Research On English Teacher-Student Interaction With Flanders Interactive Analysis System In Junior High School

Teacher-Student Interaction is an important way to give play to students’ initiative and achieve the ideal educational effect.The educational value of Teacher-Student Interaction plays an important role in students’ cognition,emotion,attitude,value,interpersonal communication,self-knowledge and self-evaluation.With the development of Quality-oriented Education in China,it is necessary to improve the teaching mode,improve the relationship between teachers and students,and deeply study the Teacher-Student Interaction.At present,the development and use of Flanders Interactive Analysis system has provided a favorable support for the study of teacher-student interaction in classroom.This system is an observation technique used to record and analyze the process and influence of teacher-student interaction in the classroom.In this system,the teachers’ verbal behavior includes 7 items: 3 items which directly affect the students,lectures,gives directions,criticisms or justifies authority,and 4 items which indirectly affect the students:accepts feelings,praises or encourages,accepts or uses ideas and asks questions.Student’verbal behavior is divided into two items,passive speech and active speech;The last item is silence or confusion in class.To some extent,the development and use of this system has promoted teachers’ reflection on teaching practice.The attribute of TSA is ‘classroom teaching video analysis software’.From a technical perspective,it is a video annotation instrument.It allows the teachers to divide a class video into arbitrary segments.The teachers can describe and interpret the segments or set the attribute values of the segments according to the preset coding system(analysis framework).According to the video clips,the software can automatically generate statistical analysis reports.The time and workload of the researchers are greatly saved when the videos are marked.Besides,the cognitive load on the researchers is reduced in the process of research.For this reason,this research selects fives English teaching videos of grade one as research subjects,covering south,central section and southeast of Shanxi Provice.The textbook edition covers the PEP edition and the Shanghai-Oxford edition.Taking Flanders active analysis system and TSA-classroom teaching video analysis software as research instruments,this research conducts detailed data collection on teacher-student interactions in five public English Lessons.Then,the ratio analysis and matrix analysis are used to analyze the teacher-student verbal interaction in junior high school English classroom in terms of the teacher-student language ratio,classroom language structure,classroom control style and classroom emotional atmosphere,so as to find out the problems in junior high school English classroom interaction.The research questions in this article are as follows:(1)What is the current situation of teacher-student interaction in junior high school English class?(2)What are the main problems in the process of teacher-student interaction in junior high school English class?The research shows that there are too few indirect verbal behavior and too many direct verbal behavior in teacher’ 7 kinds of verbal.Students’ active verbal behavior is far lower than passive verbal behavior.The pattern of silence or confusion is relatively single and so on.Therefore,the author proposes effective suggestions for improving the current situation of teacher-student interaction,hoping to provide some reference for the practice of teacher-student interaction in junior high school English teachers’ teaching.