Research On The Current Situation And Optimization Of Teacher-student Interaction In Upper Elementary Chinese Classroom Of Primary School B In Baotou

In the Outline of Curriculum Reform of Elementary Education,raises that teachers should be proactive in interacting with students and improve together with students in the teaching procedures,deal with the relationship between teaching and developing capacity,emphasize to develop students' independence and autonomy,lead students to challenge?research?inquiry,learning by doing.Since then,"teacher-student communication" and "student-centered" classroom communication model has attracted much attention,"teacherstudent interaction" has also become an important democratic classroom teaching behavior widely advocated.The observation tools for this study is the “Classroom Assessment Scoring System”(CLASS),and supplemented by the interview method,to evaluate the teacher-student interaction behavior of five Chinese teachers in grade 5 and grade 6 of Primary School B in Baotou in four months for four rounds,according to the "CLASS Operation Evaluation Standard",and combined the interview records of five teachers.This research took primary school B for instance to dissect the current status of teacher-student interaction in upper elementary Chinese classroom,aims to truly exert the subjectivity of students and improve the validity of teacher-student interaction.The study found that the level of teacher-student interaction in the upper elementary Chinese classroom at medium-high level,but there are still some problems: the teachers' idea of teacher-student interaction is disconnected from the actual actions,there is emotional distance between teacher-student interaction,teacherstudent interaction methods are simple,lack deeply inquiry into the problem in the interaction,and students are less engaged during the interaction.Through analysis,found that the main reasons for the above problems are as follows: deep-rooted traditional teaching ideas of teachers,low attentions to students by teachers,lack of teacher-student interaction skills,Chinese classroom teaching was shallow and fragmented;students don't have a strong sense of interactive autonomy,and the classroom interaction ability is insufficient.For the above problems,recommends suggestions as below: teachers should update the concept of interaction,regard students as knowledge builders,pay attention to students,pour care,flexibly and diversely use interactive methods,construct the gradient and level of language interactive inquiry,and cultivate students' interaction;students should exert their sense of subjectivity,actively participate in interaction,accumulate language experience,and improve interactive ability;schools should establish a comprehensive and diverse evaluation system for teaching activities from the perspective of application and development,and cultivate and develop the classroom interaction skills of Chinese teachers.