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This thesis to take observation, interviews and literature Act, based on the status quo of a fourth-grade language classroom teaching interactive survey and analyzed the survey results, both from the type of interaction with interactive content, and concluded recommendations. The paper by Mr. Wu Kangning interactive type based on the type of interaction the re-division of divided: division interactive division group interaction, all interactive, group interaction group division classes interactive classes interaction . Interactive type of investigation, I found that the teacher interactive interactive division classes account for a large proportion of a fourth-grade language classroom, the teacher group interaction, all interactive and group interaction weaknesses in their classroom interactions. My investigation of interactive content, classroom interactive content into classroom instruction and classroom management, according to the three-dimensional target \At the same time, the cognitive contents divided according to the the Broome target taxonomy: knowledge, understanding, application, analysis, synthesis, and evaluation of the contents of six levels. The course of the investigation, I found that there is a great difference between the various types of interactive content, cognitive content is the main content of a fourth-grade language classroom teaching interactive 3D content method content and the emotional content of two Teachers interactive content weaknesses. Among them, the six levels of the cognitive content has different emphases. According to the survey results, the author analyzes the factors that affect a primary school in the fourth grade language classroom interactions: teachers, students, teaching content, classroom environment, and described one by one. Through research, the paper concluded: in the actual classroom interaction between teachers and students, individual interaction opportunities are not equal; autonomy advocated by the new curriculum reform, cooperation, explore learning styles embodied in classroom interaction is still not enough obvious; classroom interaction, there is a certain degree of \poor; poor classroom management, classroom interaction effect. Based on these conclusions, the author put forward recommendations to promote effective interaction of a fourth-grade language teaching: First, learning, recognition, within the new curriculum ideas and apply for its language teaching interaction, so as to achieve a balance of classroom interactive content independent student learning; design interactive content for the learning situation, do carefully prepare lessons, removed the false content of classroom interaction; creation of equality and democracy in the teacher-student relationship, optimize classroom management, to improve the effect of classroom interaction; Fourth culture management class collective ability to create a harmonious classroom interaction space; establish a positive educational evaluation.
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