Abstract:With gradually promoting of quality-oriented education, the main role of students becomes more and more outstanding. At the same time, interactive class education also becomes more valuable. Teachers’ corrective feedback, an important part of in-class interaction, attracts many scholars’ attention as well. In terms of the angle of study, domestics mostly focused on theoretical study, while abroad scholars do well in the combination of theoretical study and case studies. For this essay, it mainly deals with three questions, that is the type of students’ common mistakes, the typical characters of effective feedbacks and the close relationship between effective feedbacks and students’ further developments. The theory of this paper is based on the research of Lyster and Ranta. The record of a class which won the first place in the competition of excellent class 2009 will be carefully dealt. The findings are as follows: (1) Many students prefer single words rather than complete sentences in order to avoid mistakes. (2) When speech errors or simple grammar mistakes appear, teachers usually choose repetition of students’ answer. (3) Students are more likely to give quicker and more accurate self-correction as teacher gives them indirect tips or hints. 

　　　This paper has both theoretical and guiding meanings. Theoretically, this paper made it clear that different types of teachers’ corrective feedbacks affect students in different ways and the characteristics of good corrective feedbacks. From the perspective of guiding teaching, this paper puts forward constructive revelations all the same.

Key Words: high quality class，in class interaction,  classroom feedback

摘要:随着素质教育的逐步推进，学生的主体地位日益受到突出，课堂互动成为教育领域越发受重视的话题。教师纠错，作为课堂互动的重要组成部分，更是引起了众多学者的关注。就研究的角度而言，国内主要侧重于理论研究，而国外则相对较好的结合了理论研究和案例研究。本文在受到Lyster和Ranta研究的启发下，基于其研究的成果并结合其研究的方法，主要探讨了学生在课堂互动时常出现的错误类型，良好的教师纠错反馈应具备的特点以及教师的纠错反馈给学生的进一步学习带来的影响。通过对获得2009江苏省英语优质课评比一等奖获得者刘建芳老师优质课课堂的课堂观察，转录及分析，得出如下发现：（1）很多学生为了避免出现错误更倾向于用单个单词回答问题而不是完整的句子。（2）学生在出现语音错误或简单的语法错误时，教师通常会选择的反馈方式是重复学生回答。（3）在教师给出间接提示或反馈后，学生更易迅速且准确的改正自己的错误。

　　　本文具有理论和指导教学双重意义。从理论上讲，本文明确表明了不同类型的教师纠错反馈对学生的不同影响，以及有效的教师纠错应该具备的特点。从指导教学的角度而言，本文也提出了建设性的启示，例如教师不应大量运用简单的同一反馈话语，而应该根据学生的实际问题进行针对性处理。

关键词：优质课 教学互动 教师反馈