A Case Study Of Multidimensional Interaction In The Classroom Of Primary School Chinese Higher Grade

Using the method of case study,a case study was carried out on the Chinese classroom interaction of the upper grade teacher W of R primary school in H City,Anhui Province.Through classroom observations,in-depth interviews,and coding analysis of various collected physical texts reflecting classroom interactions,four wonderful clips of teacher W’s classroom interactive teaching were compiled.These story fragments show that Teacher W has used a variety of strategies to create a multidimensional interactive classroom.Using logical analysis and SWOT structural analysis to analyze teacher W’s interactive classroom,it came to the following conclusions: curriculum reform,school-based training,and the development of new technologies provide opportunities for teacher W to carry out classroom interactive reforms.Under this opportunity,she A set of multidimensional Chinese classroom interaction modes,such as interaction based on thinking visualization,interaction based on study sheets,and interaction based on context,have been explored.Teacher W’s classroom multidimensional interactive mode has the advantages of stimulating students’ interest in learning,shortening the psychological distance between teachers and students,and promoting the learning of each other.The main shortcomings of this model are the failure to take into account the differences of learners and the failure to fully consider students’ self-evaluation.In addition,the conflicts between large class teaching and teaching students in accordance with their aptitude,emergencies and teaching presuppositions have caused a certain degree of interference in the implementation of this interactive mode.Through the case analysis of teacher W’s classroom multidimensional interaction,the following enlightenment is obtained: First,the teacher’s educational sensitivity is the germination of the multidimensional interactive skills in the classroom;second,the generation of multidimensional interactive skills in the classroom benefits from the organic elements of education Integration;third,the development of classroom multidimensional interactive skills is inseparable from habitual teaching reflection;fourth,the continuous absorption of new knowledge has injected a steady stream of fresh blood into the improvement of classroom multidimensional interactive skills.