| With the deepening of the new curriculum reform,people pay more and more attention to classroom interaction.The interaction between teachers and students in primary school Chinese class has also become a hot topic that more and more researchers pay attention to.Classroom interaction has broken the " cramming" and " one-word" phenomena in traditional classroom teaching,fully affirmed the dominant position of students in learning,and defined the role of teachers as guides and enlighteners in the teaching process.At present,there are many theoretical researches on primary school Chinese classroom interaction at home and abroad,but few practical investigations,especially on rural primary school Chinese classroom interaction.In rural primary schools,teachers’ teaching concepts are outdated,classroom interaction awareness is weak,students mainly play the role of listeners in the classroom,students’ dominant position is not reflected,there is no interaction,surface interaction,and pseudo interaction phenomenon is obvious.In view of the importance of classroom interaction and the current situation of Chinese classroom interaction in rural primary schools,the author believes that it is of great significance to investigate and study Chinese classroom interaction in rural primary schools and put forward some feasible suggestions.This paper takes Vama Primary School as a case study,and from the perspective of front-line teachers in rural areas,combined with the characteristics of students and teachers in rural primary schools,investigates and studies the current situation of Chinese classroom interaction in rural primary schools.Through classroom observation,student questionnaires,formal interviews and informal interviews,this paper investigates and studies the understanding and use of classroom interaction between teachers and students in rural primary schools,analyzes and discovers the existing problems and influencing factors of classroom interaction in Chinese in Vama Primary School,and puts forward feasible suggestions and strategies to improve these problems.The combination of theory with practice and the emphasis on practical application will provide some guidance for the Chinese classroom interaction in the primary school of Vama,as well as reference for the Chinese classroom interaction in other rural primary schools.In addition to the introduction and conclusion,this paper consists of three chapters.The first chapter mainly includes the investigation of the rural primary school Chinese teachers’ understanding of classroom interaction and the use of classroom interaction teaching methods,the investigation of the rural primary school students’ understanding of classroom interaction and classroom interaction learning,and the investigation of the rural primary school school administrators’ understanding and management of classroom interaction.The survey methods mainly include classroom observation,questionnaire survey and interview.The second chapter,through the analysis of the survey results,summarizes the main problems and causes of Chinese classroom interaction in rural primary schools,mainly from the three levels of teachers,students and school management to analyze the main problems and causes.The third chapter is mainly based on the above attribution analysis,from the teacher level,the student level,the school management level proposed the improvement strategy. |
