Research On Teacher-student Interaction Strategies In Junior Middle School English Classes Based On BOPPPS Teaching Model

Under the guidance of the new curriculum reform,school teaching advocates heuristic,inquiry,discussion and participatory teaching,requiring teachers to help students learn to learn.Under this initiative,the interaction of the classroom has drawn more and more attention.However,since the new curriculum reform,inefficient or even ineffective teacher-student interaction is still a common phenomenon in today’s English classroom teaching.These teaching problems directly affect the implementation of the new round of basic education curriculum reform.Therefore,in order to solve the problem of low efficiency of teacher-student interaction in the junior high school English classroom,the author focuses on the strategy of improving the teacher-student interaction in the junior high school English classroom under the new BOPPPS teaching mode of English teaching.In order to explore the purpose of this research,this research designed three progressive questions,namely:(1)What are the problems with teacher-student interaction in junior high school English classrooms?(2)What are the strategies for teacher-student interaction in the junior high school English classroom proposed under the BOPPPS teaching model?(3)What is the effect of the teaching practice of the teacher-student interaction strategy in the junior high school English classroom under the BOPPPS teaching model?In order to solve the above three problems,this research first adopted the research method of questionnaire survey to discover the problems existing in the interaction between teachers and students in English classroom and attribution analysis of these problems was classified into the following four aspects:(1)The interactive atmosphere is uncomfortable(2)The interactive process is not systematic(3)The interactive design is incomplete(4)There are differences among students.Then it puts forward the teacher-student interaction strategy in junior middle school English classroom under the BOPPPS teaching model.Finally,through the use of Flanders interaction analysis method for teaching experimental research,it is found that the interaction between teachers and students has been effectively improved after English teachers applied the strategies of teacher-student interaction in junior middle school English classroom under BOPPPS teaching model.The study found that the interactive strategy proposed under the BOPPPS teaching model can effectively improve the interaction between teachers and students.This positive feedback effect can provide corresponding teaching reference for front-line teachers.However,in practice,the author believes that the study has some shortcomings:firstly,the limited number of selected experimental samples easily leads to incomplete research results;secondly,the fixed form of this model easily leads to mechanical interaction between teachers and students.Hope that these shortcomings can be improved by expanding the number of samples and enriching and perfecting this model in the later teaching research.