Research On Language Feedback Behavior Between Teachers And Students In High School Geography Classroom

As the main position of carrying out the new curriculum concept and implementing curriculum reform, classroom teaching has always been the focus of educational reform. Teachers’behaviors in class are embodiment of teachers’comprehensive quality and decide the quality of school teaching and the efficiency of classroom teaching. Besides this, teachers’behaviors in class also affects students on effective learning, ability-obtaining, and all-round development of personality. With the deepening of the new curriculum reform, educators focus on educational activities, and the behaviors of exploring feedback of language teaching has become a new focus to promote scientific development of education. If teachers want to correctly and efficiently implement language feedback, they need to have an in-depth and comprehensive understanding on language feedback. Teachers’language feedback can be divided into three categories: negative feedback, simple feedback, and advanced feedback. It can also further be divided into non-specific feedback, simple critical feedback, one-to-one feedback, motivational feedback and guidance feedback. Students’behaviors of language feedback has negative one, receiving one and advanced one. The behaviors can specifically be divided into four categories:no feedback, receiving feedback, active feedback and self-evaluative feedback.These four go forward one by one and self-evaluative feedback is the best one. It means the behavior that students receive feedback and then they give their own feedback. In this paper, the object of research is the present situation and exciting problems about high school geography teachers’and students’language feedback. The research methods include documentary method, textual analysis, video analysis and classroom observation and so on so forth.The following is the framework of this paper.First of all, I summarize the theory and information about language feedback. Secondly, I analysis the present situation of high school geography teachers’and students’language feedback by high-quality videos and give my own conclusion. I also analyze e related reasons. Finally, I summarize the basic principles and optimization strategies on language feedback in high school. The aim of this research is to explore the present situation; to seek how the changes in teachers’language feedback influence in students’changes in language feedback; to put forward the basic feedback principles and optimization strategies on improving language feedback; to guide the interaction between teachers and students; to change the ways of language feedback in geography classes; to improve efficiency of feedback; to cultivate citizens with geographic literacy.The paper can be divided into sis parts.The first part is the preface. On one hand, I introduce the background and meaning of this research and determine the starting point of this research by analyzing and sorting some national and international researches about language feedback. On the other hand, I describe the ideas and programs from content, purpose, significance, research methods, innovation, and research contents."Teachers’Language Feedback Behaviors" and "Students’Language Feedback Behaviors". Secondly, the theoretical basis of the analysis of geography teaching language feedback mainly is system theories (system theory, control theory, information theory), geographical science theories, education theories, learning theory. Geography teaching language feedback behaviors’related concept, and the theories’elaboration and analysis provide this paper with an important theoretical support. They are also the theoretical foundation of high school geography classroom language behaviors’analysis and optimization.The third part is situation analysis. Based on the present situation and exciting problems about high school geography teachers’and students’ language feedback and with the methods of documentary method, textual analysis, video analysis and classroom observation and so on so forth.I put forward some basic principles and related implementing strategies to guide the improvement in language feedback in geography classes.The part is the exploration of strategies and is the mainly part of this paper. Based on the problems that exist in high school geography classroom language feedback, Evaluation on some cases about language feedback behaviors in high school geography classes. The cases include the application of contour map, natural water cycle, differences of physic-geography environment. And I analyze from two aspects:Feedback of teachers’classroom language interaction and communication; Simple critical language feedback obstacles to improve the classroom efficiency.I analyze and summarize the present situation and existing problems and its reasons and give some realistic basis on implementing principles and solving strategies.The fifth part is conclusion and outlook. Firstly, I conclude the basic conclusion. In addition, I come up with some shortcomings. Finally, I put forward some further thinking and outlook on the research in the future.