Research On Teacher-student Interaction In High School Classroom From The Perspective Of Symbolic Interaction Theory

In June 2001,the Ministry of Education issued the outline of basic Education Curriculum Reform,which put forward six specific reform objectives,and clearly pointed out that in the teaching process,teachers should actively interact with students.Teacher-student interaction is a learning process of social construction,the development process of individual socialization and individualization of students,and the communication process of interpersonal interaction.Teacher-student interaction is the understanding,symbiosis and surge between the souls,cultures and spirits of teachers and students,so as to realize the interaction between individual thought,behavior and culture.The field of the classroom must be composed of the presence of teachers and students in the common meaning.Teachers and students,as symbols in the classroom ecology,interact in two directions,not only the transmission of knowledge and ability,but also the discussion of emotion and spirit,and everyone can be developed.Generate the meaning of "symbol",so as to realize the value of education.Domestic research on the interaction between teachers and students in high school classrooms is quite extensive,mostly exploring the problems in classroom interaction.For example,in the process of interaction,the concept of teacher and student is formed,and the subjectivity and independence of students are eliminated.Static The concept of knowledge ignores the generative nature of knowledge;the lack of emotions of teachers and students,the lack of beliefs and vitality,etc.,all reflect that the teacher-student interaction in the current classroom has not reached the ideal state.Foreign studies are more about the interpretation of interactive theory.The analysis of teacher-student interaction in the classroom field is not deep enough and lacks systematicity.This article attempts to use the symbolic interaction theory as a support point,through the examination of relevant literature,and the use of internship opportunities,in-depth interviews with front-line teachers,a more true understanding of the real situation of teacher-student interaction in high school classroom.Based on the core viewpoint of symbolic interaction theory,it analyzes the four aspects of subjectivedimension,behavioral dimension,knowledge dimension and environmental dimension,and gives corresponding symbolic concrete meaning.There are misplaced,monopolistic and discriminating phenomena in the subject dimension;there are phenomena in the behavioral dimension that the teacher-student behavior deviates from the verbal symbol;in the content dimension,there is a phenomenon in which the knowledge symbol solidifies in the presupposition;in the environmental dimension,there is spatial difference and the situation symbol is missing.Based on the symbolic interaction theory,this paper seeks the ideal state of teacher-student interaction in the classroom.The presence of the subject: building a new harmonious relationship between teachers and students in a harmonious,democratic,fair and equitable manner;finding the value of verbal symbols in dialogue and listening;relying on history to generate knowledge and promoting emotions;reconstructing the environment:creating a humanized space and calling for the presence of the situation.In order to promote the interactive development of teachers and students in high school classrooms,enhance the quality of interaction,and finally achieve communication,dialogue and understanding between teachers and students,to achieve spiritual communication and soul encounter between teachers and students.