Spatial Disparities In Primary Classroom Teacher-student Interaction And Countermeasures

Seating space is an important part of Teaching Environment, which bears the distribution of educational resources and educational opportunities。It is also has a direct impact on the students’ all-around development. Studies have shown that teacher-student interaction is not an isolated or idealized relationship, but the whole environment in which contact with the teachers and students together. Above these, the most obvious and important factor is the student seating space. So students’ seating has been the focus of research, but many concentrated in the form of seating, and how to arrange seats and so on. But few studies regard seat as a space for research. The Spatial meaning of seating needs to be excavated. From the perspective of space, the seat of both the material aspects of composition, but also has a very rich social implications. This study was based on sociological perspective space, explore spatial difference of teacher-student interaction in primary and secondary school of seedling seating style, in order to maximize the weakening of the differences and achieve a fair education.This study takes 47 lessons consisted of Chinese mathematics and English as study objects investigates teacher-student interaction by using the methods of observation in the classroom interview. The study includes seven parts, the first part is the summary which presents the background and significance of this study, related literature review, the definition, study theme, ideas and methods; The second part describes the connotation of seating space from the perspective of the Spatial sociology, explain materiality and social implications of of the seat, which lay the foundation of this research. The third part analyzes the spatial differences of teacher-student interaction of teaching in the elementary classroom. The forth part analyzes the spatial difference of teacher-student interaction of management in elementary classrooms. The fifth part analyzes the spatial differences of other teacher-student interaction in elementary classroom. The sixth part summarizes the results of the spatial differences of teacher-student interaction, and discusses the reason from the perspective of space sociology. And in the seventh part the strategy for weakening the differences from the perspective of space sociology is recommended.This study found that there are spatial differences in teacher-student interaction by analyzing 47 classes. In the teaching interactions, the teacher ranked higher frequency of interaction with the students in the front and middle row. And the students in the front and middle row answer better than the back. The type of teachers’ questions also exist differences in different areas. Teachers tend to ask the front and middle higher academic questions, the back tend to be asked the lower level questions,such as the factual and empirical questions. The type of teachers’ feedback also exist differences in different areas. Teachers give more positive feedback to the front and middle, and more negative feedback given to students on the back. And for much of the back of the students’ questions are to remind students to keep learning, to avoid distractions. In the management interaction, former students ranked higher frequency of recognition by the teachers than the back students, and also the back student received more behavior management issues. Teachers use stronger managements to the back, such as language,gestures. Other interactive areas did not show significant spatial differences, teachers tend to interact with students by the principle of proximity.