等等, 发现尽管大多数教师和学生都已经意识到了daily report对培养高中生的英语口语、听力、写作等能力，对提高高中生学习英语的积极性和兴趣的帮助，以及培养学生的英语思维能力，帮助学生构建其英语知识体系与框架等方面的重要性和有利之处，但是在高中英语课堂上，daily report的实践操作中还是存在不少问题的，主要原因还是教师缺乏相关的理论指导或实践经验，不少教师与学生之间的交流互动不够，影响了daily report对英语教学的作用。故本文结合互动式教学法和社会建构主义的理论知识，针对研究过程中发现的一些问题，从课堂教学实施层面提出具体可行的教学建议，并对本文研究的局限性进行了阐释。
关键词：值日报告，互动式教学法，社会建构主义
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