Research Into Present Situation Of And Countermeasures For Teacher-student Interaction In Junior Middle School Classroom In Yan'an City

Under the background of a new round of basic education curriculum reform, much attention has been paid to the all-round development of students, the classroom being not only the place of spreading knowledge, but also endowed with more functions. Communication and interaction between teacher and student are getting more and more attention in class.In reference to the four aspects of interaction structure between teacher and student put forward by Li Juanpang, a professor of Department of Education, and Dr. Ye Zi at Beijing Normal University, and to the class rating system led by American Prof. Pianta and Prof. Hammer, in terms of the four aspects of the subject: the teacher-student interaction, the preparation of teacher-student interaction, the process of teacher-student interaction, and the result of teacher-student interaction, the author summarizes the evaluation principles of the effectiveness of the interaction between teacher and student. Based on the principles of evaluation, the author carries out the investigation and analysis of the present situation of teacher-student interaction.This research takes No. 1 Middle School of Baota District and Huangling Middle School in Yan'an City, Shaanxi Province as the research object, using observation method, questionnaire method and interview method to have a brief introduction of the existing problems in Yan'an middle school classroom interaction between teacher and student. In terms of the interaction subject, interaction between teacher and student is unequal, unfair, and one-way. In terms of interactive preparation, teacher and student all have positive understanding of interactive preparation, but in practice, they could not complete the process in adequate ways. In terms of interactive process, it lacks both enlightenment in interactive content and creativity in interactive ways, and is not safe enough to relax in interactive atmosphere. It also lacks emotional interaction in the classroom, and flexibility in classroom interaction. In terms of the interactive result, it lacks sustainability and generativity. Aiming at these problems, the author has carried on with system attribution analysis, and has found the influencing factors for teacher-student interaction in junior middle school classrooms, which can be summarized into four aspects: teacher factors, including the teacher's knowledge quality, ability quality(including interaction design, studying innovation ability, the skills of classroom management, ask and feedback ability), emotion and attitude(including giving and controlling emotion, teaching thought and attitude, personal traits). Student factors, including the student's group characteristics, the consciousness of interaction, interactive preparation, the ability of thinking and query, the ability of organizing and cooperating. The factor of courses, including the feature of the course, the amount and time arrangement of the course. The factor of classroom environment, including the “hardware environment”(space setting, hardware equipment) and “soft environment”(the build of classroom atmosphere, the relationship between teacher and student, teaching concept). Finally, the author, based on the problems and their relating factors, tentatively puts forward some strategies to improve the effect of teacher-student interaction: the strategy to optimize the teacher's interactive behavior, the strategy to optimize the student's interactive behavior, the strategy to optimize curriculum organization, and the strategy to optimize classroom environment.