A Comparative Study On Teacher-Student Interaction Between English Demonstration Classes And Regular Classes In Junior High School Based On IFIAS

Teacher-student interaction plays an important role in classroom teaching.Recently,the research on teacher-student interaction is mostly qualitative and most of the research is about demonstration class.There exists much room for comparative studies on teacher-student interaction between demonstration classes and regular classes.Therefore,this study combines the qualitative method and quantitative method to conduct a comparative study on English demonstration classes and regular classes in junior middle school,mainly focusing on the following three questions:(1)What are the differences of teacher-student interaction between demonstration classes and regular classes?(2)What are the possible factors that can cause these differences of teacher-student interaction between demonstration classes and regular classes?(3)Whether there are problems in demonstration classes and regular classes,and if so,what are these problems and what suggestions can we make?Based on the concept of “heterogeneous forms for the same lesson”,the author selected 8 demonstration classes and 8 regular classes in junior high school,then the author used i FIAS to quantify the 16 classes and got the codes as well as data.Through the codes and data the author firstly analyzed the two types of classes separately,then compared these two types of classes and analyzed them,after that the author summarized the differences and possible factors of these differences,and lastly,put forward corresponding suggestions for the existing problems.The results of this study are as follows:Differences:(1)For classroom verbal structure: in terms of teacher talk,the teacher talks more in regular classes;in terms of student talk,the students talk more in demonstration classes;in terms of beneficial silence(silence that contributes to teaching),there is more beneficial silence in demonstration classes than that of regular classes.(2)For teacher-student emotional atmosphere: teacher-student emotional atmosphere in demonstration classes is more harmonious than that of regular classes.(3)For teacher’s style and tendency,teachers in demonstration classes exert more indirect impact on students than that of regular classes.(4)For teacher’s questions and students’ answers,teachers in demonstration classes ask more open questions than that of regular classes,teachers in regular classes ask more closed and low-level questions;students in demonstration classes answer more actively than that of regular classes,students in regular classes answer questions more passively.Possible factors:(1)For the teacher,teacher’s attitude to the class and preparation for the class can be the possible factor that might cause the differences of teacher-student interaction between demonstration classes and regular classes.(2)For the student,student’s attitude to the class can be the possible factor that might cause the differences of teacher-student interaction between demonstration classes and regular classes.(3)For the teaching environment,whether or not there are other teachers in class can be the possible factor that might cause differences of teacher-student interaction between demonstration classes and regular classes.According to the above research conclusions,this study found the following problems:(1)Teachers’ questions setting in regular classes is not scientific enough;(2)The evaluation in regular classes is relatively simple;(3)Students in both regular classes and demonstration classes lack the consciousness of asking questions actively;Finally,the author put forward corresponding suggestions:(1)Teachers in regular classes should reasonably set up questions;(2)Teachers in regular classes should implement diversified evaluation methods;(3)Teachers in both regular classes and demonstration classes should cultivate students’ consciousness of asking questions.