高三英语课堂师生互动现状分析——以万州中学高三(12)班为例

Analysis of the Current Situation of Teacher-Student Interaction in Senior Three English Classes—A Case Study of Class 12, Senior Three in Wanzhou Middle School

摘要: 本研究依据《普通高中英语课程标准(2017年版2025年修订)》的要求，以社会互动理论为支撑，聚焦高三年级课堂互动，采用问卷法，对偏理科且学生性格偏内向的高三班级展开调研，旨在探究英语课堂互动的现状、问题、原因及优化路径。研究发现，课堂师生互动的核心问题为课堂互动模式与学生需求出现明显的偏差，主流互动模式未能契合学生偏好的有效形式；互动规模以班集体为主，方式固化单一，缺乏沉浸式、协作性的形式，难以支撑学生的深度参与。具体原因主要包括三方面：第一，教师的教学理念受到传统备考思维的影响，未确立以学生为主体的课堂导向；第二，教师互动设计缺乏针对性，既没有适配学生的性格特质，也没有结合学生的核心需求；第三，课堂缺乏平等包容的氛围，教师所选择的互动对象存在隐性偏好，使得部分学生的表达顾虑进一步强化。基于此，本研究从教师素养提升、教学模式转型、教学手段丰富等方面提出了优化建议，为提升高三英语课堂师生互动质量、落实新课标要求提供参考。

Abstract: Based on the requirements of the General High School English Curriculum Standards (Revised Edition 2017, Revised 2025), and supported by the social interaction theory, this study focused on the classroom interaction in the senior three grade. This study employed a questionnaire survey method to investigate a senior high school class that was inclined towards science and had students with introverted personalities. The aim was to explore the current situation, problems, causes, and optimization paths of English classroom interaction. The study finds that the core issue of teacher-student classroom interaction lies in a significant mismatch between the actual interaction modes and students’ needs; the mainstream interaction modes fail to align with the effective forms preferred by students; the interaction scale is mainly at the class level, with a fixed and single mode, lacking immersive and collaborative forms, and thus is unable to support students’ deep participation. The specific reasons mainly include three aspects: firstly, the teaching philosophy of teachers is influenced by traditional exam-preparation thinking, and they have not established a student-centered classroom orientation; secondly, the design of teacher interactions lacks specificity, it neither suits the personality traits of students nor combines with their core needs; thirdly, the classroom lacks an equal and inclusive atmosphere, and the interaction partners chosen by teachers have implicit preferences, which further intensifies the expression concerns of some students. Based on this, this study has proposed optimization suggestions in terms of enhancing teachers’ professional skills, transforming teaching models, and enriching teaching methods, providing references for improving the quality of teacher-student interaction in the senior high school English classroom and fulfilling the requirements of the new curriculum standards.