Interactive Study Primary School Teachers In The Classroom

The classroom teaching as well as the teachers’professional development is the important research subject in the current education practice. Classroom teaching, as the main frontier of the education reform, is a vital approach to implement innovation education. And the professional development of teachers plays a crucial role in the classroom teaching and the practice of contemporary education reform. Therefore, how to develop the ability of teachers’classroom interaction has an important significance in improving the quality of teaching, promoting the teachers professional development and cultivating high diathesis creative students.The study is a kind of educational pre-experiment study.20Chinese teachers in primary school in Shanxi, Zhongyang as the participants take part in the study. Before the study, we organized a subject team and designed the classroom interactive training content of elementary school teacher on the basis of the theory of thinking type of classroom teaching and Structured teachers ability theory. And then Mr. Li guofeng implemented the training, and lastly the writer analyzed and presented the result.The paper is made up of five parts. The first part is the preface. This part analyzes the background of research in primary Chinese teachers’classroom verbal interactions. The current primary Chinese classroom needs classroom interaction to promote the development of students. But the primary Chinese teachers’the ability of classroom interaction is absent. And then the paper summarizes the present study, research content, method and significance.The second part mainly discusses the roots and the definition of the interactive concept. In addition, the related theory is introduced.The third part mainly discusses classroom interaction design thoughts, which are on the training of primary school Chinese teachers. The thoughts include the theory of thinking type of classroom teaching and structured teachers ability theory. Then gives a brief introduction on training content and implementation.The fourth part,we observe and analyze the classroom teaching videos of training teachers from the three aspects including interaction type,interaction level,and teachers’ questioning. And then, we explore the teachers’gains by open questionnaire survey after the training. Finally, we explore the effectiveness of primary school Chinese teachers’ classroom interaction ability training from interaction type, interaction level, teachers’ questioning and teachers’ gains.The fifth part is about the reflection and the summary of this paper. Analyzing the result of the research, the teachers’ ability of classroom interaction is improved after training to a certain degree about classroom interaction. It provides some references for training about teaching ability. The follow is the concrete conclusion’s the type of classroom interaction is variety, the quality of the classroom interaction is improved, the strategy and quality of classroom questioning are improved, feedback system of the teacher is more positive and the students are more positive in the interactive teaching, the environment of classroom is more democratic and more harmonious. But it steel has some problems meanwhile. It needs to be made a further study later on. At last the shortage of this research is summarized in this part.