A Study On Teacher-student Interaction In Chinese Reading Teaching In Middle School

With the deepening of the basic education curriculum reform,the existence and effect of classroom teacher-student interaction become important to realize the teaching value.In the classroom teaching process,each individual "passively or actively integrates in the complex interactive process,in the interaction they must carry on the unceasingly debugging to the dynamic process".Interactive behavior is an important and core problem in Chinese classroom teaching.In the process of Chinese reading teaching,teacher-student interaction is the most common and most important type of interaction.Flanders Interactive Analysis system makes a careful distinction between teachers and students' interactive speech acts,presents intuitive analysis data for classroom observers,and objectively restores classroom events.The analysis system of teachers and students' verbal interaction in Flanders classroom is still widely used in the study of teacher-student interaction.By using the methods of classroom observation and case analysis,the present situation of teacher-student interaction in the Chinese reading teaching of two middle school languages in our province is observed.The main problems obtained from the analysis are as follows: improper design of interaction between teachers and students in reading teaching;the interaction between teachers and students in reading teaching neglects students' subjectivity;the value of problems in teacher-student interaction in reading teaching is not high;lack of Interactive feedback between teachers and students in reading teaching;the existence of meaningless silence in the interaction between teachers and students in the reading teaching.Therefore,combining with constructivism learning,dialogue teaching and other related theories,the author puts forward the reasonable presupposition of teacher-student interaction in the teacher-student interaction in reading teaching;highlights the students' subjectivity in the interaction between teachers and students in reading teaching;riches feedback speech in the interaction between teachers and students in reading teaching;designing valuable problems in the teacher-student interaction in reading teaching;gives full play to the positive effect of teacher-student interaction in reading teaching,so as to change the current situation of teacher-student interaction in junior high school Chinese and strengthen the teacher-studentinteraction in practical teaching as well as achieve the goal of reading teaching smoothly and improve the quality of reading class.Through Flanders interactive analysis system,the author improves and optimizes the current situation of interaction by combining with the relevant theoretical knowledge,such as dialogue teaching,to improve the actual problems of teacher-student interaction in middle school Chinese reading teaching.The research on the subject of the analysis system will make a certain teaching significance and value,and also hope to provide operational reference for the teachers and students interaction research in the Chinese reading teaching in the majority of first-line middle school teachers.