A Research Of Classroom Interaction In Online Chinese Teaching For Junior High School Students Based On IFIAS System

During the epidemic,online Chinese teaching has become increasingly important.For online teaching,classroom interaction analysis has also become a hot topic for researchers.In order to better analyze the online Chinese classroom,this paper selects the improved Flanders interactive analysis system.After many improvements,the system is more in line with the actual situation of online Chinese classroom interaction.The system can record and analyze the verbal behavior interaction between teachers and students,and quantitatively analyze the interaction behavior.Through the quantitative analysis of classroom interaction,the advantages and disadvantages of online Chinese teaching classroom interaction are explained,and the factors affecting classroom interaction are combined.Summarize the problems existing in online Chinese classroom and give relevant suggestions.The case analyzed in this article is a comprehensive Chinese course during my tenure as a volunteer teacher of online Chinese in Thailand.Through observation and analysis of the entire Chinese language teaching course videos for Grade 2 of Kongkun Middle School in Thailand,this article selects a teaching video that is in a stable period of teaching from the perspectives of the enthusiasm of teacher-student interaction,the activity of the classroom atmosphere,the stability of online teaching,and the completion of classroom tasks.This video is a comprehensive Chinese course for senior two students in Thailand online Chinese language teaching in the early stage,with a duration of 40 minutes.The research object is senior two students whose mother tongue is Thai.The number of senior two students is 43,and the Chinese proficiency of senior two students is elementary.The author used the IFIAS system to analyze the online Chinese classroom interaction of senior two students whose native language is Thai,using matrix analysis and curve analysis methods.Based on the IFIAS system,the author obtained data information such as matrix tables and curve analysis charts.Combining the table charts and classroom observations,the author analyzed classroom interaction from three aspects: classroom interaction structure,teaching style,and classroom atmosphere.After analysis,many problems were found: too much teacher talk,too little student speech,low student motivation in student speech,single form of classroom feedback,and low utilization of information technology.At the same time,during the research process,the author found that the significant factors affecting classroom interaction in online Chinese language teaching in Thailand mainly include learners,teachers,teaching tools,etc,and specifically analyzed the problems in online Chinese language classroom interaction in Thailand’s Kongkun Middle School from three aspects: learners,teachers,and teaching tools.Based on the analysis of the problems,the author proposes teaching suggestions such as giving full play to students’ initiative,enriching student interaction methods,enriching classroom feedback content,and using information technology through multiple channels,in the hope that these suggestions can effectively promote teacher-student interaction in Chinese language teaching,provide guidance and reference for future online Chinese language teaching,and achieve better teaching results.In addition,using the IFIAS system to analyze online Chinese classroom interaction has certain limitations.The IFIAS system mainly focuses on verbal interaction in the classroom,while there are certain limitations in the study of nonverbal interaction.The improvement of the IFIAS system is closely related to the study of online Chinese classroom interaction,and it is hoped that future research can provide suggestions for system improvement.