High School Effectiveness Research Language Classroom Interaction Between Teachers And Students

As the New Curriculum Reform is spreading vigorously, higher requirements are urged onthe interaction between teachers and students in the classroom teaching, attaching much moreimportance to the equal dialogue, communication, participation and interaction betweenteachers and students. Promoted by the New Curriculum Reform, great changes on theinteraction have taken place in high school Chinese classroom teaching. Teachers pay moreattention to the students’ feeling and experiences, giving the proper directions and guidance,and value more than ever the part encouragement and praise play as well as the employment ofinteractive approaches such as free discussions and team work. These improvements haveresulted in some remarkable achievements of the new curriculum reform and the rapiddevelopment of the teachers, but in actual teaching or auditing lectures there always exists suchan phenomenon that some lectures turn out successfully while some extremely dull. It set methinking. Are the teachers’ constant questioning and the students frequent answering effectiveinteractions? Do the questions raised by the teachers aim to finish the teaching design or tocultivate the students’ thinking quality? Are the heated discussions or working in groupseffective interaction? By observing classes, I’ve found a lot of problems have arisen in the highschool Chinese teaching: the interactive mode is quite simple; the teachers take the initiative ofthe lessons; teachers’ speaking replaces the students’ experiences; the cultivation of students’thinking quality is ignored, so is the generating of interaction. These problems influence theefficiency of classroom interacting activities as well as the effectiveness of Chinese teaching,based on which researches were made.Guided by the theories of Constructivism, Dialogue Teaching and Cooperative Learning,this article shows that the interaction is a procedure of self-construction learning of the studentswith the teachers’ organizing, leading and promoting, in which students and teachers are bothparticipants, and the activities are two-way and mutual with varieties of approaches.Referring to the previous research done and using documentary method, observationmethod and questionnaire method, I made research on eight classes chosen from Senior Oneand Senior Two (four classes each grade) of two high schools in Jinan. I found someimprovements made in the interaction in the high school Chinese teaching, but many problems remain to be settled as follows: the great differences of interaction between the teachers,inadequate preparation, questions preferred to the cultivation of thinking quality, imbalance inthe interaction between teachers and students, the lack of necessary recollection and reflectionafter the interaction. The research shows that teachers’ poor insight of interaction, ignorance ofnon-language factors, less deep understanding of the text and indifference of students’subjectivity contribute to the low-efficiency or even ineffectiveness of the classroom interactionbetween the teachers and the students.To achieve the teaching model of Independence, Cooperation and exploration, teachersmust make the classroom interaction effective. The effective interaction can motivate theparticipation of the activities and arouse students’ interest in learning Chinese. As long as theteachers value the students’ subjectivity, students can gain the best experiences and meantimeteachers can achieve the happiness of the career. As one of the researcher into the effectiveclassroom interaction, I put forward the coping strategies as follows: teachers’ professionalquality and humanistic quality should be improved; relaxing democratic and harmoniousatmosphere should be created in class; teachers should be strongly aware of texts referred,questions designed and students’ subjectivity. I hope these will help improve the effectivenessof the high school Chinese classroom interaction between teachers and students, making theChinese teaching efficient and effective.