A Research On The Problems And Strategies Of Speech Interaction In The Low Stage Of Primary School Chinese Classroom

The outline of basic education curriculum reform(Trial Implementation)issued in2001 puts forward that "teachers should actively interact with students in the teaching process,develop together,handle the relationship between imparting knowledge and cultivating ability,pay attention to cultivating students’ independence and autonomy,and guide students to question,investigate and explore." The concept of interaction has attracted quite attention.In Chinese class requirements of the new curriculum standard,it is necessary to stimulate interest,create situations,and use reading methods in a two-way interaction.At this stage,children with intuitive,specific,image thinking are curious,active,and they are likely to imitate.Thus,classroom interaction plays an important part in cohesion.In addition,the study is conducive not only to establish high-quality speech interaction cycle between teachers and students,but also to improve the current situation of classroom teaching.Therefore,this study chooses "Problems and Strategies of teacher-student speech interaction in the low stage of primary school Chinese classroom" as the research object,in order to further promote teacher-student speech interaction in the low stage of Chinese classroom.This study is based on FIAS as the research tool,in the form of classroom observation and interview,to investigate and analyze the current situation of teacher-student interaction in the low stage of primary school Chinese classroom,and then finger out appropriate teaching strategies.This study first discusses the theory of FIAS from the main idea,structure,advantages and development,and then summarizes the "FIAS of Chinese subject in the low stage of primary school ".On this basis,eight classes randomly selected from grade 1-2 of a primary school are recorded and observed,and eight teachers randomly selected from grade 1-2 are interviewed.Through the research,there are still some problems resist in "classroom speech structure","teacher’s speech tendency","emotional atmosphere in the classroom " and "questioning characteristics in the classroom".Namely,students’ main status of speech interaction has not been brought into full play,teachers’ speech tends to be directly influencing and negatively strengthened,teacher-student emotional communication is not sufficient and questioning verbal needs to be improved.This study also explores the reasons for these problems,that is,students’ dominant position has not been effectively implemented,teachers’ classroom evaluation speech needs to be improved,teachers’ speech tendency has not been given due attention,and teachers and students’ questioning needs to be strengthened.Finally,according to the above problems and reasons,the corresponding strategies are put forward,that is,to enhance the dominant position of students,to give full play to the role of teachers’ classroom evaluation,to fully mobilize the classroom emotional atmosphere and improve the quality of teachers and students’ classroom questioning.Based on the FIAS and the related expansion concept,this paper designs a coding table system of classroom behavior interaction analysis for Chinese subject in the low stage,aiming at evaluating,analyzing and optimizing classroom teaching interaction,enriching the relevant theories of teacher interaction in the primary school,promoting the development of curriculum teaching reform,improving teachers’ classroom teaching level,and improving teachers’ classroom teaching quality.It can help students to get high-quality interactive experience,promote their learning achievement and social ability development.