Analysis Of Teacher-student Interaction In Rural Junior High School English Classes Under The Background Of Basic Education Reform

Under the background of basic education reform,the national requirements for the development for English education in rural junior high schools are gradually increas ing.High-quality teacher-student interaction is an extremely important link to promote language learning.Therefore,to improve the quality of English teaching in rural junior high schools,teacher-student interaction is particularly important.However,at present,research on teacher-student interaction is mostly focused on the quantity of teacher-student interaction,while research on the quality of teacher-student interaction is relatively inadequately.Now teacher-student interaction in rural junior high school English classes should be a high-quality interaction that suits students’ thinking patterns and improves their cognitive ability.Teacher-student interaction based on students’ thinking development model will be more in line with students’ cognitive psychological development level,which is conducive to better cultivating students’ thinking ability and promoting the quality of English teaching in rural junior high schools.This provides a new research idea for this study.Under the guidance of Blooms-Anderson Taxonomy,this study will record and observe the teacher-student interaction in English classes in a rural junior high school in Kaizhou,Chongqing,and code the teacher-student interaction with a modified CI-PCD coding system.Finally,drawing on data from questionnaires and interviews,this study aims to explore the following three questions: 1.What is the overall situation of teacher-student interaction in English classes in rural junior high schools under the background of basic education reform? 2.What is the depth and extensibility of teacher-student interaction in rural junior high school English classes? 3.What are the factors that affect the depth and extensibility of teacher-student interaction in rural junior high school English classes?The results show that among the three grades,students’ discourse accounts for less while teachers’ discourse occupies the dominant position,among which the proportion of teachers’ prior knowledge explaining discourse is almost the same and all of them occupy an absolute weight.With the increase of grades,the proportion of teachers’ discourse in English classes shows a downward trend and the proportion of technical discourse shows an upward trend,but the use of technical discourse is superficial.The overall atmosphere of English classes is good,but student’ personal participation is not high.Students lack enthusiasm and seldom ask questions and answer questions actively.In teacher-student interaction,there is a big gap between low-level information and high-level information,and there is insufficient conversion and connection between them.Although the depth and extensibility of teacher-student interaction have improved with the increase of grades,it is far from enough.In order to form a deep and extensible teacher-student interaction in rural junior high school English classes,teachers should diversify their questioning methods and set higher quality and more interactive questions.Teachers should improve their professional competence,enrich their feedback discourse and enhance their ability to control the class.Teachers should pay more attention to the depth and extensibility of teacher-student interaction in English classes.Students should improve their initiative in learning English and overcome their contradictory psychology towards the teacher.Students should improve their problem consciousness and innovative spirit.Schools should design English courses more reasonably according to the current situation of junior high school English education in rural areas.