Research On The Characteristics And Optimization Strategies Of Teacher-student Verbal Interaction In Elementary School Philosophy For Children

In recent years,research on teacher-student interaction has become increasingly refined,and one of the consensuses is that effective and sufficient verbal interaction between teachers and students in the classroom can improve teaching effectiveness.However,in current educational practices,there are still problems with ineffective communication and outcomes in teacher-student verbal interactions.Nonetheless,the verbal interaction between teachers and students In the philosophy class for primary school children,which is used "dialogue" as a means to optimize students’ thinking quality,has garnered considerable attention due to its effectiveness.Therefore,the focus of this study is to explore the advantages and characteristics of teacher-student verbal interaction in elementary school children’s philosophy classes,identify any shortcomings,and provide corresponding optimization strategies to further improve the quality of teaching in children’s philosophy classes,and provide reference for other teaching practices.To address this question,the author adopted a literature review method to examine the current state of research on children’s philosophy classes and teacher-student interaction both domestically and internationally.This provided theoretical guidance for this study and defined the key concepts of "teacher-student verbal interaction in the classroom" and "children’s philosophy classes" for this research.Subsequently,the improved Flanders Interaction Analysis System(i FIAS)was used to observe six primary school children’s philosophy classes.The study examined the overall characteristics of the research subjects from a holistic and visual perspective,and conducted a slice analysis of children’s philosophy classes from six aspects: classroom speech structure,teacher’s teaching style,teacher’s questioning analysis,student’s speech behavior analysis,classroom emotional atmosphere,and teaching mode.In summary,the characteristics of teacher-student discourse interaction in children’s philosophy classrooms are: a high frequency of interaction between teachers and students,a teaching style that tends to have a direct impact and positive reinforcement,frequent and predominantly open-ended questioning by teachers,active participation by students but a lack of proactive questioning,a positive and enthusiastic classroom atmosphere,and a teaching mode that mainly employs a guided-exploratory approach.Based on these conclusions,the article proposes five optimization strategies: a language interaction strategy that balances quantity and quality,a questioning strategy that combines openness with follow-up questions,a student discourse strategy that combines pre-designed and generative responses,an emotional strategy that is both strict and compassionate,and a teaching strategy that emphasizes both strong reserves and guiding.This article includes six chapters: introduction,research design,research process and results,description of teacher-student language interaction characteristics,optimization strategies for teacher-student language interaction,as well as limitations and reflections.