Study On The Classroom Conversation Of Newly Taught Chinese Teachers From The Perspective Of Interactive Linguistics

With the continuous advancement of educational reform,classroom research has become more and more important.Classroom teaching is the main battleground of the school education.Classroom teaching research is an unavoidable topic for the classroom research.As the most important participant in the classroom conversation,the teacher's teaching behavior is one of the most important research topics in classroom teaching research.Each year in our country,a large number of graduates in the normal or non-teacher majors enter junior high school teachers' positions.After the entry,there are problems with the new teachers' teaching age and teaching experience.The behavior of new teachers in classroom teaching is not yet mature,and there are still some problems in teaching behavior in the classroom dialogue.Based on the theory of “interactive linguistics”,this article uses the research methods of interactive linguistics to observe the classrooms of new Chinese language teachers in junior high schools.It systematically records and analyzes the classroom dialogue of new teachers.At the same time,the deep-seated relationship between teachers and students in the middle school Chinese classroom dialogues is explained.From the theoretical perspective,a new understanding of the junior-Chinese language classroom dialogue model is designed to observe the new teachers' classroom practice in junior middle school from the practical level,and find out the shortcomings and attribution of the new teacher's classroom teaching behavior,and put forward corresponding strategies.The full text is divided into five parts: The first part introduces the origin,significance,research methods and summary of this research.The second part explains the related concepts of interactive linguistics,and establishes the IRF interaction model in the junior high school language class dialogue under the perspective of interactive linguistics.The third part observes the following problems in the classroom conversation among the teacher-student interaction turn-taking,turn-taking,and interaction modes.First,Low interaction efficiency between teachers and students.second,The absence of the correlation of the turn-taking transition.Third,The lack of focus on the implementation of the IRF dialogue.The fourth part proposes improvement strategies from three aspects: first,to increase the efficiency of new teachers' interaction;second,to focus on the design of turn-taking and listen to student turn-taking on turn-taking;Third,to pay attention to the implementation content of the IRF dialogue.The fifth part summarizes the shortcomings and prospects of the study.The breakthrough point of this thesis is that interactive linguistics and classroom dialogue are based on real conversational interactions.Using interactive linguistics research methods,to study the junior middle school Chinese new teachers' teaching behavior,to promote the development of the junior middle school Chinese new teacher's subjectivity,and to improve the efficiency of the classroom dialogue,thus this can improve the quality of Chinese teaching,and improve students' Chinese accomplishment.