Exploration Of Classroom Teacher-student Interaction Methods In The Senior Secondary Language "Critical Reading And Expression" Learning Task Group

In the framework of the Learning Task Group,senior secondary school language teaching has attracted much attention,and effective teacher-student interaction in the classroom teaching of the Learning Task Group on "Critical Reading and Expression" is an important initiative to improve the efficiency and quality of language classrooms,promote students' thinking development and cultivate their core language skills.However,in frontline teaching,there is still the phenomenon that knowledge is more important than thinking,skills are more important than literacy,which makes the classroom teacher-student interaction in the "Critical Reading and Expression" learning task group to be programmed,monopolized,and the content of the interaction homogenized.The full text consists of four parts.The first part,an overview of theories related to learning task clusters and teacher-student interaction.First,the characteristics of the learning task group and the learning objectives and content of the "Critical Reading and Expression" learning task group,its unique status,and the structure of the materials are clarified.Second,the meaning of teacher-student interaction in language classrooms is defined and the characteristics of teacher-student interaction in language classrooms are proposed.In the second part,teacher interviews and student questionnaires were used to find out the current situation of teacher-student interaction in classrooms of the "Critical Reading and Expression" learning task group in senior secondary schools,and to explore the reasons for this situation,so as to provide the basis and direction for the next step in exploring the method of teacher-student interaction in the "Critical Reading and Expression" learning task group.In the third part,the classroom teacher-student interaction methods of the "Critical Reading and Expression" learning task group are explored from the perspectives of both critical reading and critical expression,in conjunction with the textbook prepared by the Ministry.Critical reading is elaborated in terms of the diversity of teacher-student interaction methods and content,and critical expression is elaborated in terms of the process of teacher-student interaction in debate teaching.The fourth part,based on the speculative reading and expression of learning task group teacher-student interaction and evaluation.In the concrete class case,the teacher-student interaction method of the speculative reading and expressing learning task group in the Chinese classroom is displayed,and the feasibility of the inquiry method is reflected in a more intuitive form.Learning and mastering the classroom teacher-student interaction method of speculative reading and expressing learning task group is an important content for front-line teachers to carry out new curriculum standard,new ideas and new methods.Based on the combination of theoretical inquiry and classroom practice,this paper tries to find out the concrete methods of the interaction between students and students in the Chinese class,hoping to provide the effective method for the front-line teachers to carry out the teaching of the learning task group,and to promote the students' thinking core accomplishment in the process of teacher-student interaction.