A Study On The Language Interaction Behavior Of Teachers And Students In University Classrooms From The Perspective Of Subject Culture

Nowadays,the emphasis on quality has become the contemporary proposition of higher education,according to the country's first quality report on higher education,which was released by the Ministry of Education on April 7,2016.As the main teaching place,the classroom reflects the teaching effect and presents the teaching problem.Therefore,the key to improving the quality of higher education lies in classroom teaching.Effective teacher-student interaction in classroom is the key to effective classroom teaching and the driving force for effective students learning.Especially,verbal behaviors are the main teaching behaviors in classroom teaching.Speech interaction has become the main teacher-student interaction method in the classroom,and it is also the main type of teacher-student interaction that educational researchers are most concerned about.For a long time,the study of speech interaction between teachers and students is mostly based on the teacher-student interaction in the classroom of primary and secondary schools at home and abroad.However,when it comes to different disciplines,the research of speech interaction between teachers and students involved with university classrooms is rare.Therefore,in order to understand the characteristics of speech interaction between teachers and students in the university classroom,this paper took the disciplinary cultures as the main theoretical framework,adopted Tony Becher's subject classification system,and selected two different disciplines-applied soft science and pure hard science.The research used mixed research method with improved Flanders interactive analysis systems.The researcher entered college classrooms to get the first-hand information to analyze the speech interaction features of university teachers and students in different disciplines,and provided an effective way to explore classroom teaching in colleges and universities.The specific implementation process of this study was to select twenty classes of S University for observation,including ten classes of pedagogical classes(as representatives of applied soft science)and ten classes of physics(as representatives of pure hard science).Using the improved Flanders interactive analysis system to encode and analyze audio recordings in the classroom,and qualitative analysis software NVivo 11 was used to organize the interview materials,providing sufficient quantitative and qualitative data for later analysis of the results.On the basis of the quantitative and qualitative data,the paper applied the four dimensions-classroom structure,emotional atmosphere,teaching style,and question and answer mode in the classroom-of the improved Flemish interactive analysis system to make a contrastive analysis of speech interaction between teachers and students in two kinds of disciplines-the soft science and pure hard science.In addition,through the case analysis of two types of disciplines,the characteristics of classroom-teacher interaction between teachers and students in the applied soft science and pure hard science were discussed.Compared with pure hard science,the applied soft science class teaching payed more attention to the students' verbal exposition.As a result,the language ratio of teachers was relatively low,and the classroom emotional atmosphere was more harmonious.Teachers tended to inspire students' learning motivation through indirect language.The question and answer mode was "innovative question and answer",teachers were more adept at asking open questions,and students' proactive response rates were also relatively high.In the pure hard science classroom,because teachers payed more attention to the lectures,they rarely discussed with students and communicate with students.They also emphasized factual knowledge such as principles,concepts,theorems,and formulas,and asked more closed questions.Student response rates were also lower.Through a detailed analysis of the teacher-student speech interactions in these two different disciplines,it was found that there were differences in the teacher-student interaction between the applied soft sciences and the pure hard sciences,as well as common features that lack interaction depth and less interaction between students and students.Based on this,this paper proposed some suggestions.Firstly,strengthen communication and learning among teachers of various disciplines via following the cultural characteristics of different disciplines.Secondly,teachers should proactively deepen their understandings of teaching knowledge,reflect teaching effects and regard teaching as scientific research to improve their own teaching abilities.Thirdly,universities should establish a reasonable incentive system and teaching team cooperation mechanism to increase teachers' time investment in teaching.