Analysis Of The Interactive Behavior Between Teachers And Students In The "quality Class" Of Compulsory Chinese Education In Deaf School

In the context of the current educational reform,we pay attention to the interaction between teachers and students in the classroom,in the classroom,teachers should form positive interaction with students,so that students can exist as the main body of learning in the classroom,which plays a significant role in understanding the factors affecting the effectiveness of teacher-student interaction,and then propose strategies to improve teacher-student interaction.Based on the eight high-quality Chinese class videos in the compulsory education stage of deaf schools,this study uses the improved Flanders interaction analysis system as a tool to consider the characteristics of deaf students’ speech behavior,and studies the characteristics of teacher-student interaction in deaf schools in the compulsory education stage through matrix analysis and curve analysis,so as to enrich the theoretical research system of teacher-student interaction,and then provide reasonable suggestions for improving the professional level of teachers in deaf schools.Through relevant research,we have come to the following conclusions:(1)teachers have rich speech behavior,but deaf students’ speech behavior is single(2)teachers teach to adapt to deaf students’ cognitive ability,but the control is strong,and the generative nature is weak;(3)the teaching is orderly,there is little or little silence and confusion,but students are not given time to think fully(4)the use of multimedia is high,but it is not deeply integrated with the teaching content(5)the speech behavior directly affected by teachers accounts for a relatively large proportion(6)teachers mainly ask closed-ended questions.Lack of open-ended questions:(7)teachers’ responses are mainly direct responses,supplemented by indirect responses,(8)deaf students’ verbal responses,and passive behaviors are the mainstay,(9)teacher-student verbal interaction is based on the combination of sign language and oral language,accounting for a large proportion.Based on this,the language classroom of deaf schools in the compulsory education stage should:(1)innovate the educational concept of deaf schools and accurately position the roles of teachers and students(2)appropriately reduce teachers’ classroom control according to the content taught by deaf schools(3)follow the cognitive laws of deaf students,and promote the development of deaf students’ ability(4)increase classroom thinking time and consolidate classroom teaching content(5)make full use of technical means to promote in-depth understanding of deaf students(6)appropriately open questions and develop thinking skills(7)adhere to the combination of oral and sign language,Improve the development of trilingual ability(8)Teachers give timely feedback and pay attention to students’ emotional acceptance.