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.

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.

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.

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.

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%.

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.

Enigma of Exam-oriented Education in China:A comparison on Sino-U.S.Educational Concepts in Higher Education

College English teaching in China has long been criticized for its orientation to examination that consequently brings about negative learning attitude and ineffective learning achievement.Chinese educationists have brought forward several ap proaches to solve this problem but little has been changed due to the cultural influences.This paper analyzes the roots of examoriented education system in China in perspective of culture by comparing the Sino-U.S.cultural elements in depth in tradition al culture,learning and teaching motivation,teacher-student relationship and learners'engagement in class.This paper finally poses two suggestions on how to change the current situation gradually:(1) Focus on the washback of evaluation system on edu cational concepts.(2) Transform the product-evaluation to process-evaluation gradually by standardizing the current evaluation approaches,especially the standards of process-evaluation.

The Role of Relationships with Teachers in Adolescent Development among a National Sample of Chinese Urban Adolescents

A nationally representative sample of 1640 Chinese urban adolescents (mean age=14.5 years) and their parents and teachers were surveyed to examine the associations between relationships with teachers and parents and adolescents' developmental outcomes such as academic performance, psychological well-being, altruistic behaviors, and misconduct. Results showed that the quality of adolescents' relationships with teachers was highly correlated with adolescent outcomes, in most cases more so than for relationships with parents. Furthermore, such associations were the same across both genders and three grade levels. These findings suggest that teachers may play an especially significant role in Chinese adolescent development. This study adds to the small but growing literature on the importance of teachers as well as other non-parental adults in adolescent psychosocial development.

Discussion on Teacher's Role under Life Threatening Circumstances

This paper first reviewed a controversial case in which a teacher ran away from his students in a earthquake. Several educational ethnic questions were aroused from the case: Is protecting students part of teacher's job? To what extent should it be applied? etc. Then the author aims to answer these questions based on a real case study from philosophical perspective, that is, analyzing teacher's role(i) as a human being;(ii) as a educator;(iii) as a educatee. Finally the paper concludes that teachers should protect their students even under life threatening circumstances.

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.

Self-Regulated Learning in Classroom Interaction in a Summer English Programme

The study examined how Chinese non-English majors engaged in classroom interaction with their native English teacher and their peers and how they negotiated meaning to reach successful communication through scaffolding in a summer intensive English program in a key university in China. Sixteen Chinese non-English majors and one native English speaker were observed in three tasks:a decision-making task,an information gap task between the students and an interview task between the teacher and the students. The findings showed that the students initiated more to signal problems when communicating with their peers than with the native teacher when confronting communication breakdowns. In the peer interaction, 163 scaffolding episodes within 7 categories were identified with Feedback(25. 77%)as the most frequent category. Through their peers’ scaffolding, the students were able to self-regulate their discourse. Both the more proficient and less proficient learners were able to and willingly to offer assistance to each other,however,sometimes produce incorrect output. They may also fail to scaffold the peers because of their limited L2 knowledge. In the teacher student interaction,284 scaffolding episodes of 8 kinds were identified with Recruitment(29. 58%) as the most frequent category. The teacher scaffolded the students by demonstrating, simplifying the task and then gave positive feedback and interpretively summarized the students’ answer. The teacher’s scaffolding triggered more ideas and utterances from the students. Although the program was communication-oriented,the teacher drew the students’ attention to the form as the students paid more attention to their language form and were able to self-regulate their utterance most of the time.