Research On The Interactive Strategies Of Synchronous Classroom Teaching In Junior High School English

At present,education equity is the main problem in the development of education in China.Due to the characteristics of video and audio synchronous transmission and multiple real-time interaction,synchronous classroom provides an important way to realize the sharing of high-quality education resources and promote the balanced development of urban and rural education.However,through the analysis of synchronous classroom teaching cases and observation of synchronous classroom teaching,it is found that the current synchronous classroom teaching has a series of problems to be solved,such as insufficient communication between the main and auxiliary teachers,low frequency of teaching interaction,the main teacher can’t give equal attention to both ends of the students,and the auxiliary teacher do not know own responsibilities.Therefore,in order to effectively solve the problem of synchronous classroom teaching interaction and improve the interactive effect of synchronous classroom teaching,this study takes junior high school English as an example to provide reference for the effective development of synchronous classroom in China.First of all,by using the methods of literature research,case study and investigation,this paper summarizes the existing problems in the current junior high school English synchronous classroom in teacher-teacher interaction,teacher-student interaction and student-student interaction,by combing the relevant literature of synchronous classroom teaching interaction,analyzing synchronous classroom English teaching cases and interviewing front-line English teachers in synchronous classroom.Secondly,by combing the relevant literature on the influencing factors of teaching interaction,combined with the essential characteristics of synchronous classroom,the subject characteristics of junior high school English and the problems of synchronous classroom English teaching interaction,this paper summarizes the factors influencing the interactive effect of junior high school English synchronous classroom teaching.Thirdly,based on the influencing factors of junior high school English synchronous classroom teaching interaction effect,aiming at the problem of synchronous classroom English teaching interaction,according to the synergy theory,activity theory and second language acquisition theory,this paper preliminarily puts forward the junior high school English synchronous classroom teaching interaction strategies: collaborative lesson preparation strategy,collaborative teaching strategy,collaborative evaluation strategy,collaborative reflection strategy,activity organization strategy,questioning strategy,cooperation and competition strategy and emotional communication strategy.Finally,according to the preliminary interactive strategies of junior high school English synchronous classroom teaching,this paper takes Mr.Sun,the main teacher of C school in Changchun City,Jilin Province,Mr.Li,the auxiliary teacher of D school in Changchun City,Jilin Province,and the eighth-grade students taught by two teachers as the research objects to carry out the design-based research.Based on the synchronous classroom English teaching interaction analysis framework and the synchronous classroom interaction analysis coding system,this paper analyzes the effect of teaching interaction strategies from the following dimensions:whether the main and auxiliary teachers’ collaborative teaching is tacit,whether the forms of teacher-student interaction are diverse and effective,whether the main teacher can give consideration to both ends of the students,and whether the forms of student-student interaction are effective and diverse.After several rounds of iteration,optimize the junior high school English synchronous classroom teaching interactive strategies.The research shows that the interactive strategies of junior high school English synchronous classroom teaching can enhance the collaborative consciousness of the main and auxiliary teachers,and improve the collaborative teaching ability of the main and auxiliary teachers.At the same time,under the guidance of junior high school English synchronous classroom teaching interaction strategies,the main and auxiliary teachers can organize a variety of effective teacher-student and student-student interaction activities,such as teacher question and student answer,student show and teacher evaluation,group discussion,role play,presentation and mutual evaluation,etc.,which can effectively improve students’ enthusiasm and initiative to participate in classroom activities and promote students’ meaning construction and deep learning.