The Study Of Interaction During Class With Learning Disabilities Students Of Junior High School

Education reform of China has been launched like a raging fire, compulsory education has been unprecedentedly developed, everyone enjoyed the opportunity of education, narrowing the distance between bad student and good student in the state, school district, school, class, and so each level is the key to the whole education reform, the process of education to ensure every child can achieve commensurate with their academic level of intelligence need longer and promote development. Students in the learning disabilities of all students occupies a large proportion of teachers who are most troublesome. Because poor academic performance, they are well received the teacher's concern, but also contempt or neglect. Therefore, it is necessary to analyze and research for student learning disabilities deeply.This study focuses on micro-level studies about the behavior of classroom interactions of learning disabilities students to launch a detailed and dynamic description and analysis, the use of language as a means of expression, to track the events in the process of change in the flow of time, therefore, this study used a qualitative research methods. In the natural and real classroom situations, in the use of observation, interview, physical analysis and so on, to collect the real and reliable information, trying to studies from the sociological perspective on the bad behavior of junior high school students to holistic study of classroom interaction, using of inductive analysis of data and theories of the formation, through interaction with the study of their behavior and to obtain an interpretative understanding of the construction of meaning. Full-text is divided into five parts:The first part, Introduction. The main issue that this study and research are proposed, the relevant research literature to sort out, analyze and determine their own research.The second part describes the academic life of class schedule and room location for junior school student learning disabilities.The third part, entering classroom context, from two aspects of teacher-student, student-student to observe and analyze adverse academic performance of junior high school's process in classroom interaction, through interviews and physical analysis further understanding of learning disability student's thinking , emotional response and behavior of their implied meaning. Teacher-student interaction behavior from the process in classroom rewards, process in classroom punishment, process in classroom questions, and process in classroom teachers to understand the expectations and analysis, summed up the features in the learning disabilities of the process in classroom interaction between students and teacher behavior. Interactions between behavior from cooperation, competition, coercion, conflict, understanding and analysis of four aspects, to get the interaction behavior features of learning disabilities student and good student in the class.The fourth part is the recommendations. For Bad academic performance of junior school classroom interaction, the feasibility of the proposals put forward: teaching in small classes, reasonable arrangements for learning disability student seating; rewards and punishments should be timely and appropriate; questions should be appropriate and expected to be high and low moderate; establishing cooperative learning groups; creating reasonable class competition.The fifth part, conclusion.