Survey, Fourth-grade Language Classroom Interactions

This thesis mainly takes observation, interview and literature, based on Chinese teaching interaction present situation investigation data in Grade Four in a primary school, from interactive type and interactive content on the survey results analysis, and draw the conclusion, put forward some Suggestions.Mr. Wu Kangning about papers on the basis of interactive type partition, will make a new interactive type partition, can be divided into:the interactive about the teacher and a student, the interactive about the teacher and a group students, the interactive about a student and another student, the interactive about one group students and another group students, the interactive about the teacher and the whole classmates, the interactive about a student and the whole classmates.Through the interactive type of survey, the author found the interactive about the teacher and a student and the interactive about the teacher and the whole classmates interactive Chinese learning in Grade Four in a primary school plays a larger proportion, and the interactive about the teacher and a group students, the interactive about a student and another student and the interactive about one group students and another group students are the weaknesses of Chinese teaching interaction. The author in interactive content survey, will the contents is divided into classroom interaction and classroom teaching management, according to the new curriculum goal ", will be the "three-dimensional teaching material as cognitive contents, methods content and emotional content. Meanwhile, again according to target taxonomy will cognitive contents broome divided into:knowledge, understand, application, analysis, comprehensive, evaluation content six level. Investigation process, the author found that the various types of interactive content have very big difference, cognitive content is the main contents in Chinese class teaching interaction. The method content and the emotional content of three goals are weaknesses in Chinese class teaching interaction. Among them, six levels of cognitive contents of content and have different focuses on. According to the survey, the author analyzes the factors impacting Chinese class teaching interaction.They are:teachers, students, teaching content, classroom environment, and expounds them individually.Through the studies, this passage concluded that:during the classroom teachers and students to interact, individual interactive opportunity doesn't equal; Advocated by new curriculum independent and cooperative, explore ways of learning, in the classroom interaction obviously reflected still not enough; Classroom interaction exist in certain degree of "false interaction", or yue formalized interaction; Cognition, method and emotion in three contents of classroom interaction are reflected not equilibrium; Interactive classroom content words of praise, incentive less; Classroom management is not good, cause interactive classroom effect is poorer. Based on the above conclusion, the author also proposed some suggestions to promote in Grade Four in a primary school Chinese class teaching effective interaction. First is life-long learning thought, identity, internalization education new ideas, so as to achieve the balance of classroom interaction content study; Second is aimed at interactive content, learning feeling design meticulously, eliminate it in preparing the classroom interaction falsehood; Third is to create equal, democratic teacher-student relationship, and the optimization classroom management, improve the classroom interaction effect; Fourth is to cultivate students' ability of autonomous management class, create harmonious classroom interaction space; Five is a positive education evaluation mechanism.