Research On "Shelving Restoration" Of Teacher-Student Verbal Interaction In Senior Primary School Classroom

Through verbal interaction in classroom teaching,teachers transmit knowledge culture,and students construct new meanings in their own cognition.In 2001,China’s Ministry of Education promulgated the "Outline of Basic Education Curriculum Reform(Trial)",which clearly stated that in classroom teaching,teachers should work with students to promote the active occurrence of verbal interaction,realize the exchange and interaction of equality and democratic cooperation,and let students become the masters of the classroom.At present,the problem of "formalization" of teacher-student verbal interaction in the classroom teaching of the upper grades of primary schools is not conducive to the teaching efficiency of the classroom and the development of students.This paper mainly uses the literature method,as a means of qualitative research,describes the interactive experience from the four dimensions of knowledge and skill speech interaction,behavior-enhanced speech interaction,organizational indicative speech interaction,and life emotional speech interaction,conducts "phenomenological" analysis of the real speech interaction situation in the classroom,and analyzes it with phenomenological theory,and proposes corresponding strategies in order to promote the efficient development of teacher-student speech interaction,improve the quality of the classroom,and truly achieve "Reduce burden and increase efficiency".From the perspective of "suspension-reduction",the research excludes the understanding imposed by educational norms on educators,realizes the most direct contact with the living world in a posture of facing the phenomenon,goes back to the living world that produces these theories,and issues the essential inquiry into pedagogy in the classroom interactive experience.Always adhering to the method of "loyalty to the phenomenon",from the loss of the original meaning of speech interaction,the abuse of "rationality" of speech ontology,the rationality of interaction methods,the deviation of interaction implementation,and the weakening of interactive reflection,we conduct experience and dialysis of teachers and students’ speech interaction in the classroom teaching of senior primary schools.Constructing intersubjective interaction;conducting a warm verbal dialogue;returning the interaction mode to the living world;optimizing the ecological niche of teachers and students in the classroom.