Paper Keywords: middle school classroom teacher-student interaction emotional awareness

Middle school English classroom should point to students' development, make the classroom get rid of boring one-way knowledge giving and receiving state, fully mobilize students' learning enthusiasm, realize effective interaction between teachers and students, and fundamentally revitalize the classroom. The effective interaction between teachers and students in the classroom is characterized by strong sense of purpose, delicate sense of method, reasonable sense of evaluation, pleasant sense of emotion and multiple sense of mutual subject and object. In daily teaching, there are some problems in the interaction between teachers and students in middle school English classroom, which are caused by teachers, students and classroom. Teachers should strengthen theoretical study and update teaching and evaluation concepts; Learning curriculum standards, clear ideas, tasks and goals; Carefully choose exquisite teaching methods, create a warm and pleasant classroom teaching environment, and pay full attention to every student.

With the new curriculum becoming the new practice coordinate of the school, scholars call for paying attention to the classroom and rebuilding it. Middle school English classroom should be based on students' development, get rid of the boring one-way knowledge giving and receiving state, fully mobilize students' learning enthusiasm, realize effective interaction between teachers and students, and fundamentally revitalize the classroom. However, in daily teaching, the effect of teacher-student interaction in English classroom is often not ideal. This paper focuses on the problems, causes and countermeasures in the interaction between teachers and students in middle school English classroom.

First, the interaction between teachers and students in middle school English classroom problems

1. The frequency of teacher-student interaction between open classes and daily classes is obviously different.

In a class with the same teaching content, the interaction frequency between teachers and students in open classes is very high. Teachers can give full play to students' main role in learning, guide students to study actively and have a warm atmosphere. In the daily classroom, the effective interaction between teachers and students is obviously reduced, and the classroom atmosphere is dull. Contemporary China people find that there are four kinds of classroom discourse, namely, open classroom discourse, exam-oriented classroom teaching discourse, folk school-based classroom teaching discourse and academic classroom teaching discourse. [1] The new classroom not only wants to have the classroom vitality of high-quality open classes, but also wants to show vitality in daily classes; I want to have the same achievements as the exam-oriented classroom discourse, but I hope to achieve it in a humane, humane and scientific way; The discourses on classroom reform of folk specimens such as Yang Si Middle School and Dulangkou Middle School are concise and unique, but they also hope to stand up to academic explanations. Hope can be highly theoretical, but it pays more attention to practical classroom application. In essence, the new classroom requires effective interaction between teachers and students in the classroom. In fact, effective teacher-student interaction has not really been applied to daily classes.

2. Teacher-student interaction does not fully and comprehensively pay attention to the achievement of teaching objectives.

The pursuit of teacher-student interaction is to achieve the basic goal of teaching through this form of teaching organization. No matter what kind of teaching form teachers take, the purpose is to make students master, understand or experience the teaching content itself through teacher-student interaction, and finally make students get the expected development. In practice, teachers and students have more cognitive interaction, less emotional interaction and behavioral interaction, and lack of spiritual collision. In particular, emotional interaction is often ignored, and English teachers teach only for the sake of teaching, which leads students to feel that English is boring, and then they are tired of learning.

3. The application of specific forms of teacher-student interaction is inappropriate.

The common forms of teacher-student interaction are question and answer, discussion and cooperative teaching. Question and answer is one of the most widely used teaching forms in teacher-student interaction. In the real classroom teaching, there are three main problems for teachers to use question and answer.

(1) The design level of the problem is low. Teachers often design some simple knowledge questions and ask students "right" and "good". If there are too many such problems, students will have either-or linear thinking, lacking complex thinking and multidimensional thinking. The question is too simple to arouse students' interest in participation.

(2) There are many shallow interactions and few deep interactions. After students answer questions, teachers are unwilling to communicate with students in depth, and only evaluate right and wrong, which leads to a decrease in the efficiency of teacher-student interaction. The surface is bustling, but the depths are calm.

(3) The problem is not clear enough. Sometimes the questions asked by teachers to students are not clear and vague, and students can't really understand the questions asked by teachers, which makes students lack a sense of direction in their studies.

Group cooperation is an effective form of cooperative teaching, but teachers often group students randomly according to their seats, so there are often obvious differences between groups. Sometimes homework is so simple that you don't need to explore it. Teachers are absent from students' cooperative learning and become bystanders, making group cooperation a mere formality.

Discussions are often limited to group discussions, without class discussions. Teachers will be somewhat casual in the design of discussion topics, and the personal responsibilities of each group member are not clear. Many students did not participate in the discussion and study.

4. There are more one-way interactions and less two-way interactions.

In daily teaching, teaching interaction is generally only centered on teachers, and students are in a passive position. In teaching, the teacher arranges everything. Teachers ask students questions and have group discussions. Students only passively listen to the teacher's requirements and rarely take the initiative to communicate with teachers or classmates.

5. Unequal opportunities for interaction

Teachers will give different opportunities for interaction because of different students' grades. In teaching, some teachers prefer students with excellent grades, so there are few opportunities for teachers to interact with poor students, which leads to poor students losing interest in English gradually.

Second, the factors affecting the interaction between teachers and students in middle school English classroom

1. Teacher

(1) Different teaching concepts and teaching styles affect the effect of teacher-student interaction. [2] Teaching concept is teachers' rational understanding of teaching, which mainly includes teachers' views on teaching, knowledge and students. The new teaching view holds that teaching is the unity of teachers' teaching and students' learning, and the essence of this unity is communication. The teaching process is a process of interaction between teachers and students, benign interaction and common development. The change of this concept has important practical significance in teaching practice. The teaching viewing possessed by teachers affects teachers' teaching behavior and directly affects the effect of teacher-student interaction. Knowledge view is a teacher's view and understanding of knowledge, which determines which teaching method teachers choose to impart knowledge in teaching. Students' view includes students' development view, students' behavior view and students' learning view.

Teachers' teaching style also greatly affects the effect of teacher-student interaction. Because teaching style is a stable expression of teachers' unique teaching ideas, teaching skills and methods gradually formed in certain theoretical guidance and long-term teaching practice.

(2) Teachers' personality characteristics are the factors that affect the interaction between teachers and students. Teachers' personality characteristics include teachers' personal ability, temperament, personality, motivation, interests, ideals, beliefs and so on. It is an important factor that affects teachers' teaching, plays a decisive role in the formation of teachers' teaching essence and science, and is also an important symbol to distinguish different teachers' teaching styles.

(3) There are problems in teachers' operation. The problems existing in teachers' practical operation are mainly manifested in the improper use of specific forms such as question and answer, discussion and cooperative teaching. In addition, the inequality of interaction opportunities also significantly affects the effect of classroom interaction between teachers and students.

(4) There are some misunderstandings in the evaluation method. Evaluation is an important link in the process of teacher-student interaction. Implementing effective evaluation can not only promote students' interactive learning more effectively, but also help to improve students' cooperative consciousness and skills. However, teachers don't evaluate much in the process of teacher-student interaction, and even if they do, they pass by. Some teachers think evaluation is necessary, but there are no suitable evaluation methods and standards.

2. Students

(1) The implicit influence of family background on interactive behavior. The influence of family background on students' classroom teaching interaction behavior is subtle. Different family backgrounds have different influences on students' classroom behavior, which is generally produced through the interaction between students and parents, that is, the interaction between students and parents determines the interaction between students in school.

(2) Students' personality differences are the individual factors that affect students' communication. Students' personality is in a constantly changing process, so students' personality in different periods has different characteristics, and different students in the same period also have different characteristics. Some students are introverted, accustomed to lecture-style classroom teaching, not good at expressing their opinions in front of people, and most of the time they are silent in cooperation; Some students want to take part in activities, but they can't because of their weak foundation; Some students have a good foundation, but they are not good at fighting for opportunities; There are also some students who only think for themselves, lack the necessary communication between classmates, and some even don't know how to interact effectively with others; Some students' self-denial, negative inferiority and fear of failure will inhibit the communication behavior of individual students in the learning process, making them unable to devote themselves to learning activities easily and boldly, and the interaction between teachers and students will lose its due vitality because of the passivity of one party.

(3) Successful experience is the motivation of students' interaction. Whether a student participates in the interaction wholeheartedly in class is related to his successful experience in interacting with teachers and classmates in the past. Students' experiences in class are varied, including both successful experiences and failed experiences. These experiences will affect students' behavior and the degree of interaction with teachers and classmates.

3. Classroom

Teacher-student interaction takes place in the classroom, which is the place for teacher-student interaction, so all factors in the classroom, such as temperature, color, lighting, classroom layout and so on, have an impact on teacher-student interaction. They can cause different physiological feelings of teachers and students, make teachers and students have different emotions and emotions, and then affect the development of teaching activities, students' intellectual development, learning motivation, classroom behavior and the psychological atmosphere of the whole classroom.

Third, effective teacher-student interaction in the middle school classroom performance

1. Strong sense of purpose

Goals include cognitive, emotional and motor skills. Whether the predetermined teaching goal can be achieved is a decisive factor to measure the effectiveness of teacher-student interaction. In an effective interactive classroom, the goals set by teachers are scientific, comprehensive and appropriate, and the interaction between teachers and students is closely centered on the teaching goals, and both teachers and students have a strong sense of reaching the standard.

2. Exquisite awareness of methods

In the effective interactive teaching between teachers and students, the teaching methods are innovative and effective, and the teachers carefully choose the methods, seize the opportunity and arrange the structure skillfully. In the unit time, we should closely follow the learning objectives and tasks, and through careful arrangement and interaction between teachers and students, the classroom is completely students' conscious passion.

3. Sense of rational evaluation

Teachers can make a reasonable evaluation of students' performance in time and fully, and the evaluation methods are flexible and diverse, and they can adjust teaching at any time according to the feedback of teaching information. Effective teacher-student interaction classroom includes not only oral evaluation methods of teachers, but also effective evaluation methods such as grading system, reward and punishment system and students' self-evaluation. Effective evaluation can create a competitive atmosphere in the classroom to a certain extent, and improve the enthusiasm of students to participate in interaction.

4. Pleasant emotional awareness

Teachers should fully respect and trust students in class, especially those who make mistakes in answering questions, pay attention to cultivating students' interest, will and habits in learning, and pay attention to the development of non-intellectual factors. At this time, teachers and students are equal in personality and status in the teaching process. Teachers and students can express their opinions freely in class, and even discuss or argue with each other. Teachers and students communicate with each other, inspire each other, complement each other, share experience and knowledge with each other, and the feelings between teachers and students are pleasant.

5. Multiple consciousness of "mutual subject and object"

In the communication between people, people are both subject and object, or both subject and object, and people themselves have dual attributes of subject and object. In the teaching process, there are temporal, diachronic, unidirectional and dual relationships between learners and educatees. [3]

4. What are the strategies for effective interaction between teachers and students in middle school English classes? 1. Strengthen theoretical study and update teaching concepts and classroom evaluation concepts.

English teachers should not only attach importance to the study of English professional knowledge, but also constantly study new educational concepts and new teaching methods, and pay attention to updating the two concepts.

(1) Update the teaching concept. After learning a new language, English teachers should pay attention to updating classroom teaching concepts and embody advanced educational concepts in teaching. Encourage teaching innovation, encourage teachers to actively explore textbooks and teaching methods outside the classroom, and make full use of scientific teaching methods in the classroom. Deepen the teaching design, and carefully complete a series of classroom teaching work such as teaching material analysis, student analysis, design concept, teaching objectives, teaching process and after-class feedback.

(2) Updating the concept of classroom evaluation. Value judgment subject, value belief subject and value target subject in English classroom evaluation have a core position and function in evaluation activities. In the final analysis, the criterion for evaluating the success of a class is to see whether it meets the teaching objectives and requirements in the interaction between teachers and students, whether it pays attention to the development of students, and whether it pays attention to students' learning and self-development. Therefore, it is necessary to update the concept of classroom evaluation, organize teachers to discuss and evaluate other people's open classes, and let teachers know their own gains and losses in classroom teaching practice through the discussion and analysis of some teaching cases, and get development and improvement from them.

2. Learn the curriculum standards and define the concepts, tasks and objectives.

Teachers should first learn English curriculum standards and make clear the basic ideas, tasks and goals of English teaching. In this way, teachers can set expected goals before class. With the expected goal, the interaction between teachers and students will not become a mere formality, but also make the interaction process orderly. On this basis, teacher-student interaction can produce results. In order to set expected goals, teachers should study textbooks. Textbooks are the core of the curriculum. Only by starting from the teaching materials, grasping the teaching materials, excavating the teaching materials and setting the expected goals can we accurately reflect the information to be conveyed by the teaching materials. Secondly, it is meaningless to pay attention to students' reality and be divorced from students' actual expected goals. It is necessary to understand the existing cognitive level of students and the possible depth and breadth, and cultivate students' interest. On this basis, we should set the expected goals. Students are not only willing to accept, but also able to develop and improve themselves in the process of interaction, laying a solid foundation for effective teacher-student interaction.

3. Carefully choose exquisite teaching methods

(1) Effectively use different modes of teacher-student interaction in different English classes. According to the characteristics of English subjects, teachers can adopt different interactive modes for different classes in the teaching process. For example, in reading class, the interaction between teachers and students can take three links: "independent reading perception, learning inquiry and reading expansion"; The design of the test paper lecture and evaluation class can be like this: announce the answers, students correct them themselves-group discussion, solve most problems-large group discussion, teachers dispel doubts-consolidate exercises. In the interaction, teachers should strengthen the guidance, generalization and summary of key and difficult problems, form accurate and concise written expressions, be good at digging and using fresh educational resources from students to solve problems, guide the discussion of problems to depth, cultivate students' innovative spirit and practical ability, be meticulous and appropriate, control time and grade the learning situation of the group.

(2) Set high-quality questions. The problems in interactive teaching must be the result of interaction between teachers and students. Problems are not only raised by teachers and arouse students' thinking, but also require students to raise problems themselves and try their best to solve them. Therefore, in classroom teaching, teachers should pay attention to the level of questioning, use one or two of their own questions to raise students' multiple questions, cultivate students' awareness of questions, and change a single information flow into a two-way information flow.

High-quality questions need valuable questions, targeted questions and a certain gradient. In classroom dialogue, students' answers may be different. As long as they can justify themselves and make sense, teachers should not engage in so-called "standard answers"

(3) Pursuing real discussion. In daily English teaching, discussion is often a mere formality, which is suspected of putting on a show. Teachers should make clear the purpose of discussion, choose topics carefully, seize the opportunity wisely, discuss with students in a pleasant environment, and truly realize the collision of hearts in the discussion.

4. Create a warm and pleasant classroom teaching environment

Teachers should change their roles, achieve equality between teachers and students, and strive to create a pleasant classroom teaching environment. Teachers are the leaders of students' learning. We should treat every student equally in status and soul, so that students can open their closed hearts and eliminate their fear of teachers. Teachers and students become the same learning subject, and the classroom teaching environment will feel warm and pleasant.

In addition, the classroom should be arranged reasonably. Classroom layout, temperature, color, lighting, etc. They all affect the interaction between teachers and students, which will cause different physiological feelings between teachers and students and make them have different emotions and emotions.

5. Pay full attention to every student

On the one hand, teachers can't give students different opportunities for interaction because of their own preferences and differences in students' grades. Teachers should pay full attention to students with unsatisfactory grades, help them analyze the reasons for their poor grades, build up self-confidence, and give them more opportunities for classroom interaction, so that they can get out of the shadow of setbacks as soon as possible.

On the other hand, teachers should pay attention to each student's personality differences and family background. In the interaction between teachers and students, teachers should improve the behavior of children with low family background, provide them with more opportunities for classroom interaction and promote their awareness of interaction. For those students who are introverted and not good at communicating with others, teachers need to teach them the methods and skills of communicating with others, so that they can feel happy in the warm and pleasant classroom communication between teachers and students.

References:

[1] Ceng Guohua and Zhu Yongxin analyze the three realms of the new education ideal classroom [N]. Modern education news, 2008-08- 18.

[2] Zheng Jinzhou. Interactive teaching [M]. Fuzhou: Fujian Education Press. 2005。

[3] Chen * yuan. Understanding of communication and teaching communication [J]. Journal of Northeast Normal University (Philosophy Science Edition), 1998, (5).

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