A Study On The Teacher-student Interaction Strategies Of Public English Teaching In Higher Vocational Colleges

Oriented towards the breakthrough of the current dilemma of the teacher-student interaction in the public English class of higher vocational colleges,taking the public English class in two ordinary higher vocational colleges in Shanxi province as objects,this paper focuses on the distributional differences of cognitive,emotional and personality interaction strategies in teacher-student interaction in different contexts of large or small class modes(with other variables controlled).SPSS data analysis shows that apart from the cognitive strategies,there are significant differences in the emotional interaction strategies and personality interaction strategies in the two unbalanced class scheduling patterns,namely,large class mode and small class mode;Meanwhile,based on the observation and analysis of the interview method and Flanders Observation Scale of Teacher-student Interaction in Class,the paper summarizes that the main factors influencing the interaction between teachers and students include teacher individual quality and professional competence,class mode and teaching evaluation system.Based upon the former data analyses,the applicability analysis is made of cognitive interactive strategy,emotional interactive strategy and personality interactive strategy under different class sizes and an approach of the integrated use of large class mode and small class mode is proposed,which is “reading and writing in large class mode and listening and speaking in small mode”.Finally,this paper further proposes some practical and enlightening suggestions about interactive teaching reform in public English class,in the hope of exploring practical teaching reform measures in future teaching,and also summarizes the limitations of the research.