Strategies for Fostering Interaction in Online Classrooms:A Conversation Analysis of Teacher-Student Verbal Interaction in Random Questioning in Pandemic-Initiated Online Teaching

This paper aims to explore how a veteran teacher organizes online teaching initiated by the pandemic and how she deals with the problems in online teacher-student verbal interaction.By analyzing a corpus of 20 audio-recorded online lessons between a math teacher and her students during the COVID-19 pandemic from April 11 to May 10,2022,four interactional segments are selected as the focus of the study.The results of the conversation analysis of the segments showed that students’modesty,lack of confidence,lack of ability,and network delay are the main factors affecting online teacher-student interaction.By encouraging students to answer questions,enlightening students to give answers,enriching students’answers,and entertaining the teaching atmosphere(“4Es”strategies),the teacher solved the problems successfully.The findings from this study can provide pedagogical experience and implications for practical teaching.

A Case Study of Computer-based Teacher-Student Interaction outside Class

This case study examines the interaction through emails between a professor and one of his third-year students outside of the classroom to explore the problems in the teacher-student interaction.It shows that confronted with difficulties,the student turns directly to her teacher,yet failing to make her specific difficulties known,and the teacher spares no pains to exemplify the doing of assignments,yet knowing little about his student’s knowings and unknowings.At the end of the article are some enlightenments:seeking help after self-attempting and helping after knowing.

Optimizing Teacher-Student Collaborative Assessment in the Production-Oriented Approach:A Dialectical Research

Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carried out in a Chinese university over a period of three years,the present study explored how the teacher prepared and implemented TSCA in class,especially with a focus on how she determined the assessing objective and worked collaboratively with her students in class to achieve it,using the students’written and translated texts as examples.By adopting the dialectical research(DR)method,this paper collected qualitative data such as teaching plans,classroom recordings,and reflective journals of the teacher-researcher(the author),along with students’written drafts and translated texts.TSCA theory and classroom practice have been refined simultaneously by means of putting theory into practice and reflecting upon it.The optimized pre-class and in-class procedures may shed some light on applying TSCA to L2 classrooms.

TheValueOrderof“Love”inTeacher-StudentInteraction：anExplorationintoTeachers’LoveGenerationMachanismBasedonHuoMaozhengandSiXia’SLovePractice

“师爱”是教育成功的前提，是优秀教师的核心价值品质；同时，“师爱”也是教育理论界研究的热点问题之一。但是理论界对“师爱”的认识比较模糊、研究缺乏深度，特别是对其发生机制的研究更少。著名的情感现象学家舍勒认为，在整个价值王国中，价值的相互关系具有一定的“级序”。根据这一理论，如果一个价值比另一个价值“更高”或“更低”，那么，就形成了价值秩序。价值秩序是支配一个人行为的价值品质秩序。爱作为师生交往的核心价值，教师爱的行为同样受爱的价值秩序的支配。从国内“师爱”名师霍懋征和斯霞的“师爱”实践来看，“师爱”的发生机制具有层次性或秩序性，它依次呈现为人性之爱、教育之爱，以及学生种种具体的爱，如公正、尊重等。

On the Effect of Teacher Talk on Teacher-Student Rapport in College English Classroom

This paper aimed to investigate the effect of teacher talk on teacher-student rapport in college English classroom.Be sides,it attempted to analyze how to build teacher-student rapport in English classroom based on the theories of teacher Talk,hoping that it can assist teachers to upgrade their awareness in teacher talk and increase language learning and teaching efficiency.

Changes in Argumentation Performance:Effects of Teacher-Student Collaborative Assessment

This paper compares the effectiveness of one-semester-long instruction of teacher-student collaborative assessment(TSCA)and trained peer review assessment(TPRA).Dependent variables include occurrence of structural elements of the simplified Toulmin model,and improvement of argumentation substance which refers to the quality of reasoning reflected in Toulmin structural elements.Eighty-one sophomore English majors from TSCA group(n=41)and TPRA group(n=40)were asked to construct two argumentative essays at both the beginning and the end of the semester.The results reveal that the TSCA group produced significantly more counterargument claims and rebuttal data.Additionally,the TSCA group significantly outperformed TPRA group in constructing stronger counterargument claim,rebuttal claim and rebuttal data.

A Qualitative Study on Teacher-student Collaborative Assessment in College Students’ Oral English

This article examines the application of Teacher-student Collaborative Assessment in college students’oral English.Qualitative Study data were collected during 16 weeks teaching practice and included the students’and the examiner’s interviews.The result indicates that most students’oral English has been improved.They prefer this assessment model,and their English learning interest and proficiency has been enhanced as well.

Optimizing the Leadership Styles and Establishing a New Teacher-Student Relationship

There're mainly two kinds of behaviors-Task Behaviors(TBs) and Relationship Behaviors(RBs) among the school leadership styles. TBs contribute to achieving the goals, while RBs help to promote the interpersonal relationships. However, different perceptions of social values and morals will have a great influence on establishing the good leader-teacher relationship and the teacher-student relationship, which is also no exception for the leadership styles. Thus, optimizing the leadership styles will enhance the leader-teacher relationship, and also benefit the teacher-student relationship.

An Action Research Report on Teacher-Student Interaction in EFL Class

This essay is an action research report, focusing on the analysis of a common problem in EFL teaching---passive class. By analyzing the data collected in an EFL class, the author testifies the hypotheses, reflects on some possible reasons for the passive class and proposes suggestions to improve the teacher-student interaction.

An Analysis on Teacher-student Role Changing in Interactive Teaching Mode

Teachers and students play important roles in teaching activity,and they are the most essential parts of the system.The relationship between teachers and students,the core schooling interpersonal relationship,directly determines whether the teach ing activities can go smoothly or not,and is an important index to measure the quality of teachers and students'school life,and also is an important factor that affects the social function of education.For a long time,relationship between teachers and students has been a hot topic in education and in different sectors of the society.This dissertation aims at discussing the teacher-student role changing in interactive teaching mode to provide reference for building a harmonious relationship between teachers and stu dents.

The Influence of Parent-Child Relationship on Pupils’ Learning Motivation: The Mediating Role of Teacher-Student Relationship

Objective:The study is to analyze the influence of parent-child relationship on pupils’learning motivation,and to explore the mediating mechanism of teacher-student relationship in parent-child relationship and learning motivation.Method:This study conducted a questionnaire survey on 213 pupils in Grades 5 and 6 in two schools in Beijing using Pianta’s teacher-student relationship scale revised by Qu,Dornbush’s parent-child intimacy scale revised by Zhang and the learning motivation scale adapted by Hu.Results:Gender,grade,whether they are the only child and to be a class cadre or not show significant differences in some dimensions of parent-child relationship,teacher-student relationship and learning motivation.The total scores of parent-child relationship,teacher-student relationship and learning motivation are positively correlated,and some sub dimensions are also significantly correlated.Parent-child relationship and teacher-student relationship have a significant positive predictive effect on learning motivation,and parent-child relationship has a significant positive predictive effect on teacher-student relationship.Teacher-student relationship plays a mediating role in the influence of parent-child relationship on learning motivation.Conclusions:Parent-child relationship can promote the relationship between teachers and students,and then enhance pupils’learning motivation.

Research on the Application of Intelligent Evaluation and Teacher-student Cooperation Assessment System in Teaching English Writing

Low efficiency in teaching and time-consuming in writing evaluation are two big problems for college English teachers.Therefore,it is necessary to create a new teaching model to solve these problems existing in traditional classroom-based teaching.This research adopts the research methods of test comparison before and after the students’composition experiment,questionnaire and semi-open interviews.Empirical research on a new teaching model that integrates the intelligent composition review and reform system represented by Piangai.com and the collaborative evaluation of teachers and students is conducted.The research results show that the new writing teaching model improves the quality of students’writing,promotes students’learning initiative,and enhances students’writing self-efficacy.This writing teaching model provides ideas for solving the problem of time-consuming and inefficient English writing teaching in large classes.

Teacher's Nonverbal Immediacy Behavior in the Classroom and Its Effect on Teacher-Student Relationship

本文主要研究课堂上教师的非语言行为,主要阐述教师在课堂上充分利用非语言行为可促进师生关系的改善。

Observation:The Impact of Teachers' Behavior in Teacher-students Interactions on Pupils' Motivation

To find out in what ways the teacher’s behavior in interactions could motivate students effectively,a two-day observation concerning the relationship between the teacher’s behavior in teacher-students interactions and students’motivations in the classroom was carried out in a primary school in Scotland.The author illustrated the basic content of classrooms observed and the methods of collecting and analyzing the data.Then,it focused on the discussion of the data and related literacy.Finally,it drew the conclusion that the positive feedback,explanations for the reason of doing the task and enthusiastic actions could effectively motivate students to learn.

Transformer fault diagnosis based on relational teacher-student network

The analysis of dissolved gas in oil can provide an important basis for transformer fault diagnosis.In order to improve the accuracy of transformer fault diagnosis,a method based on the relational teacher-student network(R-TSN)is proposed by analyzing the relationship between the dissolved gas in the oil and the fault type.R-TSN replaces the original hard labels with soft labels,and uses it to measure the similarity between different samples in the space,to a certain extent,it can obtain the hidden feature information in the samples,and clarify the classification boundary.Through the identification experiment,the effect of R-TSN diagnosis model is analyzed,and the influence of the compound fault of discharge and thermal on the diagnosis model is studied.This paper compares R-TSN with support vector machines(SVMs),decision trees and multilayer perceptron models in transformer fault diagnosis.Experimental results show that R-TSN has better performance than the above methods.After adding compound faults in the sample set,the accuracy rate can still reach 86.0%.

Autonomy in Scaffolding as Learning in Teacher-Student Negotiation of Meaning in a University EFL Classroom

Based upon sociocultural theory, this study investigates the dynamics of the teacher＇s roles and learner autonomy in the process of scaffolding in teacher-student negotiation of meaning in an EFL classroom, The participants were 25 undergraduate students and a Chinese teacher of English at a university in China. The teacher-student dialogue was the central mechanism mediating the construction of negotiation of meaning and form in language learning. The analysis of classroom discourse and the teacher＇s retrospection from an interview illustrated the teacher＇s different roles in interaction, where scaffolding acted as a structured pedagogical tool. The study revealed that the learners were afforded assistance to progress from other- regulation to self-regulation, and consequently, the teacher exploited opportunities to enhance learner autonomy in negotiation of spaces for autonomy in classroom teaching. The study has probed into the significance of the teacher＇s capacity of controlling scaffolding effectively and generated implications for teacher development and learner training.

Scaffolding in Teacher-Student Interaction:A Case Study in Two Oral English Classes in China

This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting the responsibility from the teacher to student. Our first aim was to determine how teacher-student interactions in two oral English classes were distributed, and our second aim was to determine how the two teachers perceive their roles in teacher-student interaction and how their perceptive differences were reflected in teacher-student interaction in their oral English classes. The data were collected through videotaping and an interview. Results show that distribution patterns of teacher-student interactions were mainly different in the two oral English classes, and the role perception differences of the two teachers were partly reflected in their teacher-student interaction. The study suggests that the process of shifting the responsibility from teacher to student is a complex process which demands great efforts from teachers as well as willingness from students.

Chinese Teachers’Professional Identity and Beliefs about the Teacher-Student Relationships in an Intercultural Context

This paper presents a qualitative study of immigrant Chinese teachers’professional identity and beliefs about the teacher-student relationship in an intercultural context.Theoretically,this study takes its departure from a sociocultural perspective on understanding professional identity.The empirical analysis in the study drew mainly upon ethnographic interviews with a group of Chinese language teachers in Denmark concerning their life experiences,perceptions,and beliefs.The results of this study suggest that teachers’beliefs about their roles as teachers and about student-teacher relationships are shaped by both their prior experiences and backgrounds and the current social and cultural contexts in which they are situated.Changes of context(e.g.,from China to Denmark)often lead to a transformation of their professional identity and beliefs.Being a teacher in an intercultural context often exposes them to the confrontation of diverse challenges and dilemmas.On one hand,teachers in this study generally experienced a transformation from being a moral role model,subject expert,authority and parental role to being a learning facilitator and culture worker.On the other hand,they developed diverse individualized coping strategies to handle student-teacher interactions and other aspects of teachers’professional identity.