1.
The Research on the Objects' Difference of Junior Middle School Teachers' Teaching Interaction in the Classroom
初中教师课堂教学交往的对象差异研究
2.
Common Problems and Countermeasures in Classroom Teaching Communication
课堂教学交往常见的问题及其对策探析
3.
Confusion and Outlet: Analysis of The Obstructions in Classroom Communication;
迷惘与出路:课堂教学交往阻梗探析——新课程改革背景下的反思
4.
Affects Problems with Different Types of Classroom Interaction and Suggested Strategy;
“人本特教”视野下课堂教学交往类型的情感误区及其对策
5.
A Preliminary Study on Teacher-Student Communication in Class Instruction of Modern Medicine;
现代医学课堂教学中的师生交往初探
6.
The trial of the communication model in teaching for hearing-impaired students;
聋校课堂教学中交往情境模式的创设
7.
From “Knowledge" to “Life" --Spiritual Communication in Classroom Teaching;
从“知识”到“生命”——课堂教学的精神交往论
8.
Strategies for the Implementation of Teaching Communication in Mathematic Class;
教学交往在数学课堂教学中的实施策略
9.
Chinese Classroom Teaching and Development of Communicative Competence in Vocational Colleges
高职语文课堂交往教学与交际能力的培养
10.
Make a Study of the Harmonious Intercourse between the Teacher and the Student in the Chinese Teaching Course of the Middle School;
论中学语文课堂教学中师生的和谐交往
11.
On the Characteristics of Intersubject Communication Between Teachers and Students in Class Teaching;
浅谈课堂教学中师生主体间性交往的特点
12.
On Instructional Interaction In Computer-and Classroom-based Multimedia College English Teaching Model;
论基于计算机和课堂的英语多媒体教学交往
13.
Sports Exchanges between Teachers and Students in Classroom Teaching Strategies and Effective Implementation
体育课堂教学中师生交往有效化实施策略
14.
The Research on the Affective Problem of Classroom Teaching Communication between Teacher and Student in the Current Elementary School;
关于当前小学课堂教学师生交往中的情感问题研究
15.
British Primary School Classroom Ecology: The Contact,Monitoring and Listening Attentively;
英国小学课堂生态 交往·监控·倾听
16.
The Investigation and Study of the Teacher-students Communication in the High School Chemistry Classroom
高中化学课堂中师生交往的调查研究
17.
The Research on Emotional Problems of Classroom Communication between Teachers and Students
学校课堂师生交往中的情感问题研究
18.
Class teaching should go from presupposition towards the generation of meaning, from cognition to communication.
课堂教学应从事先预设走向意义生成，从认知活动走向交往活动。