The Status Quo And Improvement Strategies Of Teacher-student Interaction In The Lower Grades Of Primary School

At the beginning of the 21st Century, The Outline of Basic Education Curriculuim Reform (Trial Implementation) was promulgated. It was clear that teachers should promote positive interaction and common development with students.Since then, teacher-student interaction had gradually become hot issues in the academic circle in our country. Although there are a lot of theoretical study, empirical research is insufficient. There are still some limitations in a small number of empirical studies. The research tools are not suitable for the evaluation of the quality of teacher-student interaction. CLASS (Classroom Assessment Scoring System) as the most advanced assessment tool in classroom teacher-student interaction, has been used and verified in many countries. At present, in our country, CLASS is mainly used in preschool education and less used in primary school. Therefore, this paper is committed to the introduction of CLASS in the primary education stage, uses the CLASS K-3 observation table to study the current situation of classroom teacher-student interaction in a primary school in Jiangsu province. Based on the analysis of reasons, the paper puts forward improvement strategies.In this thesis, the author collected lots of literature about classroom teacher-student interaction at home and abroad, making further analysis about research perspective, interaction type and mode, influencing factors and guiding strategies. It was found that the existing researches have made good progress in these aspects. Besides, evaluation tools of classroom teacher-student interaction at home and abroad were reviewed, and it turned out that CLASS as an evaluation tool has obvious advantages. Followed by the introduction of the relevant theories, dimensions and selecting reasons of CLASS, the current status of the use of CLASS at home and abroad was summarized.This thesis made use of three kinds of scientific research methods to discuss classroom teacher-student interaction, including classroom observation, questionnaire and case analysis. Each 10 teachers of grade one and two in the primary school were selected as the research object, and each teacher was observed for four rounds, each round 20 minutes. According to the three dimensions, ten secondary indicators of CLASS, each teacher was rated, then the relevant data was analyzed through SPSS 19.Comparing the gender, age, seniority, teaching subjects and grade, it showed that: in the term of interaction quality between teachers and students, there was no significant difference between male and female teachers, but the average score of male teachers was higher than that of female teachers in the 10 secondary indicators; Teachers’ age had little effect on interaction quality, but 31-40 years old teachers performed better than those of other ages; There was no significant difference between different teaching ages, but teachers with 5 years and less than 5 years’ experience especially need to pay attention to the quality of interaction between teachers and students;Difference of Chinese subject and mathematics subject was significant in the dimension of class management, and the average score of secondary indicators in mathematics subject was higher than that of Chinese subject. No significant difference was found in grade one and two, but mean scores of grade two were higher than those of grade one. In order to make the data of CLASS observation table more convincing,the author applied the Teacher Self-Evaluation Questionnaire to test the consistency.Finally, combined with the notes in the CLASS observation table, the paper made case analysis on 10 secondary indicators to further research.On the basis of the analysis, this thesis analyzed the reasons of differences on the classroom teacher-student interaction from the perspecti-ve of teachers and students.The main reasons include teachers’ attitude towards teacher-student interaction,professional enthusiasm, management style, teaching literacy, students’ psychological characteristics and behavior expression. In view of the analysis and reasons, teachers were deemed to be the main body of strategy implementation. Combined with the three dimensions of CLASS (emotional support, class management, educational support), the countermeasures were put forward: 1 .Emotional support: Arouse professional enthusiasm, and encourage students to learn independently (Show motherly love and forgiveness and keep positive communication; Pay attention to students’ generation and provide immediate assistance; Return right to students and Cultivate self-capacity); 2.Classroom management: Optimize management mode, and promote effective teaching (Use more affirmative and implied statements to correct bad behavior; Use skillfully fragments time to improve the classroom efficiency; Use wisely teaching materials to stimulate students’ interest in learning) ; 3.Instructional support: Improve teaching literacy and expand students’ thinking (Attach great importance to digest to help students explain the problems; Provide feedback to guide students to analyze the problems ; Adopt effective dialogue to encourage students to raise the problems).