Research On Teacher-Student Interaction In Junior Middle School Chinese Class Based On IFIAS

In junior high school Chinese classroom teaching,good teacher-student interaction is conducive to the spread of knowledge and communication between teachers and students.Teacher student interaction is an important part of the teaching process,which embodies the teacher's teaching attitude,teaching wisdom and teaching philosophy.At the same time,it is the link between teachers and students in the classroom.The teacher-student interaction is mediated by language,which accounts for a large proportion of teacher-student interaction.Language behavior even affects the effect and quality of classroom teaching.The improved Flanders interaction analysis system can conduct effective empirical research on teacher-student interaction.This study uses the improved Flanders interactive analysis system as the research tool,and takes six junior high school Chinese classes from grade one to grade three in the city,county and township as the research object.According to the coding method of the improved Flanders interactive analysis system,the auxiliary program of the improved Flanders interactive analysis system is used to analyze,process and obtain the coding data This paper analyzes the six Chinese teachers' interactive style of classroom teaching and teachers' teaching,classroom emotional interactive atmosphere,students' interactive behavior,classroom questioning interactive behavior,discusses the advantages and disadvantages of teacher-student interaction in junior middle school Chinese classroom,and uses the interview method to interview teachers and students,summarizes the reasons,and finally puts forward some improvement suggestions and measures,in order to serve as a front-line teacher And later scholars learn and think about it.Through the research,it is found that the teacher-student interaction in junior high school Chinese classroom has the following advantages:(1)the types of teachers' classroom questioning are mostly open;(2)county and city level teachers try to apply the new teaching methods in the classroom;(3)teachers give students thinking time in the classroom.However,there are also some problems:(1)the lack of language and single form of teacher's incentive oral evaluation leads to poor classroom emotional interaction atmosphere;(2)the village level middle school teachers do not understand the psychological state of junior middle school students and the teaching form is single;(3)the role of teachers in the classroom tends to be the controller,and the classroom structure presents the situation of "teacher as the main body and knowledge as the goal";(4)the students are the main body We should give priority to passive response,and cooperation space needs to be further developed;(5)teachers should intervene in students' thinking and practice in the period of useful silence;(6)the disadvantages of poor use of multimedia technology in Chinese teaching class need to be improved.In order to explore the causes of the problem,the author interviewed 10 junior high school Chinese teachers and 15 junior high school students,and summed up the following reasons: from the perspective of Chinese teachers,it can be found that the discipline quality of Chinese teachers and the degree of concern for students affect the interaction between teachers and students,and the poor management of classroom discipline still affects the interaction between teachers and students in villages and towns.From the perspective of students,it is found that middle school students' dependence,self-efficacy and shyness affect their initiative to ask questions in class.According to the above research results,this study puts forward six improvement measures,which are to update the concept of Chinese teaching,pay attention to the cultivation of classroom teacher-student interaction;improve teachers' evaluation speech,form a classroom incentive evaluation mechanism;pay attention to classroom questioning methods,design questioning gradient and type;cultivate students' question awareness,encourage students to ask questions in class;do a good job in technical training between schools and teachers,We should pay attention to the construction of rural teachers and promote the balance of urban and rural education resources.