A Study On Interaction Mode Of Senior High School English Classroom Based On Flanders Interaction Analysis System

The evaluation of English classroom interaction is of great significant in enhancing the professional abilities of English teachers such as teaching design and teaching reflection,improving the emotions between teachers and students,and stimulating students’ interest in learning.The evaluation of English classroom interaction mode is one of the important research subjects of English teaching quality improvement.Flanders Interaction Analysis System highlights qualitative analysis methods to make description on classroom interaction behavior in depth.It provides a systematic and structured dynamic analysis for the observation of famous teachers as well as typical teaching cases,and it also form a reference basis for classroom interaction evaluation in primary and middle schools.Based on the Flanders Interaction Analysis System,this thesis is to explore English classroom interaction mode in senior high school,and is to choose six English teaching award-winning cases from the 15 th National Senior High School English Teachers’ Basic Teaching Skills Competition as the research subjects,so as to provide a reference and comparison basis for classroom interaction evaluation of senior high school English teaching.This thesis will answer the following research questions: 1)What are the main contents of interaction evaluation mode of English teaching classroom in senior high school based on Flanders Interaction Analysis System?2)What are the main characteristics and implications of classroom interaction mode in terms of teaching design in the six winning cases of the 15 th National Senior High School English Teachers’ Basic Teaching Skills Competition in 2021 as analyzed using the classroom interaction evaluation system?Research methods: This thesis based on the Flanders Interaction Analysis System,constructs a senior high school English classroom interaction evaluation system by using a questionnaire survey and weight analysis of 223 senior high school English teachers in 11 senior high schools in Henan Province.Case study method and classroom observation were used to observe and evaluate the classroom interaction mode of the winner teaching cases of English reading,listening and speaking,and writing lessons in the 15 th National Senior High School English Teachers’ Basic Teaching Skills Competition,and to analyze the characteristics of classroom interaction mode presented by selected cases analysis.The main findings are that: 1)The evaluation system of senior high school English classroom interaction based on the Flanders Interaction Analysis System is to provide three main structural modes for the observation and evaluation,namely emotional interaction,behavioral interaction and thinking interaction mode.According to the evaluation criteria of senior high school English classroom interaction modes,the effectiveness of English classroom interaction modes of excellent teaching cases are obviously highlighted,and all of cases have targeted design and specific training on these emotional interaction,behavioral interaction and thinking interaction modes.2)Through the results and analysis of the three classroom interaction modes of the selected cases,the classroom emotional interaction mode focuses on the design of verbal interaction and positive non-verbal interaction between teachers and students in the classroom,the classroom behavioral interaction mode strengthens the design of indirect classroom instructions,group peer cooperation and the specific design presentation on students’ assessment feedback,and the classroom thinking interaction mode focuses on the well-organized design of classroom questioning and feedback modes to promote the development of students’ thinking and expression skills in English,which provides a reference basis for senior high school English teachers to improve the quality of teaching design and teaching reflection.