2。3 Summary

Both foreign and domestic research achievements about teacher-student interaction in middle school English classroom and inclusive education provide us with rich and beneficial references and enlightenments to discover and understand teacher-student interaction from different aspects。 Foreign researchers focused more on the full participation and the learning outcomes via teacher-student interaction, which could be found in the research standpoints and methods, but they normally overlook the essence of teacher- student interaction。 Domestic scholars paid more attention to the connotation of life, the educational value and the deep side of social equity and fairness。 Nevertheless, it is often easy for them to ignore the importance of empirical research and positivism on student-teacher interaction。 The author could find the content concerning the full participation and fairness in middle school English teaching in both foreign and domestic papers, but few of them specifically contained the concept of inclusive education when analyzing the teacher-student interaction in the current situation of middle school English classroom teaching。 This research is based on the domestic and foreign research results, which is combined with the characteristics of teacher-student interaction in middle school English classroom and the concept of inclusive education in order to provide some practical guidance for middle school English teachers。

3。 Current Situation Analysis

3。1 The implementation of inclusive education

In 1994, the world special education Congress held by UNESCO adopted the "Salamanca declaration" and the corresponding Action program, which formally proposed the concept of inclusive education。 The theme of the 48th International Conference on Education held in Geneva in 2008 is “inclusive education——the way to the future”, the purpose of which is to promote inclusive education in a global scare from cross-regional perspectives。来:自[优.尔]论,文-网www.chuibin.com +QQ752018766-

However, in nowadays China, the prevailing understanding of inclusive education is very narrow。 People lack a basic understanding of the connotation and significance of inclusive education, though the concept has been introduced by dedicated educational scholars from overseas。 The author designed 120 structured questionnaires addressing to different groups of people aged from 20 to 35 in March 2016。 According to the questionnaire survey, around 78 percent of the respondents stated that they have never heard of this inclusive education concept, although they did express varying degrees of agreement with the viewpoint that education is the basic human right of all people; Within the 22 percent of respondents who have known inclusive education before, around 77 percent of them were majoring in teaching profession, working as a teacher in public schools or other kinds of educational institutions; Only 20 percent of the participated respondents professed that they once had the experiences of studying with disabled classmates with special needs。 The pie charts below illustrate the results of the questionnaire。