Research On The Current Situation Of Teacher-student Interaction In Junior High School English Class From The Perspective Of Deep Learning

Developing students’ core competence is an important goal that current education is committed to achieve,which promotes the shift from traditional learning to deep learning.Students are expected to develop their deep learning ability in the learning process so as to have the ability of lifelong learning and establish an education system that adapts to a learning society.In China,English Curriculum Standards for senior high school（2017 version）emphasizes English core competence,which is built upon students’ deep learning in English class.Teacher-student interaction is the main part of teaching learning process.Deep learning occurs in the processes of exchanges,communication and cooperation between teachers and students and among students.So teacher-student interactions are an important driving force for deep learning.However,there are few researches on the current situations of teacher-student interactions from the perspective of deep learning in junior English class.Therefore,this research contributes to enrich researches on teacher-student interaction,find the current situation and further improve the quality of teacher-student interaction,and promote researches related to deep learning.This study aims to find out the current situations of teacher-student interaction in the aspects of emotional support,classroom organization,and instructional support from the perspective of deep learning.Concretely speaking,this research intends to find out the current situation of teacher-student interaction from the perspective of student involvement,deeper content understanding and metacognitive reflection.So this research aims to answer three questions: 1)what are the characteristics of English teachers’ understandings of teacher-student interaction in junior high school English class from the perspective of deep learning? 2)How do junior high school teachers interact with their students to promote students’ deep learning? 3)What are the main influencing factors of promoting students’ deep learning in teacher-student interaction in junior high school English class? To address the research questions,this research combines quantitative and qualitative methods.And interview and classroom observation are adopted to collect data.Six English teachers in a junior high school are interviewed and their 36 classes are observed in this research.Furthermore,Classroom Assessment Scoring System-Secondary（CLASS-S）and NVivo 11 are used to record,score,and code the data.The results are discussed within a framework of the literature and research on how deep learning is understood and promoted.The findings indicate that teachers’ understandings vary individually,but lack theoretical knowledge and practical guidance to promote students’ deep learning in teacher-student interactions.And teachers’ behavioral and psychological tendencies in the process of teacher-student interaction are characterized with individual difference.And teacher-student interaction is mainly cognitive interaction,and lacks flexibility.Further,teacher-student interactions in promoting students’ deep learning can be observed in the classrooms sometimes or to some degree.And this study presents examples of teaching practice that promote students’ deep learning in teacher-student interactions from three aspects: enhancing student involvement,facilitating deeper content understanding,and supporting metacognitive reflection.And this study identifies the main influencing factors of teacher-student interaction in promoting students’ deep learning from teacher-,learner-related factors and learning environment.Based on the above research results,this research proposes pedagogical implications for facilitating student involvement,supporting deeper content understanding and metacognitive reflection in teacher-student interaction,which may contribute to concretize the call for deep learning in education,to that is closely linked to the implementation of future teaching,and provide some reference and pedagogical implications for junior high school teachers to further promote students’ deep learning in teacher-student interaction.