A Study Of Teachers-students Interaction In Primary Chinese Class

Constructivism Learning Theory thinks that learning is a process of active construction. Thenew curriculum standard stresses that the students are the initiative of the learning anddevelopments and they are the owner of the Chinese learning. Moreover，teachers are theorganizers or guiders of the learning activities. Both of the teachers and students should play theirproactivity and creativity during the instruction.Professor Ye put forwards the new classroom instruction theory based on “coruscating thevigor of life”, which urges us to think about the problem that how to liberate students to make themdevelop subjectivity and play the learning initiative, enthusiasm and creativity during the processof teaching. In the process of teaching in the classroom, liberating students and playing theirproactivity and creativity is to provide the students the fixed right to say and make them dare toexpress their opinions or state their ideas. And in this way, the students really participate in thelearning and become the master of the learning.The “Mutual activity” mode of classroom teaching has embodied fully modern instructiontheories, stroked the former instruction beliefs of teachers, and broken traditional teaching mode,which make the classroom teaching mode change from “cramming” or “monologue” to “both theteachers and students discuss”. This mode fully affirmed students’ main role of their learning,respected the students’ individual thinking and made the students learn from being passive to beingpositive.The study mainly has the aid of classroom observation and teaching records. It is based on theresearch of the present class mutual activities and it is to discuss the characteristics and rules of themutual activities in the primary Chinese classes. Through the analysis of mutual activities inpresent primary Chinese classes, it is aimed to promote the actual interaction to occur in primaryChinese classes, which will provide some theory revelations and practice recommendations tomutual activities in Chinese classroom, effective classroom teaching research and the relativeeducation practice. According to the aims and threads of the research, the text is divided into sixparts: Part1: Introduction. It makes a comment on the domestic and overseas research status ofmutual activity and defines the core concepts of the essay. And also it explains the research threadsand methods of the essay.Part2: The connotation, characteristic and value of Chinese classroom mutual activity. Itmainly defines the connotation of Chinese classroom mutual activity and explains the characteristicand value of Chinese classroom mutual activity.Part3: Mutual activity in the Chinese classroom. Due to the form of the mutual activity in theChinese classes, it is divided into four kinds: questions interaction, discussion interaction,performance interaction and affection interaction. Moreover, each one is expounded in detail.Part4: Diagnose the mutual activity in primary Chinese classroom. With the help of theclassroom observation and records, it is to diagnose the problems and shortcomings in the Chineseclassroom teaching.Part5: Optimize the mutual activity in the Chinese classes. It is based on the diagnosis of theChinese classroom mutual activity to put forwards to strategies to optimize it.