A Studyof Teacher-Student Interactionin Primary Mathematics Basedon Interactive Ritual Theory

As an important topic in the field of education at home and abroad,teacher-student interaction is not only an important factor in achieving teaching goals,but also an important way to promote the development of teachers and students in all aspects.The effectiveness of primary mathematics teaching depends on the effective interaction between teachers and students.However,there is a problem of lack or excessive flooding of teacher-student interaction in primary mathematics classrooms.How to optimize teacher-student interaction in primary mathematics classrooms is a topic worthy of attention.The theory of interactive rituals is unique in micro-sociology with its proposed interactive ritual mechanism.From this perspective,examining the teacher-student interaction is helpful to point out the direction for optimizing teacher-student interaction in primary mathematics classrooms.Examining the teacher-student interaction in the classroom of elementary mathematics from the perspective of the theory of interactive rituals means understanding the teacher-student interaction as an interactive ritual,that is,the “teacher-student interaction ritual”.Specifically,in the context of elementary mathematics classrooms,teachers and students produce a series of interactive behaviors in the classroom,have the focus of mutual attention,and share each other's emotional state.And subject to the influence of focus,emotional energy,and cultural capital.In order to understand the current situation of teacher-student interaction in primary mathematics classrooms,take Teacher Y in Z Elementary School and her class as research objects.Comprehensively use research methods such as observation method,interview method,questionnaire method,case analysis method.Collection and collation of data on the basis of research compliance.Based on the research results,it is found that there is a problem of alienation in teacher-student interaction in primary mathematics classrooms,which is mainly manifested in three aspects.In the teacher-student interaction behavior:the lack of teacher-student dialogue causes the loss of teacher-student roles;insufficient teacher listening and response,neglecting students' expression;student participation in class is not enough lead to loss of the student body.In terms of teacher and student focus: types of mathematical problems Single-hidden levels of interaction;problems are less relevant and solidify the rhythm of interaction;problems are not open enough and lack of interactive diversity.In terms of the emotional state of teachers and students,teacher-student interaction detune and rigidclassroom interaction atmosphere;insufficient emotional expression of teachers highlights teachers' absolute authority;lack of student's emotional experience hinders self-concept development.Based on the theoretical perspective,the cause of the problem is found,and it is explored from three aspects.One is the influence of cultural capital factors,that is,the constraint of teacher cultural capital;the constraint of student cultural capital;the exchange of teacher and student cultural capital.the impact of focus factors,that is,the fragmentation of teacher-student interaction content;the rigidity of teacher-student interaction content;superficial content of teacher-student interaction.The influence of energy factors,that is,the lack of teachers' emotional qualities;the neglect of students' emotional needs;the stratification of emotional energy between teachers and students.Based on the discussion of the causes,optimization suggestions are proposed from three levels,that is,at the level of cultural capital,to enhance the accumulation of teachers' cultural capital and cultivate teachers' interactive wisdom;attach importance to the role of students' cultural capital and stimulate students' interaction consciousness;optimize the exchange of teacher's and students' cultural capital and construct teacher-student collaborative learning.At the focus level,grasp the structure of interactive content and promote the common development of teachers and students;pay attention to the generative nature of interactive content and maintain the common attention of teachers and students;enhance the high level of interactive content and maintain the common excitement of teachers and students.At the level of emotional energy,it promotes the reform of teachers' emotional qualities and creates a harmonious atmosphere between teachers and students;pays attention to the development of students' emotional needs and enriches the life experience of teachers and students;pays attention to the layering of emotional energy between teachers and students to shape the interaction between teachers and students.