A Study On Teacher-student Focus Interaction Of Elementary Chinese Class

Interaction between teachers and students is a special and significant realm in previous research.It diverses in form and variety,having influence and being utilized in education and teaching activities.About discussion on the problem of interactive classification,because of the thought of scholars and the starting point is different,therefore,there are differences in the standards of teacher-student interaction classification.Previous researchers have discussed the problem of pseudo-interaction between teachers and students from different levels.Based on the focus interaction in the theory of drama,the thesis tries to study the problems arising in the teacher-student interaction in primary school,mainly concentrating on teacher-student focus interaction distortion,and then analysing the current interaction problem and situational interaction of teacher-student interaction in classroom to optimize focus interaction in two dimensions and construct the scientific reasonability of focus interaction,with a result in creating real teacher-student communication and improving the efficiency of teacher-student interaction in class.In terms of extension,teacher-student interaction is accompanied by focus interaction and non-focus interaction,mainly to focus on teacher-student interaction.In terms of internal extension,the interaction between teachers and students in class is mainly based on questions and answers.This study combines the two interaction organically.The thesis aims to find some problems and the causes of such problems of focus on question-answer interaction and situational conversation interaction through the methods of observation in class and interviews to some students or other ways.Finally,the thesis proposes some feasible suggestions,to a certain extent,hoping that teachers can have a deeper understanding of teacher-student interaction in class.Specifically,this article takes a non-governent primary school in Huizhou as an example by utilizing the focus interaction in the theory of drama through observation and interview to carry out a deep study on teachers and students of that school.Firstly,the thesis tries to observe teachers and students in Grade 3 and Grade 4 according to the classroom observation scales.The thesis finds that there are two aspects with distortion which are focus interaction involvement and the accessibility.On the one hand,the distortion of the question-answer interaction exists.For example,misinterpretation,the transition in question-answer interaction,and teacher's lack of polite classroom etiquette,teacher's limited choice of interactive objects,focus interaction between teachers and students incontinuous and so on.On the other hand,the distortion in situational conversation interaction appears.For example,if the subject takes part in the class overwhelmly,some problems are not noticed,such as situation interaction shallow and little situational involvement,etc.Secondly,the thesis hopes to explore the reasons why the interaction between teachers and students in primary school Chinese class is distorted with the beginning of the two aspects of involvement and accessibility.One is the influence of the involvement such as class culture,familiarity,and the resriction in the instrumental and contextual regulation of educational activities.The other is in terms of the accessibility,such as the influence of educational ideas,the command on question and answer processes,social relations and limit of teaching time.Finally,the thesis put forward the strategy of optimizing the focus interaction between teachers and students in primary school Chinese classroom from dredging the accessibility and preserving the reasonable involvement.