Current Situation And Strategy Research Of Language Interaction Between Teachers And Students In Primary Chinese Reading Classroom Teaching

With the advancement of the new curriculum reform,classroom teaching has gradually transformed from a single teaching method of teachers to a model of independent learning for students.Coupled with the updating of teaching tools and methods in the classroom,the verbal interaction between teachers and students in the classroom has also been gradually transformed.The Outline of Basic Education Curriculum Reform(Trial)issued by the Ministry of Education in 2001 clearly put forward that "teachers should actively interact with students and develop together in the teaching process,handle the relationship between imparting knowledge and cultivating ability,and promote students to learn actively and individually under the guidance of teachers".Zhong Qiquan,Cui Yunguo,Zhang Hua,Ed.Interpretation of the Outline of Basic Education Curriculum Reform(Trial)for the revitalization of the Chinese Nation and the development of each Student [M].Shanghai: East China Normal University Press,2001,23.Moreover,effective verbal interaction between teachers and students can not only stimulate students’ interest and cultivate students’ thinking,but also promote students’ ability to explore problems.Based on this,this paper takes verbal interaction between teachers and students in primary school Chinese reading classroom teaching as the research object,adopts classroom observation method,Delphi method,interview method and literature method to study the current situation of verbal interaction between teachers and students in primary school Chinese reading classroom teaching,and finds out the positive effects and existing problems of verbal interaction between teachers and students in primary school Chinese reading classroom teaching.The causes of the existing problems are analyzed and the corresponding improvement strategies are put forward.This paper is divided into six parts.The first part is the introduction,which expounds the origin and problems of the research,the purpose and significance of the research,the research status at home and abroad,the research ideas and research methods.The second part defines the concept of language interaction between teachers and students in primary school Chinese reading classroom teaching and analyzes related theories.In the third part,the author uses the three-in-one method of classroom observation scale,reading teaching video and teacher interview proposed by experts,and uses the NVIVO research tool to reflect the current situation of teacher-student verbal interaction in primary school Chinese reading classroom teaching.The fourth part,according to the survey of reading teaching videos,has positive effects on learning interest,reading style and frequent interaction between teachers and students.However,there are still some problems in the aspects of teachers’ insufficient understanding of teacher-student verbal interaction in reading teaching,teachers’ questioning content and form need to be improved,teachers’ evaluation method is single and students’ classroom status is different.The fifth part analyzes the reasons from two dimensions of teachers’ professional quality and students’ subjective consciousness according to the questions raised.The sixth part puts forward the optimization strategy from two aspects of teachers and students.For teachers,we should optimize the structure of interaction between teachers and students,improve teachers’ teaching concept;Pay attention to teaching methods,improve the quality of teachers;Improve the evaluation method,strengthen the development of students’ thinking to optimize.For students,from strengthening students’ subject consciousness,improve students’ subjectivity;Strengthen the problem consciousness,promote the development of students’ thinking;In order to improve the interaction between teachers and students in primary school Chinese reading classroom teaching and promote the efficient implementation of classroom teaching,it is necessary to enhance students’ subjective consciousness and verbal expression ability.Through the research of this paper,the theoretical basis of teacher-student verbal interaction in primary school Chinese reading classroom teaching is further enriched,while helping primary school Chinese teachers to understand verbal interaction,improve the process of teacher-student verbal interaction in primary school reading classroom teaching,and further improve teachers’ teaching ability and students’ reading and thinking ability.