The Research On Teacher-student Interaction In Primary High-quality English Lessons Based On The Flanders Interaction Analysis System

From the perspective of the subject,there are a variety of interaction types in the teaching process,and the most important and common one is the teacher-student interaction in class.Under the current background where the curriculum reform of basic education in China advocates that teachers should actively interact with the students during teaching process.Intensive study of the teacher-student interaction in high-quality lessons and accurate generalization of the existing merits and demerits can provide significant references for teachers to run effective teacher-student interaction in class teaching and further to improve the quality of teaching.Taking the Flanders Interaction Analysis System as a research tool,the 28high-quality lessons from the Seventh National Primary English Teaching Seminar in2014,was selected as the sample in this paper to study the condition of the teacher-student interaction in primary high-quality English lessons at full length.Based on the detailed interpretation and comprehensive evaluation of the code system,the recording rules and the analysis methods of the Flanders interaction analysis system,this paper made some targeted improvements to the tool according to the teaching practice in primary English class.From the teachers' acceptance of emotions,praises or encouragements,accepting or using students' ideas,asking questions,lecturing,giving directions,criticizing or justifying authority,students' initiative talk,students' passive talk and “silence or confusion”,this paper acquired the detailed date about the condition of the teacher-student interaction in primary high-quality English lessons by videos,and then a general analysis of the condition of the teacher-student interaction in primary high-quality English lessons as well as a comparative analysis in the dimension of gender,grade and area were carried on by adopting the method of matrix analysis and ratio analysis.Through the above analysis,this paper argued that the main merits of the teacher-student interaction in current primary high-quality English lessons were as the following,teachers' positive talk is rich,teachers' question talk is abundant,teachers' lecturing talk is flexible,students' initiative talk is well displayed,and the value of“silence” is multiple.Meanwhile,demerits such that teachers' feedback should be more individualized and well-directed,and the interaction talk between teachers and students should be pay more attention to the authenticity,were also found in current primary high-quality English lessons.Finally,this paper argued that the above merits and demerits of the teacher-student interaction in primary high-quality English lessons can provide important guidance and reference for common teachers to carry out classroom teacher-student interaction effectively through the vivid and lively teaching case.