A Study On The Teacher-student Interaction In The Chinese Classroom For Grades 1-3 In Rural Primary Schools

In 2001,The Outline of Basic Education Curriculum Reform(Trial Implementation)stressed the importance of teacher-student interaction in primary schools.As an important part of classroom teaching,teacher-student interaction affects the quality of primary education in China.In recent years,Chinese scholars have also been committed to relevant research,but most of them still use Flanders Interaction Analysis System since 1997 as the research tool.Although several localization operations have been carried out,the results are not satisfactory.At present,the CLASS(Classroom Assessment System)that is popular in the world overcomes some shortcomings of Flanders Interaction Analysis System,pays attention to the linguistic and non-linguistic behaviors of teachers and students in the Classroom,reflects the Classroom more completely and truly,and is widely used by scholars at home and abroad.The CLASS has gradually entered the field of vision of Chinese scholars,but most of the research focuses on the preschool field,and the research on primary schools continues to be supplemented.In particular,there are still many problems in the classroom teacher-student interaction of rural primary schools,which need our attention and research.Therefore,this study analyzes the interaction between teachers and students in Chinese classes of rural primary schools in China by referring to the scientific CLASS,so as to reflect the real situation of the interaction,put forward detailed and practical suggestions for teachers,and supplement the study of CLASS in primary schools of China.This study use literature research,classroom observation and interview methods,through three primary schools in S town L county in Shanxi Province,a total of 15 Chinese teacher and 60 CLASS observation units as the research object,combining the CLASS scale standard and using SPSS20.0 to analyze the data,on the basis of the combination of specific teaching process,we have the final conclusion.This paper is divided into six parts.The first part is the introduction,including the research origin,research significance,literature review at home and abroad,and the introduction of research methods.The second part is the definition of core concepts and theoretical basis.The third part is the research design,mainly introduces the research ideas,research object selection and introduction,CLASS introduction and research process.The fourth part is the data statistics and analysis of the interaction between teachers and students in the Chinese class of grade 1-3 in rural primary schools.SPSS20.0 was mainly used to input the scores and conduct reliability test,and found that the reliability was good.Through the interaction between teachers and students in three areas and ten dimensions on the description of the mean scores,standard deviation,correlation,found that rural primary school is grade 1-3 of whole language classroom teaching interaction score is not high,at low levels,from high to low were emotional support areas-classroom organization-teaching support,and three areas showed strong correlation score;In the ten dimensions,the highest score is negative atmosphere,while the lowest score is cognitive development.After the difference analysis of different grades,teaching years,gender and educational background,it is found that there are differences in teacher-student interaction in grade,teaching years and educational background,but there is no significant difference in gender dimension.At the same time according to the data analysis we concluded the problem.The fifth part is the exploration and analysis of the unsatisfactory quality of the teacher-student interaction in the Chinese class of grade 1-3 in rural primary schools.Through combining the teaching clips in the observation,the real class is restored and the reasons for the low quality of the interaction are analyzed.The sixth part is the conclusion and the suggestion,from the subjective factor and the objective factor has carried on the analysis to the influence factor;and relevant suggestions are given based on the three fields of CLASS:hn the field of emotional support,teachers should change the traditional teaching concept and create a positive atmosphere.Parents should help build their children’s confidence and encourage their active participation in class.In the field of classroom organization teachers should pay attention to stay-at-home students and exert the expectation effect.Parents should attach importance to home-school cooperation and give full play to educational synergy;Schools should constantly improve teaching conditions and enrich classroom teaching resources.In the field of teaching support teachers should strengthen their awareness of self-improvement and development.Schools should encourage teachers to participate in training and constantly improve management style.