A Study On Teachers’ Responses To Students’Answers In Primary English Classes

That teacher responds to and deals with student’s answer immediately after teacher’s question in class is teacher’s response to student’s answer. It is an important part of teacher’s behavior in class. Appropriate teacher’s response to student’s answer not only can arouse student’s enthusiasm, but also promote English teaching smoothly. This study selects five primary school English teachers as the research object, regarding teacher’s responses to students’ answers as content. On the basis of existing researches, combining the theory of pedagogy and psychology, it collects the comprehensive related statistical data by using the methods of literature research and the classroom observation. The present situation of primary school English teachers’ responses to students’ answers is described and analyzed specifically from its overall number and its types. Based on the data and analysis, the paper gives the result analysis of the statistical data of primary school English teachers’ responses to students’ answers. It has four results:first, the number of teachers’ responses to students’ answers is large, but the words are monotonous and mechanical. Second, positive teacher’s responses to students’ answers are paid attention to, but depth guide is lacking. Third, teacher’s responses to students’ answers can be used appropriately, but intrinsic motivation is not enough. Fourth, kinds of teacher’s responses to students’ answers can be used together, but programmed phenomenon exists. Combining the classroom observation and the result analysis of teacher’s responses to students’ answers, the author gives several specific suggestions to improve teacher’s response to student’s answer, and make teachers understand it correctly and attach importance to its effect and significance. Finally, the teaching level can be improved.