| Interaction is the main way of teaching activities,observing and recording the interaction between teachers and pupils in the classroom,which can promote the professional development of teachers and have guiding significance for improving classroom interaction.This paper selects Y6 learners of Chinese as a second language in an international school in Shanghai as the research object,classroom observations based on 9 classes.Use the improved Flanders Interaction Analysis System to encode and record the language interaction in the classroom,and then uses iFIAS to make matrix plots and graphs,and calculate the average of various variables.Based on these quantitative results,a preliminary understanding of the nine classrooms was obtained.In addition to the quantitative results,combined with the classroom observation record,the problems in the classroom were pointed out from four aspects: classroom questioning method,teaching method,teaching interaction style and interactive atmosphere,and the reasons for the problems were analyzed,and suggestions for improvement were put forward.In general,in the cases observed in this study,the interaction between teachers and students has the following commonalities: for example,the proportion of teachers’ speech and students’ speech is appropriate,and students have enough opportunities for sharing and communication;Teachers are good at using positive verbal interaction to react students’ inquiry;Teachers are more inclined to use direct language,etc.Through the analysis of the quantitative results of iFIAS and the actual records of classroom observation,there are also some problems in the interactive behavior of observation cases,such as the low proportion of individual teachers’ questions in teachers’ language and the relatively single type of questions,the unreasonable distribution of teachers’ language in individual cases,and the lack of technology and single methods used to assist interaction in individual cases.The main suggestions made in response to these problems are: 1.Teachers should increase the number and frequency of questions they ask students,prepare lessons adequately and adapt to student-driven interactions,2.Teachers can try a variety of question types when asking questions,such as demonstrative,comprehensible,analytical questions can be covered,3.Teachers can appropriately increase the use of heuristic indirect language,4.Teachers should proactively explore effective online learning resources to facilitate classroom interaction. |
