The Formation of Ideal Interactions Between Teachers and Students in the College English Teaching

Ideal interactions between teachers and students are indispensible for the improvement of the College English teaching.Therefore,this paper tries to find out some effective measures to establish ideal interactions between teachers and students in College English teaching based on the analysis of the status-quo of the interactions between teachers and students and the emphasis of the necessity of ideal interactions between teachers and students,hoping it can be beneficial to promoting the College English teaching.

Kinds and Levels of Questions Raised by EFL Teachers and 10th-Grade Students Through Classroom Interaction

The aim of this study is to reveal and classify kinds and levels of questions raised by EFL （English as a foreign language） teachers and students in the 10th-grade classes in Irbid Second Directorate of Education. The sample consisted of 20 teachers： 10 males and 10 females who taught 10th-grade classes, and 20 10th-grade classes： 10 male classes and 10 female classes where the interaction was held. Analysis of the kinds and levels of classroom questions raised by both teachers and students was done. An X2-test was used in analyzing the data of this study to see whether there was a significant difference in the kinds and levels of classroom questions between male and female students. The finding of the study showed that male and female teachers raised three kinds of questions： wh-, yes/no, and multiple choice, there were no differences between male and female teachers in the kinds of questions raised. This study recommended that EFL teachers should vary their teaching procedures and use other different types and levels of questions, other than the types and levels mentioned above.

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。

The Relationship Between Teachers' Questions and Classroom Interactions in EFL Classroom

Classroom questioning is one of the most important parts of teaching activities, and also the most frequently used method to carry on classroom interactions between teachers and students. English teaching process is the process of"asking"and"answering"between teachers and students. Teachers should not only pay attention to the artistry of questioning, but also attach great importance to the strategy of asking questions. Appropriate teachers' questions are conducive to cultivate students' divergent thinking, and encourage students to better master knowledge by thinking and discussing, thus contributing to classroom interactions move towards a climax.

Study on Current Situation and Countermeasures of Teachers and Students Interactive Teaching in Non-teacher-oriented Major of Colleges and Universities--Taking Guangxi Teachers Education University as Example

The Interactive Teaching plays a significant role in enhancing the students' learning interest and practical ability. One of important tasks for College English teachers is to promote the development of Interactive Teaching. Therefore, this paper analyzes the problems that restrict the interaction between teaching and learning, combined with the current situation of Interactive Teaching in college English teaching, and puts forward the corresponding strategies in order to give some suggestions for English teachers to transform their teaching methods.

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.

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.

An Empirical Study on Interaction in EFL Classrooms in Middle Schools in Western Areas of China

Interaction in EFL （English as a foreign language） classrooms has received much attention in recent years However, little research exists that has investigated interaction in Chinese EFL classrooms. To bridge this gap, the current research investigates interaction in EFL classrooms in middle schools in China in terms of： （1） the amount of teacher talk and interaction; （2） the type of teacher questions and teacher feedbacks; and （3） the amount and forms of meaning negotiation. The data set include observation records and observation reports of 140 naturally occurring lessons in middle schools in China. The findings reveal that there is not much interaction in EFL lessons in middle schools in western areas of China, which is shown by class time dominated by TTT （teacher talking time）, teacher questions and feedbacks that do not encourage students＇ responses and very little negotiation of meaning Possible causes are analyzed, and implications of this research for EFL teaching in China, teacher development and further research are also discussed

Office Hours制度探微

Office Hours是北美地区高等学校师生交往互动的主要模式之一,也是教职人员普遍使用的一种教学工具,是师生课外交往以及学生学习经历中不可或缺的重要组成部分。依据不同的标准可以划分为开放和限制、ROH和VOH等类型。Office Hours制度对构建和谐师生关系,提升教学品质与学习成效,创新教育的实施和创新型人才的培养,具有一定借鉴和启示。

Flanders课堂教学师生言语行为互动分析系统的实证研究

课堂教学活动主要以言语方式进行,言语行为是课堂中最主要的教学行为,其方式及效率直接影响课堂教学的质量。文章用实证的研究方法,选取十二节小学常规课程,运用Flanders课堂教学言语行为互动分析系统对其进行分析,从高中低年级、文理科、男女教师、专家教师与新手教师角度进行比较,并提出反思与建议。

大陆高校Office Hours制度:实践、问题与对策——以南昌大学为例

介绍了Office Hours制度的内涵与实践,分析了我国大陆高校实施Office Hours制度的背景及其意义,并以南昌大学为例指出了Office Hours制度运行中存在的主要问题,提出了优化Office Hours制度实施的相关对策。

美国高校OfficeHours制度及其启示

OfficeHours是美国高等学校师生交往互动的主要模式之一，是教职人员普遍使用的一种教学工具，也是师生外交往以及学生学习经历中不可或缺的重要组成部分。美国高校OfficeHours制度对我国高等教育的启示：全力为学生发展服务：重视师生课外交往；创造制度化的师生交往空间；形成合力辅导的文化氛围。

数字教育时代的高校师生互动与关系重塑

在新一代信息技术的推动下,高等教育进入数字教育时代,“主体/客体”传统二元结构受到挑战,高校师生互动和关系结构正在发生转变。该文探究了数字教育时代高校师生互动的变革特征、技术逻辑与发展趋势,认为技术革新重新定义了师生互动概念,广泛改变了师生互动场景,迅速调整了师生关系结构,为师生关系网络注入了新的技术内涵。在此基础上,该文进一步分析了数字教育时代高校师生互动的价值,并就重塑师生关系、强化师生互动、提升教育质量提出了对策建议。

课堂师生互动行为的机器分析研究

素质教育的主要阵地是课堂,而课堂的主体是教师和学生,两者进行交流最直接的方式就是课堂师生互动,课堂师生互动分析一直受教育工作者的高度关注.该研究采取改进型弗兰德斯编码(IFIAS)理论,根据编码原则对23个课堂实录视频进行编码.在编码类别统计后,利用主成分分析和密度聚类算法,实现基于机器学习的课堂师生互动风格分类,最终将课堂分为学生中心式、师生互动式、教师中心式三个类别.该研究拓展了弗兰德斯互动分析系统的理论价值,为课堂分析提供了一种新的分析方式.通过分析得到许多课堂相关的特征,可以提升课堂师生互动分析的效率,同时为教师提供改进课堂教学的方向.

智能技术支持的教师注意力分析与评价研究

教师注意力在师生互动过程中发挥着至关重要的作用,但注意力分析的复杂性和低效性制约着教师注意力评价的探索,智能化分析工具的应用有望打破这一瓶颈。基于此,文章首先梳理了教师注意力的研究现状。随后,文章探讨了教师注意力分析与评价过程中面临的挑战,并提出运用智能技术进行探究的对策。在此基础上,依据注意力理论开发了教师注意力智能分析系统。接着,文章选取12节小学数学课程,利用该系统收集教师注意力数据进行分析与评价。研究发现:教师在课堂中的注意力主要集中在学生身上;教师注意力与师生互动存在显著相关,即教师看学生与学生行为呈正相关,教师看黑板和教材与教师行为呈正相关。此外,注意力评价结果显示,与新手型教师相比,专家型教师在注意学生方面的表现更为突出,且注意力评分更高。基于上述发现,文章为小学教师注意力的提升提出针对性建议,以期为教师注意力的评价与提升提供支持。

连通性视域下高校师生互动类型、机制与策略

人际互动的基本前提是人与人之间的关系连通。在连通性视域中,高校师生关系可以区分为“无连通、弱连通和强连通”三种状态,并因此发展出“互动缺失、弱互动、强互动”三种互动类型。师生互动强度与教学效果之间存在明显正相关。师生强互动和关系强连通的获得机制主要是个体层面的特征同质性机制和群体层面的结构平衡化机制。实践中,通过调整教学策略、完善制度保障、建构支持合力等举措,可以增进师生之间的同质性因素,强化师生群体的结构平衡,进而建构起师生强互动和关系强连通,有效提升教学效果。

Preliminary Study on Quantitative Research Methods of Discussion-based Teaching： CAD/CAM Course

Computer-aided design and manufacturing, or CAD/CAM, in a narrow sense, is the use of a computer for component design and machining. As a specialized course for students, CAD/CAM course is a required course for undergraduates majoring in mechanical engineering and related engineering majors and also the core technical skills to be mastered during the undergraduate study. Based on the teaching practices of CAD/CAM course, this paper tries to introduce the discussion-based method in curriculum design and the implementation of the course, and enhance the interaction between teachers and students through using new information interaction tools such as WeChat group and course homepage to stimulate students＇ interest, and also expand the learning space and time. Thus, the problems students have will be solved in real time. In this study, for the first time, the statistical methods are used to record detailed the speaking students＇ interaction, and also carries out quantitative time, keywords and the frequency of teachers and analysis in order to explore the interactive patterns between teacher and students in discussion-based teaching, so as to improve communication and learning efficien between teacher and students. Meanwhile, this paper also discussed the advantages and the disadvantages cy of using discussion-based teaching in the hope that it can provide reference for the following discussion-based teaching of CAD/CAM course in mechanical or related engineering majors.

智慧课堂能够促进课堂互动吗?——来自行为序列分析的经验证据

充分的课堂互动是激发学生学习主动性和自主性,培养学生高阶思维能力和提升教学质效的重要途径。以安徽省蚌埠市某高校2022—2023年度第一、二学期的核心专业课教学过程为对象进行准自然实验,通过互动行为编码和序列分析,探讨智慧课堂环境对师生互动行为的影响。研究显示:与传统多媒体课堂相比,智慧课堂中教师发起的主动谈话频率显著下降,教师的观察和指导行为以及技术操作和测试方面的活动频率显著增加;智慧课堂中的学生主动谈话和行动频率显著增加,被动行为频率显著减少;智慧课堂通过激发更丰富的学生主动行为和教师被动行为,有助于提升学生学习的主体性和积极性。

“大二低潮”的成因分析及应对之策

“大二低潮”是高等学校普遍存在的现象,如何有效应对“大二低潮”已成为国内外高校广泛关注的问题。基于对河南省高校本科生的调查数据,分析了现阶段“大二低潮”形成的原因:学生缺乏获得感、缺乏明确的学习目标、内生动力不足;学校对大二学生关注度下降、考核重结果轻过程、课程授课形式单一、师生缺乏有效沟通。结合成因,提出建立本科导师制、提高“两性一度”、强化过程性评价、加强师生互动、强化学风建设等应对方案。