Traditional Culture Encyclopedia - Traditional festivals - What are the studies on the interaction between teachers and students in middle school Chinese classroom at home and abroad?
What are the studies on the interaction between teachers and students in middle school Chinese classroom at home and abroad?
First, the connotation and theoretical basis of teacher-student interaction
(A) the connotation of teacher-student interaction
Teacher-student interaction is the most basic and common form of interaction in the teaching process. It plays an important role in the realization of educational and teaching goals and the healthy development of students' personality. Many scholars have defined the concept of "teacher-student interaction" from different angles.
From a sociological point of view, interaction is closely related to roles. Ma studied teacher-student interaction from the perspective of teacher-student role analysis, and pointed out that "interaction is the interaction of roles, and roles are expressed through interaction" [1]. Chen called his research object "teacher-student role interaction", and proposed that teacher-student interaction not only has the characteristics of interpersonal interaction, but also has characteristics different from general interpersonal interaction [2]. Lee Hung put forward from the perspective of social psychology that social communication is interpreted as the main manifestation of human social behavior and should be discussed as the ontology of research rather than as a dependent factor [3]. Yuan Weixin put forward that teacher-student interaction refers to all communication and interaction between teachers and students from the perspective of pedagogy [4]. To sum up, we can see that the definition of teacher-student interaction presents the characteristics of different disciplines and multiple perspectives, which are explained by pedagogy, sociology and psychology respectively. Combining with the definition of social communication by sociologist Zheng Hangsheng in "A New Introduction to Sociology" [5], we think that teacher-student communication is a specific form of social communication, which has the basic characteristics of social communication, that is, the mutual dissemination of information and interdependence of social communication activities between teachers and students are mutually influenced by the teaching relationship.
(B) the theoretical basis of teacher-student interaction
The traditional teacher-centered teaching model is based on behaviorism learning theory. Behaviorism school interprets human learning process as a process of passively accepting external stimuli, and the teacher's task is only to provide external stimuli, that is, to instill knowledge into students; The task of students is to accept external stimuli, that is, to understand and absorb the knowledge imparted by teachers. This teaching method makes it impossible for students as cognitive subjects to exert their subjective initiative. The new constructivism learning theory advocates learner-centered learning under the guidance of teachers. In other words, it not only emphasizes the cognitive role of learners, but also ignores the guiding role of teachers. The role of teachers is to help and promote the construction of meaning, not to impart and instill knowledge. Students become the main body of information processing and the active constructors of knowledge meaning.
Second, the characteristics of theoretical research on teacher-student interaction at home and abroad
Teacher-student interaction is one of the hot spots in educational research in recent years. Western and domestic scholars' research on teacher-student interaction mainly shows the following characteristics.
(A) The study of teacher-student interaction presents the characteristics of multidisciplinary interaction.
Scholars both at home and abroad show the characteristics of multidisciplinary interaction in the study of teacher-student interaction. There is not only the explanation of pedagogy, but also the research from the perspectives of psychology, sociology, management, law and philosophy. This interdisciplinary research situation makes the research field of teacher-student interaction gradually expand, and the explanation of teacher-student interaction is richer and deeper.
Theoretical research based on abstract epistemology.
Previous studies mainly focused on the abstract definition and classification of teacher-student interaction or teacher-student relationship, and discussed the subject, characteristics and mode of teacher-student interaction in depth. However, there was a lack of research and empirical research on teacher-student interaction in specific situations, which lacked practical guidance on how to improve the quality and effect of teacher-student interaction.
(3) From the theoretical research model with teachers as the research object to the research model with the process and characteristics of teacher-student interaction as the research object.
Most previous studies regard teachers as the main body in the process of teacher-student interaction and students as "supporting roles" in teacher-student research. The research orientation shows the characteristics of teachers as the main body, ignoring the study of student groups. This situation not only leads to one-sided understanding of teacher-student interaction, but also loses the objective and fair academic value orientation. In recent years, the research on teacher-student interaction has gradually shown new characteristics. With the progress of society and the influence of postmodernism, the traditional view of teachers and students has been impacted unprecedentedly. Democracy and equality have gradually become the important characteristics of modern teacher-student interaction or teacher-student relationship. More and more new research models are presented in theoretical research, focusing on the process and characteristics of teacher-student interaction. [6]
Third, the present situation and problems of teacher-student interaction in primary school Chinese classroom
Under the background of the new round of basic education reform, classroom teacher-student interaction has increasingly become the focus of educational research, and it has been widely concerned and valued. From the perspective of educational sociology, the classroom is a micro-society, and the interaction between teachers and students in the classroom is a special form of social interaction. Teacher-student interaction has both the general characteristics of social interaction and the particularity of being in the classroom field. From this point of view, teacher-student interaction refers to various forms, nature and degrees of interaction and effects between adults with high knowledge level and certain authority who play the role of "teacher" and minors with low knowledge level who play the role of "student". It is a dynamic process of mutual communication and understanding between teachers and students, and ultimately promotes the common development of both teachers and students. Therefore, teacher-student interaction plays a key role in promoting the cognitive growth, emotional cultivation, values formation and life value promotion of both teachers and students. However, due to the influence of traditional culture, abnormal values and social reality, there are many problems in the interaction between teachers and students in Chinese classes in primary schools in China.
(A) the differentiation and differences of classroom teacher-student interaction
A survey found that in the current interaction between teachers and students in Chinese classes in primary schools in China, students are still passive recipients and in a controlled position, while teachers are active givers and in a controlled position. [7] In the classroom, because teachers are in an absolute authoritative position, the interaction between teachers and students is divided and different in terms of interactive content, interactive mode and interactive object selection, which is embodied in the following points.
1. From the perspective of interactive objects, teachers have differences in the choice of interactive objects.
From the perspective of gender, teachers interact more with boys than girls; From the position of the interactive object, the interaction between teachers and student cadres is obviously more than that of non-student cadres; From the position of the interactive object, the students with higher status in the class have more opportunities to interact with the teacher than the students with lower status.
2. From the way of interaction, teachers often adopt different ways of interaction for students with different grades.
The research on the interaction between teachers and students in the classroom shows that the students who get the most opportunities for teacher-student interaction are the so-called top students. "They can interact with teachers 3.3 times as often as the whole class, and many of them can reach 10 times." [8] When interacting with high-achievement students, teachers tend to adopt a democratic, positive and fully considered way of students' personality, and show great patience; When interacting with students with low achievement level, teachers tend to adopt authoritative, negative and controlled methods, giving these students less time to think and opportunities to fully express themselves.
3. From the content of interaction, the difference of teachers' choice of interactive objects directly determines the difference of interactive content.
When teachers interact with students with high academic performance, they often choose complex questions such as argumentation and challenge, while for students with low academic performance, they choose simple questions such as judgment and description. The evaluation methods adopted by students at different levels are obviously inclined to students with high academic performance.
(B) Classroom teacher-student interaction is too formal.
Classroom teacher-student interaction is the mutual influence and interaction between teachers and students in the classroom situation, and both sides of the interaction are equal and fully involved. Teacher-student interaction is not only a means to promote students' development, but also a process of emotional communication, wisdom collision, personality influence and life growth between teachers and students. Teachers and students are the subjects of each other, interacting with each other and being indispensable. Ignoring students' subjectivity, their development will be external, controlled by others and passive; Ignoring teachers' subjectivity will make it difficult to impart knowledge and develop students. In the existing classroom teaching, although teachers consciously pay attention to the interaction with students, they are often flashy and formal. The so-called formalization of interaction means that there is only the form of interaction without the essence of interaction. Mainly in the following aspects.
1. Pre-formation of classroom teacher-student interaction
In the classroom, teachers mainly teach step by step according to their own pre-designed teaching procedures. Students participate in the interaction and follow the teacher's ideas from the aspects of language style, expression and problem evaluation. Once a student deviates from the route set by the teacher, the teacher will correct it immediately. This is not only reflected in the learning and teaching of knowledge, but also the feelings and attitudes of students towards things are prescribed by teachers in advance. Teachers will always play the role of adults and knowledge givers, and always have supreme authority. Even if students have objections to a certain problem, they can only fight silently in private or accept it without doubt. Therefore, in the long run, students gradually develop the bad habit of trying to figure out the teacher's mind and trying to say the answers set by the teacher in advance. What is more regrettable is that students gradually lose the ability to think independently and objectively evaluate themselves and others.
2. The superficiality of classroom teacher-student interaction
In modern society, under the condition of highly pursuing material benefits, teachers are constantly influenced by the diversification of social values. The deviation of teachers' own concepts and understanding of teacher-student interaction makes classroom interaction either let students drift, from the original "full house" to "full house", and students' instant rich imagination and creativity are lost in teachers' inaction; Either the teacher put forward some valuable open questions, but because the teacher lacks a full understanding of the students' characteristics and knowledge reserves, he often falls behind or exceeds the students' ability level, which makes the interaction in an embarrassing state and dampens the students' enthusiasm and enthusiasm for learning; At the same time, due to frequent competitions between teachers and schools, as well as various teaching performances, academic activities, special exhibitions and so on. Normal teaching gradually aims at pursuing the lively surface of classroom teacher-student interaction, lively classroom atmosphere, diverse patterns, students' high spirits and teachers' satisfaction. However, these "seemingly positive, in fact, have caused students' learning content to be messy, learning quality to be low, education to be superficial, and to fall into shallowness and poverty." [9] This kind of classroom interaction, teachers and students have neither gained a real understanding of knowledge, nor the collision and blending of hearts between teachers and students, which is tantamount to falling into a "dramatic" performance for both teachers and students.
(C) classroom interaction between teachers and students too much emphasis on dominance
1. Times of excessive pursuit of teacher-student interaction
In the classroom interaction between teachers and students, under the condition of teachers' initiative, teachers often take the external actions that students can see as the evaluation criteria when evaluating the enthusiasm of students to participate in the interaction. If students are not active enough in class and don't often raise their hands to answer questions, teachers will take it for granted that students will not or will not take the initiative, and their enthusiasm for learning will be low. In fact, this view only understands the interaction between teachers and students as the echo of language or action, but fails to see that the interaction between teachers and students is more important for thinking, emotional communication and spiritual communication, which is an implicit and subtle spiritual blend. Therefore, quantitative and explicit interaction is only one aspect of meaning generation, and more importantly, the quality of teacher-student interaction.
2. Pay too much attention to explicit verbal interaction
In the process of classroom teaching, the verbal interaction between teachers and students has always occupied the main body of classroom interaction. Teachers' speech acts are not only used to communicate with students about course contents, learning requirements and processes, but also to communicate feelings, organizational relationships and various activities. Teachers' personality, leadership style and expectations of students can all be expressed through speech acts. At the same time, students mainly express their thoughts through words, which can enhance the understanding between teachers and students and cause ideological collision. Undoubtedly, since the appearance of speech, it has been undertaking the function of information exchange between people and promoting the understanding and recognition between people. However, the nonverbal, implicit and situational interaction in the classroom has not attracted enough attention and attention. Students' interpretation of their status, their understanding of their roles and the meaning behind teachers' behavior play a very important role in the interaction between teachers and students. Therefore, paying attention to the hidden and hidden interaction between teachers and students and the meaning in the field will be more conducive to promoting the effective interaction between teachers and students.
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