The Study On Teacher-student Interaction Behaviors Based On Effective Teaching In Classroom

The classroom teaching is essentially a process of interaction between teachers and students. The empirical analysis on the behavior index and behavior characteristics of teacher-student interaction in the classroom effective teaching not only help to diagnose and improve the classroom interaction of novice teachers, but also to enhance the efficiency of classroom interaction. At the same time, it also contributes to the innovation of knowledge about effective teaching,and to improve the theoretical systems of effective teaching. Therefore, this research has important theoretical significance and practical value.This study builds the analysis framework for teacher-student interaction behavior from the theoretical and practical perspectives respectively, and analyzes the interactive behavior, the core elements of the behavioral and characteristics of behaviors with the framework. Based on the concept definition of effective teaching, the case study in an elementary school(S school) in Kunshan City, conclude, summarize and propose the behavior index structure, the core elements and behavior characteristics of teacher-student interaction in effective teaching classroom. The case that analysis the classroom interaction behavior of expert teachers, help to explore, discover and improve countermeasures and suggestions about classroom effective interaction of novice teachers. The research is mainly to solve the following three problems:? understand the research of teacher-student interaction behavior and effective teaching by literature review, and focuses on the relationship between the teacher-student interactions and effective teaching, illustrating “why the effective teaching is the research premise ”; ?build the analysis framework of teacher-student interaction of effective teaching from the perspective of theory and practice, and give the reasons for “three-dimensions, twelve indicators and forty-seven elements”, solve the problem of “analysis tool” and “what to analyze”; ?take S school as the case, discussing the structure of teacher-student interaction behavioral indicators, core IV elements and the behavioral characteristics in the high-quality classroom, and analyzing the problems in the normal classroom, to verify the index structure and behavior characteristics of teacher-student interactions in high-quality classroom is different from the general classroom, and give some promotion strategies which related to these reasons.The conclusions of this study mainly including:Firstly, GRFE structure based on the Goal- Oriented target is the structure of teacher-student interaction in quality classrooms. The GRFE index structure consists of content system and coding system which is "three dimensions, twelve indicators and forty-seven elements". Specifically, the "3 dimensions" refers to the goal-oriented behavior of teachers, students response and teachers feedback and evaluation; "twelve index" refers to explanation, presentation, asking, strengthen, guidance and answering questions, listening and dialogue, participation, response, questions and doubts, student evaluation, feedback, teacher evaluation. "Forty-seven elements" mainly consist of the operational and observable behavioral factors and characteristics in each behavioral indicators.Secondly, Index structure and behavior characteristics of teacher-student interaction in effective teaching is different from the general classroom. Teachers in a high quality classroom often take explanation and presentation, and questions to guide students in thinking, and make students' further thinking by response or feedback, to explore the learning conclusion.Thirdly, teacher's behavior is the result of goal-oriented teaching. On the behavioral indicators, there is not much difference between the high quality class and normal class, both of which use diverse explanations, presentations, ask questions, and strengthen, guidance and answer questions, and listening and dialogue. But there are significant differences in the core elements and behavioral characteristics, in the high quality class, the teacher's behavior are more diversified, and the tasks are more specific.Fourthly, generally, the students' learning behavior is the result of response to teacher's goal-directed behavior, and in effective classroom, students have self-directed learning behavior. In the high quality classroom, students will make further thinking on the basis of the answers given, to express their opinions or make their own doubts, sometimes to evaluate other students' learning.Finally, in effective classroom, evaluation feedback behavior occurs frequently. In the high quality classroom, teachers implement different feedback behavior, question feedback and task-practice feedback cross between the whole-class feedback and individualized feedback, especially the question feedback, which give diverse mission requirements for feedback. The evaluation points to the learning goals, whether it is classwork or the evaluation of students' work, or the summary and reflection after school, all pointing to the teaching objectives.These conclusions is important for diagnose and evaluate the teacher-student interaction behavior in general classroom, which is also significant for induction for novice teachers, to help teachers to reverse the starting point from "teaching" to "learning", and use explanations, questions and other acts more effectively, to pay more attention to students' learning behavior, and more emphasis on classroom feedback and evaluation, etc.