The Analysis Of Teaching Interaction In Primary High Quality Class Based On The Sequences Of Behavior And Dialogue Structure ——A Case Study Of H Primary School In Shanghai

Classroom teaching is the core of school education.With the introduction of "double reduction" policy,the construction of higher quality classroom teaching has become the key to improve the quality of school teaching.As an important part of teaching activities,teacher-student interaction affects the effectiveness of teaching.Effective teacher-student interaction can promote students’ deep learning and improve the quality of classroom teaching.In previous quantitative studies,the evaluation of the effect of teacher-student interaction is mainly based on the frequency of the occurrence of teacher-student interaction behavior,and the quality of teacher-student interaction is reflected by coding and statistics of the behavior.However,the research content of frequency only is too single,and ignores the sequence orientation between behaviors,which is of little help to improve the effectiveness of teaching.Therefore,this study shifted to a new perspective,focusing on the behavior sequence of teacher-student interaction rather than the frequency statistics of split behaviors.Based on this,this study took five high-quality Chinese classroom videos of H Primary School in Shanghai as samples.Firstly,iFIAS（Improved Flanders Interaction Analysis System）was used to encode the speech behaviors of teachers and students in the five high-quality classes.With the help of GSEQ software,the significance Analysis of the encoded behavior sequences is carried out by using Lag behavior sequence Analysis（LSA）technology.Based on the theory of significant behavior sequences and IRF dialogue structure（HP-RESPONse-feedback,IRF）,this study summarizes three basic interaction structures in primary School Chinese classroom,namely,non-feedback interaction,authoritative interaction and generative interaction.In combination with significance analysis and Flanders analysis results,the characteristics of teacher-student interaction are summarized,such as authoritative interaction in low level class,generative interaction in middle and high-level class,closed questioning in teachers’ questions,and technology begins to play a role in teacher-student interaction but is mostly manipulated by teachers.Finally,this study proposes strategies for improving the effectiveness of teacher-student interaction in primary School Chinese teaching classroom,such as teachers raising more open questions,reducing prescriptive and lecturing discourse,and classroom interaction mainly focusing on generative interaction,etc.,to provide references and suggestions for the construction of high-quality classroom.