Research On The Characteristics Of Teaching Interaction Of Expert Chinese Teacher In Primary School

Teacher-student interaction as an important aspect of interaction between children and outside world, it has significant impact on the development of children's comprehensive capacity. Teacher-student interaction in class has been focused for ten years since the Ministry of Education issued Curriculum Reform of Elementary Education Course in 2001, which stressed that"teacher should interact with students actively in teaching, and develop with them jointly". During this period, what characteristic do expert teachers have in teacher-student interaction? How to help common teachers improve their teaching interaction skill? They all need to be analyzed and researched.Based on Flanders Interaction Analysis System developed by Flanders and Information Technology based Interaction Analysis system developed by Gu Xiaoqing, the researcher coded teachers an students behavior every three seconds in 20 primary Chinese expert teachers'class, and studied the characteristics of their teaching interaction in six aspects.The study has developed the following points:In the aspect of teaching structure, percent of student talk is higher than percent of teacher talk in18 expert teachers'class. The expert teachers pay much attention to students'subjectivity.In the aspect of teaching style, expert teachers are all inclined to use indirect language such as"accepts feeling,""praises or encourages,""accepts or uses ideas of pupils"and"asks questions"in teaching. At the same time, their positive talks are much higher than negative talks in class.In the aspect of asking question, the teacher question ratios of expert teachers are all higher then norm 26%. Moreover, in order to develop pupils'comprehension and expression ability, expert teachers ask open questions in class more than closed questions.In the aspect of response in class, expert teachers prefer respond pupils timely with indirect language such as"accepts feeling,""praises or encourages,""accepts or uses ideas of pupils"and"asks questions"to the direct language such as"lecturing,""giving directions"and"criticizing or justifying authority".In the aspect of using information technology, most of the expert teachers choose the way that teacher-operating, student-watching to implement teaching. There are three expert teachers encourage student operate information technology to show their ideas.In addition, the content cross ratios of expert teachers are all lower the norm 55%, the author thinks it caused by two reasons. Meanwhile, the steady state ratios and pupil steady state ratios of expert teachers are all higher than norm, and it's consistent between the two.Based on these conclusions, the author gives some suggestions for teaching in class and teacher-training content according to the characteristics of expert teachers'teaching interaction.