中文翻译成英语 救命啊 帮帮忙~~谢谢了

Question

一 形式单调，多师生间互动，少生生间互动。
课堂互动的主体由教师和学生组成。但学生作为课堂互动双方中的一方时，可以学生全体、学生小组、学生个体三种身份出现。这样课堂中的师生互动可组成多种形式。 此外，还有学生小组与学生小组、学生个体与学生个体之间的互动。而实际课堂教学中，我们目前所采用的主要是教师与学生全体，教师与学生个体的互动，而教师与学生小组、学生个体与个体、群体与个体、群体与群体等多向主体互动严重缺乏。据有关调查发现，在87%的课堂教学中，学生间的交往互动所占的时间仅为13.5%。而事实上，许多国外研究专家正把生生互动当作教学中尚待进一步开发的宝贵的人力资源，认为生生互动是教学成功的不可缺少的重要因素。合作学习的代表人物约翰逊曾精辟地指出“实际上，教师的一切课堂行为，都是发生在学生——同伴群体关系的环境之中的。在课堂上，学生之间的关系比任何其它因素对学生学习的成绩、社会化和发展的影响都更强有力。”因此，充分开发和利用教学中的人力资源，加强生生之间的互动，可把教学建立在更广阔的交流背景之上，为课堂教学注入新的活力。
二 内容偏颇，多认知互动，少情意互动和行为互动。
师生互动作为一种特殊的人际互动，其内容也应是多种多样的。一般把师生互动的内容分为认知互动、情意互动和行为互动三种，包括认知方式的相互影响情感、价值观的促进形成，知识技能的获得，智慧的交流和提高，主体人格的完善等等。但由于现行的课堂教学以知识掌握为主要目标，把情感态度的形成等目标视为促进认知的辅助性目标，因而课堂上缺乏与学生真诚的内心沟通，缺乏与学生真挚的情感交流；更不舍得花时间让学生交换意见，发出和体验彼此的心声；舍不得花时间让学生展示个性化的学习方式，借鉴和研究彼此的长处。于是，课堂互动主要体现在认知的矛盾发生和解决过程上，而严重缺乏心灵的美化、情感的升华、人格的提升等过程。
三 深度不够，多浅层次互动，少深层次互动。
在课堂教学互动中，我们常常听到教师连珠炮似的提问，学生机械反应似的回答，这一问一答看似闹忙，实际上，此为“物理运动”，而非“化学反应”，即缺乏教师对学生的深入启发，也缺乏学生对教师问题的深入思考；我们还常常看到，在学生对某一问题的回答中，有许多雷同与重复，缺乏激烈的辩论，少见强烈的反驳，此谓“无争论的统一，非真正的统一”。所有这些现象，反映出课堂的互动大多在浅层次上进行着，没有思维的碰撞，没有矛盾的激化，也没有情绪的激动，整个课堂象一条孱孱溪流单线条前进，而没有大海似的潮起潮落，波浪翻涌。
四 互动作用失衡，多“控制一服从”的单向型互动，少交互平行的成员型互动。

Answer 1

Form a monotone, and more interaction between teachers and students and less interaction between life and life.
Classroom interaction between teachers and students from the main component. However, both students in the classroom interaction as a party can be all students, student groups, students appear three individuals. This teacher-student interaction in the classroom can be composed of a variety of forms. In addition, there are student groups and student groups, individual students and the interaction between individual students. The actual classroom teaching, we are mainly used by all teachers and students, teachers interact with individual students, and teachers and the student group, individual and individual students, groups and individuals, groups and groups such as the main interaction to a serious lack of . According to the survey found that 87% of classroom teaching, interactive exchanges between students share only 13.5% of the time. In fact, many foreign researchers are turning their interaction as a teaching of life and life to be valuable to further develop human resources, that life and life success of interactive teaching an important and indispensable factor. Johnson, the representative of cooperative learning has incisively pointed out that "In fact, all classroom behavior of teachers, students will take place in - the relationship between peer group environment. In the classroom, the relationship between students than any other factors on student learning achievement, socialization and the development of a more powerful impact. "Therefore, the full development and utilization of teaching human resources, to strengthen the interaction between life and life to the establishment of the teaching exchanges in a broader context of the above, in order to classroom teaching and inject new vitality.
Second, the content of biased, multi-cognitive interaction, less interaction between affective and behavioral interaction.
Teacher-student interaction as a special kind of personal interaction, which should be varied. The general content of the teacher-student interaction into the interaction of cognitive, affective and behavioral interaction between the three interactions, including ways of cognitive affective interaction, promoting the formation of values, knowledge and skills acquisition, intellectual exchange and to improve, the main character of the perfect and so on. However, due to the existing knowledge in classroom teaching as a major objective in the formation of emotional attitude to the objective as the promotion of awareness of complementary objectives, and thus a lack of class and students to communicate a sincere heart, the lack of genuine emotion and student exchanges; more not willing to take the time to allow students to exchange views and experience to issue each other's voices; want to spend time for students to demonstrate their individual learning styles, learn from each other's strengths and research. Thus, the classroom interaction is mainly reflected in the cognitive process and resolution of conflicts occur, but a serious lack of beautification of the soul, the distillation of emotion and personality, such as the process of upgrading.
Third, not enough depth, multi-浅层次interaction, less deep-level interaction.
Interactive teaching in the classroom, we often hear questions like bombard teachers, students answered similar mechanical response to this question-and-answer appears busy downtown, in fact, this is "the physical movement" rather than "chemical reaction" , that is, the lack of teachers to inspire students in depth, but also the lack of students to teachers in-depth thinking; We also often see that students answer a question, there are many similar and duplication, lack of heated debate, a rare strong refuted此谓"the unity of non-controversial, non-real unity." All these phenomena reflect the interaction between the classroom浅层次on most, and not thinking of the collision, there is no intensification of contradictions, there is no emotional excitement, the whole class as a single-line streams dodger dodger forward, but not like the ocean tide down the tide, wave翻涌.
Imbalance of the four interaction more "control of a subordinate" type one-way interaction between members of small cross-parallel-type interaction.