A Study On Teacher-student Interaction In High School Classroom From The Perspective Of Interactive Ritua

The teacher—student interaction is an important research topic that’s relevant to pedagogy,sociology and even psychology.Sound classroom interactions between teachers and students not only directly affect the achievement of teaching objectives and the school teaching quality,but also help shape teachers’ personal professional identity and contribute to students’ all-round physical and mental development.In high school class,the interactions between teachers and students occur in cognition,emotion,attitude and value.Collins further developed Goffman’s "interaction ritual" theory,demonstrating that interaction is not a set "ritual",but a ritual of emotional awakening composed of several factors including the common presence of bodies,mutual attention and shared emotions through rhythmic interaction.Based on the interaction ritual theory of Collins,this study explores the dilemma of teacher-student interaction in high school classrooms,so as to propose strategies and suggestions for optimizing teacher-student interaction in the classroom.Speech is the most important medium for teacher-student interaction in the classroom,and Flanders’ classroom coding system makes a comprehensive and mature study on the verbal interactions in high school classrooms,providing theoretical and operational basis for quantitative research.I entered the S Middle School in C City,selecting eight senior one English classes for systematic observation,and the video materials were transcribed to encode and then to analyze the speech of teachers and students.In addition,five teachers were selected for in-depth interviews,and the text materials were sorted out to form three-level coding.Finally,the dilemma of teacher-student interaction in class were analyzed and discussed from three main categories: teacher-student interaction,teacher-student common concern,and classroom emotional atmosphere.Specifically,in terms of interaction,the teacher dominates the dialogue process,but the classroom still presents efficiency-oriented interaction,besides the teacher’s instructions are not flexible.In terms of common concern between teachers and students,teachers pay more attention to teaching tasks and themselves than to students,and students’ concern is limited to low-level thinking activities,thus teachers and students can not share their concern.In the construction of the shared emotional atmosphere between teachers and students,teachers’ awareness of emotional interaction is superficial and students’ feelings keep being ignored.Based on the analysis of the dilemma and the interaction ritual theory of Collins,it is proposed with three specific suggestions for optimizing teacher-student interaction.Generally speaking,the gist is about increasing emotional energy of both teachers and students and averting emotional exhaustion caused by negative situation of power ritual and forced ritual.