A Research On Interaction Of Junior Middle School English Class In Technology-supported Learning Environments

With the development of educational informatization,the combination of information technology and teaching has been paid more and more attention."The education informatization 2.0 action plan" points out that nowadays,there are still some problems,such as insufficient integration of information technology and teaching,insufficient innovation ability of information-based teaching,and shortage of practitioners and instructors for the integration of technology and teaching.Classroom interaction affects the transfer of knowledge between teachers and students.Therefore,the rational use of technology to promote effective classroom interaction is related to the quality of classroom teaching.As an applied subject,English attaches great importance to the process of active participation,interaction and common development of teachers and students in teaching and learning.However,in the normal English class of junior high school,the use of technology is not deep enough and does not fully play its due role.There are still some problems in the interaction of junior high school English class in technology-supported learning environments.This thesis clarified the concepts of classroom interaction and technology-supported learning environments.Through the literature review,the research status of classroom interaction in technology-supported learning environments at home and abroad was understood,and the relevant analysis tools of classroom interaction were sorted out.The author went deep into the English class of Fuzhou J middle school,participated in teaching design,attended and evaluated classes.By modifying the interactive coding of ITIAS,the interactive coding of language dimension between teachers and students was determined.In view of the technology-supported learning environments,the interactive coding of the technology-supported dimension was determined,and the classroom interaction analysis system under the technology-supported learning environments was constructed.On the basis of classroom observation,the classroom interaction analysis system was used to code the interactive behavior of the three regular English teaching records of junior high school in technology-supported learning environments.Through the analysis of interactive behavior ratio and behavior sequence,this thesis analyzed the current situation of junior middle school English classroom interaction in the technology-supported learning environments,further analyzed the effect of classroom interaction,and found out the existing problems.In the technology-supported learning environments,technologies can be used to create interesting classroom situations,provide feedback on real-time learning,and highlight students’ subjectivity,so as to promote positive interaction in junior middle school English classes.However,there are still some problems in the classroom interaction in the technology-supported learning environments,such as the shallow level of technology use,the imperfect questioning strategy,the simple transfer of teaching interaction behavior,the lack of awareness of active participation,the lack of in-depth cooperative learning,and the lack of classroom control ability.Based on the above,the author proposed the following suggestions :(1)integrate technology and teaching in depth according to the characteristics of the subject;(2)optimize the questioning strategy and give feedback to the immediate learning situation;(3)increase the transfer of interactive behaviors to enliven the classroom atmosphere;(4)actively encourage and guide students to promote active participation;(5)conduct in-depth cooperative discussions and strengthen exchanges and interactions;(6)improve control ability and ensure teaching efficiency.