A Study Of The Classroom Interaction Of Primary School Chinese Beginning Teachers

The new Chinese curriculum standard points out that Chinese teaching should be a process in which teachers and students have equal dialogues, communicate with each other and achieve mutual growth. Classroom Interaction is related to the common development of teachers and students, and is gaining increasing attention among education researchers. It is the most important education and teaching practice, by which beginning teachers’professional development is realized, so it can be considered as the manifestation of beginning teachers’professional development. Good classroom interaction between teachers and students not only affects student’s academic achievements, value orientations, but also improves the efficiency as well as the quality of teaching and promotes beginning teachers’professional development, which is still in the initial stage of development and can be improved by good classroom interaction. Therefore, it is of great significance to explore and study the classroom interaction of primary school Chinese beginning teachers. With the social interaction theory, the intersubjectivity theory, the constructivism theory and the post-modernism theory as the theoretical framework, the study focuses on the Chinese class at primary school, observes the classroom interaction of beginning teachers and presents in-depth interviews of them to know the current situation of classroom interaction among beginning teachers. Based on the analysis of different kinds of beginning teachers, the thesis puts forward some suggestions for the improvement of beginning teachers’ classroom interaction, to guide primary school Chinese beginning teachers’ classroom interaction in theory and practice.This thesis is divided into six parts. The first part is an introduction to the origin, the significance, the current status, the theoretical basis, the purpose, the content, and the approaches of the study. The second part is an elaboration on the connotations of primary school Chinese beginning teachers’classroom interaction. The third part briefly explains the importance of reasonable classroom interaction of primary school Chinese teachers from three aspects:first, the Chinese classroom interaction and beginning teachers; second, the Chinese classroom interaction and students’ development; third, beginning teachers and Chinese teaching. The fourth part is an analysis of the current situation of primary school Chinese beginning teachers’ classroom interaction. In this part, beginning teachers are divided into three categories, namely male teachers and female teachers, teachers from normal schools and teachers from non-normal schools, teachers with advanced degrees and teachers with low degrees, and then the current situation of classroom interaction of different kinds of beginning teachers is studied through classroom observation. The dimensions of observation mainly include observations of the object, the type, the time of classroom interaction, as well as the verbal (the teaching, questioning and feedback) and the nonverbal classroom interaction. Based on classroom observation, the differences among different kinds of beginning teachers’ classroom interaction are furthered analyzed. The fifth part further analyzes the causes of the differences among different kinds of beginning teachers’ classroom interaction on the basis of the current situation of beginning teachers’ classroom interaction and the interviews that have been mentioned earlier. The last part puts forward some suggestions for the improvement of primary school Chinese classroom interaction from three aspects, namely the education administrative department, the school, and beginning teachers.