A Study On Teacher-student Interaction Of High-quality English Lessons In Junior High School:The Scaffolding Theory Perspective

Teacher-student interaction is the basic form in the school education situation,and it is the interactive activities between teachers and students around the teaching content.Effective teacher-student interaction is the premise and basis for building an efficient classroom,and it is of great significance in junior High school English teaching.English Curriculum Standards for Compulsory Education(2011 edition)clearly states that teachers should reasonably arrange teaching content and steps and organize various forms of teacher-student interaction.Based on the scaffolding theory,sociocultural theory and interaction theory,this study takes eight high-quality lessons randomly selected from the 13 th Junior High School High-Quality English Demo-Classes Competition in 2019 as the research objects for quantitative and qualitative analysis,using the typology of scaffolding proposed by Tajeddin & Kamali(2020)to understand the construction of scaffolding and the main characteristics of teacher-student interaction in high-quality English lessons in junior High school through classroom observation,recording,and coding.This paper mainly tends to address the following two questions: 1.What are the types of scaffolding in teacher-student interaction in high-quality English lessons in junior high school? 2.What are the main characteristics of teacher-student interaction of high-quality English lessons in junior high school?The following are the research findings: first of all,in teacher-student interaction of high-quality English classes in junior high school,teachers build different types of scaffolding to provide help and guidance to students,thereby promoting the effective teaching of classrooms and the continuous development of students.From the perspective of scaffolding type,the most commonly used scaffolding by teachers of high-quality lessons is linguistic scaffolding,followed by affective scaffolding and meta-scaffolding,and under-scaffolding also appear.Secondly,the teacher-student interaction of high-quality English lessons in junior high school mainly has the following characteristics: the proportion of student talk is higher than that of normal classes;the interactive forms of teacher-student interaction is diverse;classroom atmosphere is relaxed and happy;information technology is widely used.In response to the above research findings,the author puts forward some pedagogical suggestions for junior high school English teachers in normal classes from two aspects,the use of scaffolding and the ways of promoting teacher-student interaction,and also explains the limitations of the study and the research prospects.