A Study On The Speech Interaction Between Teachers And Students In Junior Chinese Class

Classroom teaching activities are mainly conducted in the form of speech.The way and efficiency of speech interaction between teachers and students affect the quality of Chinese classroom teaching in junior high school.This thesis uses the improved Flanders Interactive Analysis System(iFIAS)to study the speech interaction between teachers and students in junior middle school Chinese classroom from five aspects:classroom teaching structure,teachers and students' classroom emotional atmosphere,teachers'control tendency and style,teachers' classroom questions,and students' classroom speech characteristics.The main content of this paper includes six parts:the introduction,chapter I to IV,and the conclusion.The main content of the introduction includes the object and significance of the study,the current situation of the study,the ideas and methods of the study,etc.In the first chapter,the basic situation of the improved Flanders Interactive Analysis System(iFIAS)and the selected cases are introduced firstly,and then a typical case is selected as the research example to show how to use the system to code and analyze the speech interaction between teachers and students in class.In the second chapter,based on the data statistics of the speech acts of teachers and students in all cases,the author explores the characteristics of the speech interaction between teachers and students in junior middle school Chinese class as a whole.The results show that teachers are good at actively strengthening students and harmonizing the classroom atmosphere as a whole;teachers and students' question and answer model tends to innovate the inquiry model,which is conducive to promoting students' in-depth thinking Improve learning enthusiasm.However,in general,there are some problems such as teachers tend to control the classroom directly,the high rate of closed questions,no students' active questioning behavior,and the concentration of students participating in the interaction.The third chapter analyzes the differences between teachers and students' speech interaction behavior characteristics from four dimensions:Teachers' different gender and teaching age,different classes,different literary genres.The results show that:first,classroom teaching structure is mainly affected by teachers' gender,teaching age and literary genre,while different classes have little influence.When the teacher is male,the teaching age is less than 5 years or more than 20 years,and the teaching content is modern poetry,the teacher's speech rate is relatively high.Second,when the teacher is female,the teaching age is older or the teaching text is modern novel,the emotional atmosphere between the teacher and the students is more harmonious and the relationship is more harmonious;when the teacher is male or the teaching age is less than 5 years,there is a gap between the communication between teachers and students.Thirdly,male teachers tend to control the classroom indirectly by asking questions and adopting students' opinions;female teachers tend to control the classroom directly by teaching or instruction.Fourth,the rate of open questions in ancient poetry class is higher than that in modern poetry class.Fifth,there are obvious differences in the response of different students in the class;when the teacher is female and the teaching text is modern prose or novel,the rate of students' active response speech behavior is higher;when the teacher is male,the teaching age is more than 10 years but less than 20 years or the literary genre is modern poetry,the rate of students' active response speech is lower.Based on the above research results,the fourth chapter puts forward suggestions to improve the language interaction between teachers and students in junior middle school Chinese classroom from the perspectives of changing teachers' classroom control mode,improving the effectiveness of classroom questioning,Optimizing Teachers' evaluation language,and cultivating students' problem awareness.The conclusion part summarizes the main results of this study,at the same time,reflects on the shortcomings of the study,and points out the direction of further research in the future.