A Study On The Interaction Between Teachers And Students In Pui - Chi School

The class is the main place of school education, teacher-student interaction is thebasic form of human interaction in school education. With the deepening anddevelopment of curriculum reform, class teaching plays even more important role.Toimprove the learning effectiveness of mentally retarded students in class, breake thethe logjam in traditional class, improving the effectiveness of teacher-studentinteraction in class is particularly important.This study takes Rixin school in Dalian as an example to investigate theteacher-student interaction in the class which aims to provide relevant cases. At thesame time, this study observes and analysises the teacher-student interaction in classwhich hopes to promote schools to improve teaching quality and teachingeffectiveness, perfect the teaching process. Through broad accessing to informations,using related content at home and abroad for reference, this study chooses thedifferent subjects, different grades which are in total48classes in Rixin school as theresearch object.This paper observes with the self-compiled "mentally retarded student interactionclass observation record" which contains six dimensionalities: the interactive type,time of occurrence, ways, initiator sentiment, behavior, interaction, and replenisheswith the self-made interview outline for school teachers to analyze the currentsituations and problems of the teacher-student interaction in class in Rixin School andgain education implications.The conclusions in this study includes:1.The teacher initiate and student echo is the main mode of interaction;speech-based interaction gets priority; positive emotions are dominant; ask andanswer is the main behavioral performance.2.The time of interactions ranks from high to low in each subjects in mentally retarded school is: activity class, living math, living Chinese, living adaptation;3.The time of interactions in class in different grades of mentally retarded schoolshows the high grade is the highest,the junior grade less higher and the middle gradeis least; the interactions initiated by students, new contents, asking for help,discussions increase with the rising of grade, while, the interactions initiated byteachers and evaluations decrease with the rising of grade.To the end, the paper gives educational suggestions on the conclusions:clear thepurpose of teacher-student interaction; pay attention to the timeliness ofteacher-student interaction; strengthen the emotional experience in the teacher-studentinteraction; create the equal opportunities for teacher-student interaction.