An Empirical Study On Teachers And Students' Classroom Interactive Speech Act For Chinese Class In Deaf Schools

In the context of the new curriculum reform,the teachers should learn to interact positively with the students,create a free inquiry classroom environment,encourage students to participate in classroom activities,cultivate students' innovative thinking,let the students become the master of the classroom.And it is not only for general education classroom teaching,but also for special education classroom teaching.Combined with the requirements of special education teachers' professional standards,the teachers should pay more attention to the autonomy of students' learning,establish a good teacher-student interaction,and learn to self-reflection at the same time,promote the development of their professional ability.Therefore,this study is based on the Chinese classroom teaching in deaf schools as the breakthrough point,to study the interaction between teachers and students.According to the opinion from American educator Flanders,the speech acts are mainly the classroom teaching activities,accounting for about 80%of the teaching behaviors.Based on this,this paper mainly discusses the characteristics and rules of speech acts' interactive,so that enrich the theoretical research system in this area,promoting the interaction between teachers and students,improve the professional level of teachers in deaf schools.Based on the previous literature review,it is found that the study for verbal interaction between teachers and students in the general school classroom teaching are abundant,but the deaf schools are lack.In the field of general education,the FIAS is a comparatively mature interactive analysis system for teachers and students' speech acts in classroom teaching,it is still an ideal tool to analyze and evaluate classroom teaching behavior and educational research in western educational circles.On the basis of previous studies,this study combined with the actual situation of Chinese classroom teaching speech act in the deaf schools to revise the FIAS,according to the learning characteristics of deaf students in Chinese classroom,add to the code of teacher prompt and student repeat.Simultaneously,considering the characteristics of speech acts of deaf students,encoding second times for each language,including the code of sign language/spoken language/written language.The study selected 9 deaf school' video from the Chinese subject teaching for evaluation and training activities at special education school in Hubei Province in 2015,utilize the revised FIAS,combined with the theory of Flanders interactive analysis system,study the verbal interaction of teachers and students in Chinese Classroom Teaching in Deaf Schools by Matrix Analysis/Curve Analysis/Verbal behavior interaction characteristics Analysis/Influence factors Analysis.In specific,the study research the characteristics and regularity of Chinese classroom teaching in the deaf school by the classroom teaching structure,teaching style,teachers'questioning skills,teachers' response skills,students verbal behavior characteristics,the stability of classroom behavior problems,teaching content cross section features,classroom behavior change characteristics,the factors of interaction between teachers and students,and verbal behavior characteristics.The first part of the article illustrates the research background,purpose and significance,the second part summarizes the domestic and foreign research results and trends of the verbal interaction between teachers and students in classroom teaching,the third part constructs the research design plan,the fourth part analyzes the characteristics and rules of deaf school Chinese classroom teaching verbal interaction between teachers and students,the fifth part puts forward the corresponding suggestions based on the research results,and the last one is the conclusion.The results indicate that,the category of the teachers' speech act is relatively abundant,but the category of the deaf students' speech act is relatively monotonous and uneven distribution;teachers' teaches or instructions(demands and orders)is the major component,and relatively conform to the deaf students cognitive characteristics and learning characteristics;deaf students speech acts are given priority to with the initiative to answer the questions and read the texts aloud,have a certain initiative but still need to improve;there is no or lack silence or confusion phenomenon in deaf school Chinese classroom teaching,but the multimedia technology for classroom teaching is the low utilization rate;teachers' classroom teaching are given priority to with direct impact on the speech acts,and the negative effect of speech acts occupied the main position;teachers' classroom teaching are given priority to with closed questions,which limit the development of the deaf students' thinking and autonomy;the teachers pay more attention to feedback the deaf students speech acts by indirect response,but the response ability remain to be improved;the teachers and deaf students' speech acts in the classroom teaching are relatively stable,but most of the speech acts are not sustain for a long time;the ability of the teachers teach or question base on the teaching material content is lacking,and the ratio is less than the international norm;the teachers and students verbal interaction is given priority to the form of "ask-answer-feedback",or associated with teaching,prompt,etc;the teachers' speech acts have differences in the teaching material,the teachers' instructions(demands and orders)have differences on the grade;the teachers and students verbal interaction is given priority to the sign language with spoken language,but the written language and related language is lack.Based on the present results,the recommendations are that establish a speech acts interactive model between teachers and students for the Chinese classroom teaching in the deaf school,and promote the speech acts interactive between teachers and students for the Chinese classroom teaching in the deaf school.Enriching the category of the students' speech acts,strengthening the students' independent consciousness;the teachers base on the content for teaching,and reduce to control the classroom teaching;the teachers follow the students' cognitive characteristics,and promote the development of potential for students;the students read aloud the text properly,highlight the characteristics of the Chinese classroom teaching;strengthen the learning thinking,consolidate learning content;use technology for teaching,deepen the understanding;the teachers strengthen the indirect speech acts,avoid the negative words;the teachers ask the open questions in an appropriate way,to develop the students' thinking ability;the teachers feedback the information in time,especially pay more attention to the emotional acceptance;the teachers cut down the time of the instruction acts,and prolong some speech acts;the teachers Base on the characteristics of deaf students,develop the mode of question and answer;the teachers and students stick to use the sign language and spoken language,take count of three categories of speech acts;the teachers constant practice reflection,to improve their professional ability.