Multimedia Assisted Junior High School English Teaching, The Classroom Teacher-student Interaction

With the Computer-Assisted Instruction (CAI)coming into classroom, it brings great changes not only to teacher-student interaction but also to the teachers' roles. Studying teacher-student interaction and the reorientation for English teachers in CAI English class is of significance both in theory and in practice for guiding multimedia teaching and improving the quality of English teaching in Junior High School.Referencing on the theory of previous research on teacher-student interaction, the author tries to analyze the present situation of teacher-student interaction in CAI English class in Shenzhen No.A Middle School by using questionnaire, interview, and observation from five aspects: teacher-student speech interaction, non-speech interaction, reorientation for English teachers, the types and the object difference of teacher-student interaction. Through statistical analysis, the author comes to the conclusions that the teacher gives the same opportunities to all students and tends to be fair and guiding in speech interaction. On the other hand, there are some varieties in scope and form in non-speech interaction. Besides, the main types of interaction in CAI are still teacher-class and teacher-individual student interaction.The study shows that there are still some problems existing in teacher-student interaction in CAI English class. They are the lack of emotional exchange, the absence of teacher-group interaction, the unawareness of the teachers' interactive teaching ideas and the uncertain reorientation for English teachers. At the end of the paper, the author puts forward some suggestions to improve the present situation from the following five aspects: students first, more teacher-group interactive activities and emotional exchange, the building up of the teachers' interactive teaching belief, better consciousness of life education as well as reorientation for English teachers. The author points out English teachers should be guiders, facilitators, researchers and learners.