The Study On The Status And Countermeasures Of Teacher-student Interaction In Primary School’s English Delivery Class

The development of information technology promotes the informatization of education and the gradual integration of Internet and education.The delivery classroom effectively combines Internet technology with education,and the excellent teachers in each school can teach students in remote teaching points in real time as the main through information technology,which expands the coverage of excellent teachers.It is one of the effective ways to promote the balanced development of education.Based on teacher-student interaction in delivery classroom teaching,this study selects H elementary school and it’s teaching point in Baishui Town,Luxi County and H elementary school with three teaching points in Huaxi Town,Huaning County,Yunnan Province as research sites.Taking the teachers in elementary school and other teachers,students in teaching points as the objects,this study collects full information through questionnaire,interviews and classroom observation.Then analyzing data of questionnaire and current situation of teacher-student interaction by SPSS,and clarifying the practical problems and the reasons in the delivery classroom through classroom observation and interviews.Finally,provides some suggestions to improve the level of teacher-student interaction in delivery classroom teaching,help delivery class to serve the teaching better.The main contents of the study are as follows:First,the level of teacher-student interaction in primary school English delivery classroom teaching is low.The score of teacher-student interaction quality in total and each dimension are lower than the average.Second,the gender,teaching age,educational background,and the number of subjects taught are different,and the quality of teacher-student interaction is also different.In general,the level of teacher-student interaction of female teachers is higher than that of male teachers;teachers with a teaching age of 6-10 years score higher in emotional support and class organization dimensions than teachers of other teaching ages,and those with a teaching age above 16 years have relatively high scores on the dimension of teaching support;there is no significant difference in the quality of teacher-student interaction in delivery classroom teaching;the level of interaction between teachers who teach one subject is relatively higher than that of teachers who teach two subjects.Third,the teacher-student interaction in the primary school English delivery classroom has certain problems in the dimensions of emotional support,class organization,and teaching support.In the dimension of emotional support,the classroom atmosphere in the special delivery classroom teaching is flat,the teacher’s sensitivity is reduced,and the sense of efficacy is not strong;in the dimension of class organization,the teacher’s teaching in the teaching has a solidification trend,the teaching arrangement is single,and the teaching efficiency is not high;in the teaching support In terms of dimensions,teachers’ questions for students lack effectiveness,the quality of feedback given to students is not high,and they do not pay attention to the cultivation of students’ thinking ability.Fourth,there are many reasons for the low quality of teacher-student interaction in the primary schoo l English delivery class.The main reasons include the difficulty of adapting to the delivery classroom teaching model,insufficient information literacy,and heavy teaching tasks;insufficient interaction between the main lecturer and the students at the teaching point and students at both ends,and the lack of interaction between the main and assistant teachers;school’s teacher training management and communication and the assessment and incentive mechanism needs to be improved urgently.