A Study On Teacher-Student Interaction In One-on-One Online Class Of Elementary Spoken Chinese

With the development of global information technology and diversified Chinese language learning needs,international Chinese language online education is on a booming trend.Especially affected by the COVID-19,more and more Chinese learners at home and abroad choose to learn Chinese with the help of the Internet.The issue of how to improve the teaching quality of international Chinese language online education has become the focus of attention in the academic community and is worthy of consideration and research.Based on the humanistic learning concept,constructivist teaching concept,interaction hypothesis and synergy theory,and using the Improved Flanders Interaction Analysis System(i FIAS)as the main research tool,this study selected five45-minute videos of one-on-one online class of elementary spoken Chinese as the research objects and used literature research method,video observation method,data analysis method and interview method to analyze the characteristics of teacher-student interaction in one-on-one online class of elementary spoken Chinese.The characteristics of teacher-student verbal interactions in one-on-one online class of elementary spoken Chinese summarized in this study are:1.Teacher speech ratio is high and teachers occupy the main position in the class;student speech ratio is low and students are less active in class interaction;silence time of class is short,which means high classroom utilization;applied technology ratio is low,mainly teachers apply technology and apply monotonous way.2.Teachers tend to directly influence the class,especially with more lecturing behaviors;teachers tend to positively reinforce the class,especially with less criticism and assertion of authority behaviors;teachers are more student-driven in their language,and teachers value responding to students.3.The class atmosphere is not active and is rather dull;teachers focus on teacher-student equality,and there is a small gap between teacher-student emotional interaction;the stability of classroom interaction is insufficient.4.Teachers’ questioning rate is low,and students are less guided to think;teachers ask more closed questions than open ones;the teacher-student questioning mode is mainly training type,and students have fewer opportunities to think deeply and express themselves freely.The characteristics of teacher-student non-verbal interaction are:1.Teachers generally attach importance to the presentation of the elements on the screen,paying special attention to maintaining a good image of themselves in front of the screen and show a high level of professionalism.The students’ class environment has a certain influence on teacher-student interaction.2.Teachers’ facial expressions generally show affinity,but are not rich.Students often convey a certain message through facial expressions.3.Teachers mainly use gestural movements to assist teaching,and non-verbal interactive behaviors are more monotonous.Students have fewer physical movements and are usually driven by the teacher to make body movements.This study proposes the following teaching suggestions: teachers should be student-centered and give concise lectures with more practice;focus on students’ emotional needs and establish a good teacher-student relationship;enrich classroom interaction to enliven the classroom atmosphere;increase the questioning rate and fully use questioning techniques to elicit students’ thinking;make full use of non-verbal behaviors to assist teaching and improve teaching effectiveness;and develop reflective teaching skills to promote teacher development.Finally,a sample teaching design is presented based on the teaching suggestions.