A Study On The Interaction Between Teachers And Students In Inclusion Classroomof Primary Schools

The interaction between teachers and students is the core of an efficient classroom teaching.In this study,by using the research method of video analysis with interviews to analyse the interactions between 11 teachers and 22 students among 10 classrooms,in a total of 30 classes.This research has investigated the current situation and characteristics of the interaction between teachers and students of the inclusion classroom,compared the interactions between teachers and the students who are learning in regular classroom and between teachers and typical-developing students,and also researched the influence factors of the interaction between teachers and students of the inclusion classroom.The main findings of this study are as follows:(1)The interaction between teachers and students of the inclusion classroom is dominated by teachers;teachers have more interactions with the students who are learning in regular classroom;the interactions of each section in class teaching are unbalanced,but there is no significant difference between these two types of students.Teachers mainly ask the students who are learning in regular classroom the direct questions and product questions,while teachers will ask the typical-developing students some open questions and process questions.We can see that there is a great difference between the two types of students in this aspect.The answer quality of the students who are learning in regular classroom is undesired;teachers have both positive feedback to the students who are learning in regular classroom and the typical-development students,but teachers have more negative feedback and maintain behavior to the students who are learning in regular classroom.The interaction between teachers and the students who are learning in regular classroom and between teachers and the typical-development students is mainly academic interaction.(2)the existing problems in the inclusion classroom are that the participation of the students who are learning in regular classroom is not active;the students who are learning in regular classroom are in a negative model of interaction.The teacher's question is unsuitable to the characteristics of the students who are learning in regular classroom.(3)the types and the degree of obstacle,the academic record and the problem behavior influence theparticipation of the students who are learning in regular classroom.The teachers' attitude and the expectations of the students who are learning in regular classroom influence the number of times and the content of the interaction.Besides,the seating arrangements and subjects also have some influence on the interaction.Based on the above research findings,this study also puts forward some suggestions on how to further improve the interaction between teachers and students of the inclusion classroom.