Research On Teacher-student Verbal Interaction In High-quality Classroom Of Living Chinese In Lower Grades Of Mentally Retarded School

Deepening classroom reform is an important measure to improve the quality of special education,and improving classroom quality is the core task of China’s special education curriculum reform.Excellent courses embody the educational wisdom of front-line educators and the most advanced state of current classroom teaching concepts.Through analyzing the characteristics of high-quality courses,we can better grasp the dynamics of current curriculum reform,thereby better guiding teachers’ teaching and improving classroom teaching quality.The interaction between teachers and students in the classroom is mainly verbal.The cognitive limitations and language development delays of lower grades students in mental retardation schools can stimulate their interest in learning,inspire their thinking,guide their thinking,and promote their ability development.As a basic course offered by schools for the mentally retarded,the subject of living Chinese undertakes the arduous task of cultivating students’ language development.Therefore,exploring the characteristics of teacher-student language interaction in high-quality classroom of living Chinese in lower grades of mentally retarded school has become a necessary research topic.The study selected 15 high-quality life Chinese courses for lower grades on the public service platform of "One Teacher,One Excellent Course,One Lesson,One Famous Teacher",a national educational resource,analyzes the overall characteristics of teacher-student verbal interaction in high-quality living Chinese classes for lower grades of mentally retarded school students and the characteristics of teacher-student verbal interaction in different grades with the help of i FIAS,including classroom structure,teaching style,emotional atmosphere,teacher questioning language Conduct quantitative analysis on five dimensions such as student speech,and conduct qualitative analysis through interviews with living Chinese teachers of mentally retarded students with senior professional titles to supplement and explain the quantitative research and increase the reliability of research conclusions.The research conclusions of this study are as follows: First,the overall research conclusion of teacher-student verbal interaction in the lower grade living Chinese classroom of mentally retarded schools: In terms of classroom structure: in terms of teacher language and student language,the guidance of teacher language is the main factor,and classroom silence is mainly beneficial to teaching,with teacher manipulation techniques more than student manipulation techniques;In terms of teacher’s style: teachers have a direct impact on their style,mainly focusing on teaching and instruction;In terms of emotional atmosphere:teachers pay attention to encouragement and praise,and the relationship between teachers and students is harmonious;In terms of teachers’ questioning language: teachers often ask closed questions,the question and answer mode is mainly based on training mode;In terms of students’ speech characteristics: students’ speech is mainly passive response,with weak active ability and almost no peer discussion.Secondly,research Conclusion on teacher-student verbal interaction in different grades of living Chinese classroom in school for mental retardation: In terms of classroom structure: in terms of teacher language and student language,as age increases,the teacher language ratio gradually decreases,while the student language ratio gradually increases.In terms of classroom silence,first grade does not contribute to the most confusion in teaching,third grade contributes to the most silence in teaching,and in terms of technology use,as grade increases,Teachers’ manipulation techniques have a downward trend,while the proportion of students’ manipulation techniques has gradually increased;In terms of teaching style: as the age increases,the direct impact of teachers on students is becoming smaller and smaller;In terms of emotional atmosphere: the interactive emotional atmosphere between teachers and students in grade one is relatively dull;In terms of teacher questioning language: teacher questioning and open questions gradually increase with grade,while closed questions gradually decrease with grade.In terms of teacher-student question and answer mode,the ratio of "question and answer mode" in third grade is the lowest;In terms of students’ speech characteristics: in terms of students’ passive response,with the increase of grade,students’ passive response gradually decreases;In terms of students’ active response,third grade students’ active response is the best;In terms of students’ initiative in asking questions,as the grade increases,students’ initiative becomes better and better;In terms of discussing with peers,there is no difference between grades 1,2and 3,and there is almost no student student interaction.The research recommendations are as follows: Optimizing classroom speech structure and establishing a new type of teacher-student relationship;Switch speech styles to suit students’ cognitive characteristics;Diversified feedback language to create a good classroom atmosphere;Improve effective classroom questioning and promote the quality of teacher and student questions and answers;Mobilize students’ initiative in speaking and guide students’ speech output.