Research On The Characteristics Of Teacher-student Interaction In Vietnam’s Elementary Chinese Online Class

In 2020,affected by the COVID-19 epidemic,the offline teaching mode has been transformed into an online teaching mode,and the field of Chinese international education is no exception.Today,although most colleges and universities have resumed offline teaching,it cannot be denied that online teaching has become one of the teaching forms of Chinese language teaching.For example,whether it is offline Chinese teaching or online Chinese teaching,interaction plays an important role in the teaching process,which directly affects the quality and effect of teaching.This study uses the improved Flanders Interaction Analysis System(iFIAS)as the main research tool,based on constructivist teaching and learning views,input-output theory and interaction theory,and excellent teachers from the University of Languages and International Studies – Vietnam National University,Hanoi as the main research object,we explore five characteristics of classroom teaching structure,teacher teaching style or tendency,teacher-student question-and-answer mode,classroom emotional atmosphere,and the adoption of information technology in elementary Chinese teaching classrooms.Suggestions for interactive teaching with students.The research draws the following conclusions: First,in terms of classroom teaching structure,the proportion of teachers’ speech in the classroom is greater than that of students.Teachers balance the two factors of students’ verbal input and verbal output well.Among them,the teachers of new words and grammar mainly use indoctrination teaching methods,while the text part is replaced by a student-centered teaching structure.Students actively participate in classroom activities,and the frequency of teacher-student interaction is high.In addition,the online classroom teaching went smoothly and teachers used their time effectively.It should be noted that the use of information technology by teachers in the classroom is relatively simple,and teachers have failed to integrate technology into classroom teaching.Second,in terms of classroom teachers’ learning styles or tendencies,teachers control students and classrooms with direct-point teaching styles,and exert more positive influences on students than negative ones.During the classroom teaching interaction,teachers give positive feedback to students and fully encourage students.There is almost no behavior of teachers criticizing students or defending themselves.They are good at using positive teaching styles to stimulate students’ interest in learning Chinese.Third,in terms of classroom interaction atmosphere,the classroom emotional atmosphere is extremely good,and the atmosphere of teacherstudent interaction is relatively harmonious.Teachers attach great importance to the feelings of students during the learning process and the state of students’ learning.Fourth,in terms of teacher-student question-and-answer mode,teachers spend less time in the classroom asking questions,and most of them use closed questions.Students tend to answer passively,and rarely ask questions or express opinions to teachers.The teacher’s questioning method in the classroom is mainly after the teacher shows the new words or grammar points,and the students mainly answer according to the teacher’s questions.In addition,teachers tend to use the "traditional question-and-answer mode" to ask questions in the classroom,which is helpful for students’ understanding and mastery of language knowledge,but it is not enough for the cultivation of language expansion or innovation.Fifth,in terms of classroom technical information application,information technology is rarely used in the classroom,and teachers are the main body that mainly uses information technology to assist teaching.The PPT courseware is relatively simple but can highlight key points and difficult teaching points in the classroom.Teachers mainly use PPT courseware to give lectures and interact with students through explanations,but fail to use the interactive function of the teaching platform.Therefore,teachers need to improve the interactive form of using multimedia.In view of the characteristics presented in the elementary Chinese teaching classroom,this study puts forward the following teaching suggestions: 1)Improving the quality of teachers’ speech in online classroom teaching;2)Renewing teaching;3)Improve the ability of online Chinese teachers to use information technology.