According to the teaching effects, American psychologist Lindgren (2002:98-102) described four types of teacher-student interaction in the classroom。 He pointed out that in the classroom where the teachers can encourage all the members (including themselves) to interact with teachers then teacher-student interaction in classroom teaching will achieve good results。

Professors and scholars from McGill University Konishi et al (2010:19-39) examined the importance of looking at how students’ academic achievement is related to their interactions with teachers and peers in language acquisition classroom and highlighted that how and under what conditions positive teacher-student connectedness may protect students from the negative effects of the frustrations and dilemmas they have suffered in their academic performance。

Australian scholar McKay (2015:1-2) illustrated the ongoing problems that beginning teachers face, contending with political, historical and cultural barriers when teaching students with perse learning needs。 She figured out inclusive education’s dilemma and growth by presenting qualitative data and stated that it is difficult for teachers to take care of each student’s abilities and needs so that the concept of inclusive education is meeting challenges in real-life classroom teaching environment。

2。2 Domestic researches

Former domestic scholars paid much attention to the educational value of teacher-student interaction and its connotation of life, which are quite different from those from western viewpoints。 Li Rumi (1995:227-228) discussed the influence of teachers’ behavior, which are verbal and non-verbal。 And he also introduced the object, significance, task of teaching。 And the time distribution, verbal and non-verbal interaction of teachers and students are also included。 Cheng Xiaoqiao (2002:168-172) explained social phenomena from the perspective of equal opportunity, and studied with the object of inpidual through personal behavior。

The concept of teacher-student interaction in classroom has been gradually used to guide the practice, and provide classroom teaching and educational practice with theoretical implications and practical suggestions。 Zuo Bin (2002:158-160) revealed the basic law and characteristics of the interaction between teachers and students in the classroom according to the knowledge of psychology, and studied the main factors that influence the teacher-student interaction in the classroom。 

From the aspect of social equity and classroom fairness, Wu Kangning (2007:136) pointed out that teacher-student interaction in the classroom environment is a kind of special social interaction。 He analyzed the types of classroom interaction, and pided them into five intuitive types。 Wang Nana (2008:14-29) explored the unfair phenomenon in middle school classroom teaching and pointed out the possible inner and outer reasons on the unfairness through analyzing several cases studies the author had conducted。

As regards to inclusive education concept and teacher-student interaction, Gao Jie (2008:38-39) researched the relationship between the equity of educational process and the inclusive education concept。 From her point of view, the inequities could be found in school curriculums, teaching methods and forms of classroom organization, and the concept of inclusive education can be adopted in researching projects concerning equity in both elementary and secondary educational processes。  文献综述

By using effective and mutual commitment and communication between teachers and students, teachers can expand the depth and breadth of classroom teaching and learning, ignite students’ learning desire, so as to mobilize the students thinking。 Li Rui (2014:73) concluded that the so-called interaction between teachers and students is a common way to activate the classroom atmosphere in class, which should be encouraged to effectively used in language classroom, especially middle school English classroom。