A Study Of Effectiveness For Teacher-student Interactions In Chinese Class At School Of Primary Grades For Mental Retardation

The phenomenon of "teacher-student interaction" in living Chinese classrooms reflects the level of teaching-design.Based on the status of teacher-student interaction in living Chinese classrooms in school of primary grades for mental retardation and the perspective of teaching design,it is particularly important to improve the effect of teacher-student interaction and the teaching efficiency in the classroom.Teacher-student interaction is the core of the effectiveness of classroom teaching.It has effectiveness for exploring the strategy for teacher-student interaction by ways of knowing the situation of teacher-student interaction and exploring the factors of this,which is aiming at improving the availability of teaching.This research will focus on these problems.Therefore,this research will focus on the status and main problems in the interaction between teachers and students in the primary grades living Chinese class.Explore the influencing factors from the perspective of teaching designing.This study draws the following conclusions through classroom observation and assessment,teacher interviews,and questionnaires:(1)there is a large gap in the academic level of students in the same class.Teachers have difficulty in interacting with autistic students.(2)The biggest gap between teachers is teaching age,which directly or indirectly affects the accumulation of teacher experience.(3)The teacher is the leader of the interaction between the teacher and the student in the classroom.The status of the teacher-student interaction reflects the level of the designing of teaching.(4)In teacher-student interactions,most of this are learning-related communication,with teaching materials as the main line.(5)"Teacher Question and Answer" is the main interaction method,which is single form,mainly based on the "result questions" of the teacher.Suggestions: When teachers design teaching plans,the problem design should be in accordance with "learning situation" and "method",the process design should be vivid,facing classroom problems stable and intelligent.