A Case Study Of Chinese Classroom Interaction In The Upper Grades Of Primary Schools From The Perspective Of Deep Learning

Classroom interaction is the central link of a Chinese class.In the current classroom interaction,inappropriate classroom interaction language and shallow classroom interaction links have a huge impact on the development of students’ deep learning.With the launch of a number of projects related to deep learning by the Ministry of Education,discussions and research on deep learning have become increasingly abundant,but from the perspective of deep learning,there are very few discussions about interaction in elementary school Chinese classrooms.In this context,this article has launched a discussion on classroom interaction,trying to summarize the classroom interaction experience and shortcomings that promote students’ deep learning,and put forward its own suggestions on this basis.Based on the perspective of deep learning,this paper uses the method of case study to investigate the problem of classroom interaction in the upper grades of elementary school Chinese.A high-quality class taught by teacher s in the sixth grade of a primary school in H city was selected as the object of observation and analysis.Through classroom observations,in-depth interviews with teacher s,and collection of various physical texts reflecting classroom interaction,the "walking" was compiled and edited.Enter the classroom teaching case of "That Sunday".This case shows a real scene in which teacher s uses a variety of interactive skills to promote students’ deep learning.Use IFIAS to code the classroom teaching case of "walking into ‘that Sunday’",and analyze the basic situation of classroom interaction from four aspects: teacher’s speech act,student’s speech act,matrix and ratio.On the basis of the above analysis,further explore the relationship between deep learning and classroom interaction.The study found that teacher S’s beneficial experience in classroom interaction can be summarized as follows: first,a variety of interactive forms trigger students’ in-depth learning;second,teachers’ layered questions promote students’ in-depth thinking;third,context-based Interaction promotes students’ in-depth experience;fourth,teachers’ positive feedback mobilizes students’ in-depth participation.In addition,there are still two shortcomings in teacher S’s classroom interaction:first,teachers still occupy a dominant position in the classroom question and answer;second,the in-depth exploration of students’ responses is not enough.This shows that there is still room for improvement in teacher S classroom interaction.Based on the above two shortcomings,the following suggestions are put forward: change the teacher’s dominant position in the classroom,improve the enthusiasm of students’ classroom interaction;integrate existing knowledge,and conduct in-depth exploration of students’ answers.