摘 要：小学语文课堂作为学生语言能力发展的重要场所，其师生互动模式的构建与实践具有深远意义。本研究基于当前小学语文课堂教学中师生互动存在的问题，如互动形式单一、深度不足等，以优化小学语文课堂师生互动模式为目标，通过文献研究法梳理相关理论基础，运用行动研究法在实际课堂中进行探索。选取某地区多所小学为样本，深入分析不同年级、不同课型下的师生互动现状，设计并实施了以问题为导向、情境创设为核心、多元评价为保障的互动模式。研究发现，新的互动模式显著提高了学生的参与度和表达欲望，促进了思维能力和语言素养的同步提升。创新性地提出了“三段式”互动框架，即导入激发、主体探究、总结升华，有效解决了传统课堂互动流于表面的问题，为小学语文教学改革提供了可借鉴的范例，推动了小学语文教学质量的实质性提高。
关键词：小学语文课堂；师生互动模式；问题导向
Abstract：Elementary Chinese language classrooms serve as crucial venues for the development of students' linguistic competencies, and the construction and implementation of teacher-student interaction models in these settings hold profound implications. This study addresses existing issues in current elementary Chinese language classrooms, such as monotonous interaction forms and insufficient depth, aiming to optimize teacher-student interaction models. Through a literature review, relevant theoretical foundations were identified, and action research was employed to explore practical classroom applications. Multiple primary schools in a specific region were selected as samples to thoroughly analyze the current state of teacher-student interactions across different grades and lesson types. A new interaction model was designed and implemented, focusing on problem-oriented approaches, context creation as the core, and diverse evaluation methods as safeguards. The findings indicate that this novel interaction model significantly enhanced student participation and willingness to express themselves, promoting synchronous improvements in thinking abilities and linguistic literacy. Innovatively, a "three-phase" interaction fr amework—comprising introduction and stimulation, main exploration, and summary and sublimation—was proposed, effectively addressing the superficiality of traditional classroom interactions. This study provides a replicable example for elementary Chinese language teaching reform, contributing to substantial improvements in teaching quality.
引言 1
一、小学语文课堂互动现状分析 1
(一)传统课堂互动模式评述 1
(二)当前师生互动存在的问题 2
(三)影响互动效果的主要因素 2
二、师生互动模式的理论基础 3
(一)教育心理学视角下的互动 3
(二)构建主义学习理论的应用 4
(三)互动教学模式的设计原则 4
三、互动模式的具体构建策略 5
(一)课堂教学情境的创设方法 5
(二)多元化互动方式的运用 5
(三)评价反馈机制的建立完善 6
四、互动模式的实践探索与案例 6
(一)实践方案的设计与实施 6
(二)典型课例的教学实录分析 7
(三)实践效果评估与改进建议 8
结论 8
参考文献 10
致谢 10
关键词：小学语文课堂；师生互动模式；问题导向
Abstract：Elementary Chinese language classrooms serve as crucial venues for the development of students' linguistic competencies, and the construction and implementation of teacher-student interaction models in these settings hold profound implications. This study addresses existing issues in current elementary Chinese language classrooms, such as monotonous interaction forms and insufficient depth, aiming to optimize teacher-student interaction models. Through a literature review, relevant theoretical foundations were identified, and action research was employed to explore practical classroom applications. Multiple primary schools in a specific region were selected as samples to thoroughly analyze the current state of teacher-student interactions across different grades and lesson types. A new interaction model was designed and implemented, focusing on problem-oriented approaches, context creation as the core, and diverse evaluation methods as safeguards. The findings indicate that this novel interaction model significantly enhanced student participation and willingness to express themselves, promoting synchronous improvements in thinking abilities and linguistic literacy. Innovatively, a "three-phase" interaction fr amework—comprising introduction and stimulation, main exploration, and summary and sublimation—was proposed, effectively addressing the superficiality of traditional classroom interactions. This study provides a replicable example for elementary Chinese language teaching reform, contributing to substantial improvements in teaching quality.
Keywords: Primary School Chinese Classroom；Teacher-Student Interaction Model；Problem-Oriented
引言 1
一、小学语文课堂互动现状分析 1
(一)传统课堂互动模式评述 1
(二)当前师生互动存在的问题 2
(三)影响互动效果的主要因素 2
二、师生互动模式的理论基础 3
(一)教育心理学视角下的互动 3
(二)构建主义学习理论的应用 4
(三)互动教学模式的设计原则 4
三、互动模式的具体构建策略 5
(一)课堂教学情境的创设方法 5
(二)多元化互动方式的运用 5
(三)评价反馈机制的建立完善 6
四、互动模式的实践探索与案例 6
(一)实践方案的设计与实施 6
(二)典型课例的教学实录分析 7
(三)实践效果评估与改进建议 8
结论 8
参考文献 10
致谢 10
