A Case Study Of The Classroom Reasoning Behavior Of Primary School Chinese Teachers From The Perspective Of Interactive Ritual Chain

In the Chinese course,students ’thinking ability,aesthetic creation and cultural confidence are based on the use of language.Classroom reasoning,as an important part of classroom implementation,is generated in the dialogue between teachers and students,and is the teacher’s reaction and processing after students answer questions.Based on the needs of the teaching evaluation reform and the new Chinese curriculum standards,teachers should re-examine their own teaching evaluation methods,pay more attention to the process evaluation and formative evaluation,make their own evaluation methods based on the development of students ’core Chinese literacy,promote the development of students’ thinking,and point to students’ deep learning.More and more teachers also began to realize the importance of reasoning,but in the process of practice is difficult.First of all,the author reviewed the understanding,type,function,status quo and strategy of the classroom theory,clarified the research ideas and methods,and defined the concept of the theory behavior.In this study,the interactive ritual chain is taken as the theoretical basis,and the relevance of the interactive ritual chain theory and teachers’ classroom reasoning behavior is analyzed,that is,the micro situation of classroom reasoning,the focus of common attention between teachers and students,and the driving force of emotional energy.Secondly,the status quo of primary school Chinese teacher T classroom answer behavior survey,the part of the content is mainly to answer what the classroom answer.On the basis of learning from previous research,combined with the actual situation of this study,through the investigation interview,physical analysis and case observation method,in Chengdu H elementary school of a has 25 years of teaching experience of the language teacher as a study case,for a year of observation and analysis,at the same time with the aid of the teacher classroom observation scale present situation investigation,analysis T teacher 24 normal class behavior of the general situation,expounds the type of classroom records.Thirdly,according to teacher T’s answering behavior,this study proposes a strategy to optimize the teacher’s classroom answering behavior.Through the interview with teachers,it is found that the effective method is not limited to the classroom teaching process,but throughout the whole process of teaching,the preset,to grasp the dynamic factors,static resources to understand the students’ learning and accurately grasp the curriculum standards is the premise to achieve effective;the classroom needs to create ideal classroom environment,create a harmonious classroom atmosphere,pay attention to the emotional needs of students,set the focus of common concern between teachers and students,and monitor their own attitude at any time.From the perspective of interactive ritual chain,the practice mode of teachers ’classroom reasoning is refined around before class,during class and after class,so as to provide reference for improving teachers’ classroom reasoning behavior.Finally,the influencing factors of the behavior of primary school Chinese teachers are deeply explored,and the thoughts and suggestions of the behavior of primary school Chinese teachers are put forward.Around the interactive ritual chain of elements analysis of the influencing factors of classroom behavior,school to create public discourse environment,teachers ’emotional energy,emotional energy between teachers and students,teaching wit build focus,the students’ cultural capital and students ’family environment will affect teachers’ classroom behavior.From the interview results of teachers ’classroom reasoning with the students,we hope to arouse teachers’ attention and thinking to their own reasoning behavior.At the same time,it is also suggested that teachers should reflect and learn after class,and constantly improve their own classroom reasoning behavior.