An Analysis Of The Interactive Analysis Of Teachers And Students In Classroom

Based on the study mode of quantitative methods, this study investigates the talk interaction of the teacher and students in class. According to the analysis of teaching activities, e. g., teaching initiating, the teacher and students’s responses, the elements and structure mode of the talk interaction in class are given. The main theoretical framework is made up of the IRE/IRF interaction sequence structure proposed by Sinclair and Coulthard(1975), the IRFCE interaction mode proposed by Nathan and Knuth(2003), the famous case of teacher-student interaction analysis made by Flander(1974), and the teacher-student interaction system of Brophy and Good(1969). Meanwhile, actual teaching of Xianzheng Wu’s open course is investigated in the study. It is hoped that I can help you to understand the talk structure model of teacher-student interaction in the combination of theory and practice.The Study analyses the talk content of the teacher and students, which is derived from grade teacher Xianzheng Wu’s teaching videotape. I convert the video into word manuscript to study the interaction situation; then, I use the teaching starting overall summary table, the relative frequency of student response behavior type table, student answer quality and staff table, teacher response-student answer type counts statistics table, to learn teacher-student interaction situation. In the process of teaching interaction, the main relative elements needs to be considered, includes, What is the potential message behind the talk? Do students learn initiatively, positively or make fair opportunity to speak? What is the effective interaction? What is the meaningful study? How does the teacher organize the class? Does the teacher teach students in accordance with their aptitude?The Study finds that in teaching the teacher dominate the teaching process, and students are in response to the teacher. Students rarely ask questions to the teacher, if there is any, the questions only stay in form, with little practical significance. Students answer the teacher’s question frequently and variously. Then the teacher extends the answer according to the student’s answer to help the student to build a complete knowledge system.It is expected that the study can help teachers to learn the talk structure of teacher-student interaction in class, to learn the essence of teacher-student interaction, so that teacher can teach students in accordance with their aptitude, and build an enlightening talk interaction mode, which helps to improve teaching efficiency.