An Empirical Study Of Verbal Interaction Between Teachers And Students In Primary School Chinese Classroom Based On The Improved Flanders Interaction Analysis System

The most critical behavior in classroom teaching is the verbal interaction.The basic education reform attaches importance to the value of the verbal interaction between teachers and students in the classroom.However,there are not many empirical studies of the verbal interaction between teachers and students in elementary school Chinese classrooms.The current situation of educational practice is worrying.In order to enrich the teacher-student verbal interaction theory in classroom teaching and improve the quality of teacher-student verbal interaction,it is of great significance to conduct empirical research on the teacher-student verbal interaction in elementary school Chinese classroom.This research adopts classroom observation method,mathematical statistics method and case analysis method,etc.,and selects 5 teachers from the key S primary school in W city and 3 teachers from the non-key N primary school in W city as the research objects.Observation and video recording,a total of 8 effective sample videos were obtained,using the improved Flanders interactive analysis system as the main research tool,according to the system coding indicators and rules,the corresponding coding of classroom teaching behaviors was assigned every three seconds.Through systematic data processing methods,namely matrix analysis method,interactive variable analysis method and dynamic curve analysis method,the coding results are quantitatively analyzed.At the same time,the typical teaching part in the classroom record is used for qualitative analysis to discuss the language of teachers and students in primary school Chinese classroom teaching The overall situation of verbal interaction and the differences in the verbal interaction between teachers and students in the primary school Chinese classroom under four dimensions of different grades,different course types,different teaching ages(novice and expert teachers),and different school attributes(key and non-key schools)Through the combination of quantitative and qualitative research,we can comprehensively understand the situation of the teacher-student verbal interaction in the primary school Chinese classroom and put forward suggestions and countermeasures.Through the analysis of the combination of quantity and quality,it is found that the teacher-student verbal interaction in the primary school Chinese classroom generally presents the following situations: First,the teacher accepts less emotions,and the empathy ability needs to be established and improved.Second,the teacher does not ask deep questions in the classroom and needs to respond to the questions effectively and diversified.Third,teachers should give priority to lectures,and the quality of interaction needs to be advanced from the shallower to the deeper.Fourth,students are passive in learning,and the creative spirit needs to be guided and cultivated.Fifth,teachers have more direct influence,and students' inner consciousness needs to be paid attention to.Sixth,the control of the teaching media is single,and the teaching media needs to keep pace with the times.Secondly,use systematic data processing methods to analyze for the differences of the classroom style,emotional atmosphere of classroom teaching,teacher's classroom questioning types,classroom speech structure,teachers' teaching styles and tendencies,and dynamic curve characteristics of teachers of different grades,different course types,different teaching ages(novice and expert teachers),and different school attributes(key and non-key schools).It is found that: First,the difference in grade level has an impact on the quality of teacher-student verbal interaction in the classroom,and it is important for teachers to cultivate students to form good behavior habits.Second,the difference in the types of courses has a greater impact on the quality of the teacher-student verbal interaction in the classroom,teachers who teach new texts show good teacher-student verbal interaction behavior in the classroom.Third,the difference between novice teachers and expert teachers has an impact on the quality of the teacher-student verbal interaction in the classroom,and expert teachers show more teacher-student verbal interaction behavior in the classroom.Fourth,the difference of school attributes has little effect on the quality of the teacher-student verbal interaction in the classroom,The key lies in the teacher's professionalism and the cultivation of students' good behavior and habits.Based on the above conclusions,in order to improve the quality of teacher-student verbal interaction in elementary school Chinese classrooms,this research puts forward the following suggestions: First,strengthen the empathy ability to accept emotion.Second,enrich indirect speech of praise and encouragement.Third,increase the problem of classroom teaching depth.Fourth,cultivate the art of questioning and inquiry.Fifth,create a harmonious emotional atmosphere.Sixth,highlight the dominant position of the student group.Seventh,promote the development of effective classroom activities.Eighth,make full use of modern multimedia resources.This research uses the improved Flanders interaction analysis system to evaluate the verbal interaction between teachers and students in elementary school Chinese classrooms.It enriches the theoretical research on teacher-student verbal interaction in classroom teaching,and expands the empirical research on the Flanders interaction analysis system.On the other hand,it is also of great significance to mobilize students' learning enthusiasm,improve teacher-student interaction,and promote the professional growth of primary school Chinese teachers.