| English Curriculum Standards for Compulsory Education(2022 Edition)clearly states the importance of “creating an open platform for teacher-student and student-student interaction to activate students’ existing knowledge,experience,imagination and creativity”,and it emphasizes the vital role of teacher-student interaction for students’ development.Teacher-student interaction in the classroom refers to the process in which teachers and students realize the interaction of cognition,behavior and emotion through various ways in classroom teaching.But in the actual teaching process,there is a polarization of excessive overflow or extreme lack of teacher-student interaction in the classroom,leading to the popularity of the formalized teacher-student interaction behavior and the ignorance of the emotional communication between teachers and students.IRs theory,an emotion sociology theory that examines human interaction behavior and its causes,takes symbolic capital,focus and emotional energy as key elements.The study of teacher-student interaction under the view of IRs theory reemerges real behavior and emotion change of teachers and students in the classroom so that a practical path for effective teacher-student interaction can be provided.Therefore,it is of practical significance to use IRs theory to analyze behaviors and emotions of teacher-student interaction in junior middle school English classroom.Based on IRs theory,reciprocal determinism and affective filter hypothesis,1 novice teacher,1experienced teacher and 96 students from eighth grade of Y Middle School in W City are selected as the research objects.The classroom observation in reading and writing class,questionnaire survey on students,and in-depth interview of teachers and students are employed to solve the following research questions: 1.From the perspective of IRs theory,what is the current situation of teacher-student interaction in junior middle school English classroom? The current situation is demonstrated from aspects of behavior characteristics,focus and emotional state of teacher-student interaction.2.From the perspective of IRs theory,what are the causes of teacher-student interaction problems in junior middle school English classroom? The causes are illustrated from three aspects: symbolic capital,focus and emotional energy.The findings are as follows: 1.In terms of behavior characteristics,teachers have the absolute right of speech in the classroom.Students participation in writing class is lower than that in reading class,and students with better grades have a higher possibility of participation in class.At the same time,the teacher-student interaction style of the novice teacher is not as active as that of the experienced teacher.In terms of focus,the teaching content on the slide is the main classroom focus.Teachers mainly raise closed questions,and students answer these questions under the command of the teacher in most cases.And the novice teacher pays more attention to the learning of the classroom focus,while the experienced teacher is better at dealing with classroom emergency unrelated to the teaching content.In terms of emotional state,the classroom emotional atmosphere is harmonious.Both teachers and students can obtain positive emotional experience,but students’ enthusiasm in the novice teacher’s classroom is lower than that in the experienced teacher’s classroom.2.In terms of symbolic capital,the novice teacher not only fails to externalize educational ideas,but also lacks relevant teaching experience,which make it difficult for the novice teacher to achieve the transformation from theoretical symbolic capital to practical symbolic capital.And students’ knowledge level and non-intellectual factors have an effect on the accumulation of students’ symbolic capital.The lower the symbolic capital,the less inclined the students feel to participate in teacher-student interaction;and the worse the classroom environment,the increasingly harder it is to provide classroom symbolic capital support for teacher-student interaction.In terms of focus,group activities,classroom learning atmosphere and students’ external non-intellectual factors affect the importance students attach to the classroom focus.And the fixed teaching methods of teachers result in students’ loss of interest in the classroom focus.In terms of emotional energy,teachers’ emotional quality is still insufficient,students’ emotional needs are difficult to be met,and students with low emotional energy are gradually marginalized to the classroom.In the meanwhile,the sharing of emotional energy are not easy to be realized between teachers and students or students and students.Finally,the related pedagogical implications are shown below: In terms of symbolic capital,it is necessary for teachers to strengthen the transformation from theoretical symbolic capital to practical symbolic capital for themselves,provide students with good classroom symbolic capital,and assist students to accumulate their own symbolic capital.In terms of focus,social organizations should offer support for student’s English learning,while parents and schools should form a common focus of “educating students”.At the same time,teachers should create a harmonious learning atmosphere and maintain students’ interest in the classroom focus.In terms of emotional energy,teachers need to enhance their own emotional quality,satisfy students’ emotional needs,and promote the accumulation of students’ emotional energy. |
