A Study On The Interaction Between Teachers And Students In Primary School Science Teaching

It becomes the consensus of the whole world to provide science education of high quality and improve the citizens’ scientific literacy. The study of teacher -student language interaction is an important branch of science education research. This research mainly adopts Flanders Interaction Analysis System, together with classroom observation, through the quantitative and qualitative observation on 8 elementary school science education activities describes the characteristics of teacher-student interaction, which are excellent and recommended by the National Association of Science Education, and then the researcher put forward feasible suggestions to improve the quality of the teacher-student language interaction in elementary school science education. So this study is not only conducive to enrich the related researches about science education in elementary school and teacher-student interaction, but also contributes to promote the elementary school teachers’ professional development and improving the quality of the science education in primary school.This research includes the following three parts:The first part is the introduction and the summary, expounds the background of topic selection, research on teacher-student language interaction in science education in primary school, and the significance, objects and methods, besides making a brief description of the research’s theory basis of sociology, education and psychology, and defining the important concepts in this study such as science, science education and teacher-student interaction.The second part is the quantitative study and the descriptive observation, analyzing the characteristics of teacher-student language interaction, earring on the videotape observation on 8 elementary school science education activities by the Flanders analysis system. The analysis includes four aspects:firstly, teachers are used to creating positive and stable emotion between the teacher and students through situational experience, besides analyzing the related factors and feasible Suggestions for Progress; secondly, teachers are still the leaders in classroom, while students participate actively; Thirdly teachers tend to give positive and indirect impact on students; last in the types of questions, Teachers combine closed with open Q & A form, and value closed form heavilyFinally, putting forward specific recommendations for improving teacher-student language interaction:establishing positive psychological atmosphere, improving the quality of questions and answers, and cultivating the students’ questioning consciousness, such as teacher’s question should be designed clearly, timely and moderately, suitable for different students. After questions, there is adequate waiting time, taking both efficiency and equity into consideration. In order to promote the students’development, teachers’ evaluation should be objective, fair, timely, and appropriate, and in line with the characteristics of the practice of science education.