初中生语文学习投入是指初中生在语文教学时置身其中的状态，包括认知投入、行为投入、情感投入和社交投入。在此过程中，语文教师所表现出的互动行为，包括学习的互动、维持秩序的互动以及除学习和纪律之外的常规互动，都会对初中生语文学习投入产生影响。本研究通过关注初中生语文学习投入和教师互动行为以及两者之间的关系，为教师提升教学能力，促进学生发展提供参考建议。

本研究于2021年12月选取了湖南省五所初中的1303名初中生作为问卷调查对象，采用学生学习投入量表和教师互动行为量表来分析初中生语文学习投入特征以及他们对语文教师互动行为的评价。同时，本研究对其中所涉及的六名语文老师进行半结构式访谈，进一步证实和解释定量结果。

结果显示：第一，初中生语文学习投入整体良好，认知投入最低，情感投入最高，行为投入和社交投入一般。第二，初中生语文学习投入受到性别、班干部身份和年级的影响，并且可以划分为六种不同类型，即懒惰型学生、游离型学生、领袖型学生、伪装型学生、表演型学生和沉默型学生。第三，初中语文教师的互动行为以领导和理解为主。第四，教师领导行为能显著提升初中生语文学习投入。第五，教师的学生自主行为不能显著提升初中生语文学习投入。第六，教师理解行为能显著提升初中生语文学习投入。第七，教师严格行为能显著提升初中生语文认知投入，但是会抑制情感投入。

针对以上结果，本研究提出对应的建议：第一，教师要重视初中生低认知、高情感的矛盾学习状态。第二，教师要对六类初中生进行因材施教，具体包括：调动懒惰型学生的学习积极性，改善游离型学生的不良学习状态，发挥领袖型学生的榜样作用，引导伪装型学生树立正确的学习动机，帮助表演型学生反思学习方法和态度，以及给予沉默型学生安全的学习空间。第三，教师要充分把握教学的领导权。第四，教师要谨慎提供学生的自主学习空间。第五，教师要理解初中生的学习水平和心理状况。第六，教师要在平等尊重的基础上进行严格管理。

Junior high students’ Chinese learning engagement (LE) describes the degree to which students engage themselves in learning Chinese, including cognitive, behavioural, emotional and social engagement. During this process, Chinese teacher interpersonal behaviour (TIB), including interactions for learning, interactions for maintaining discipline, and routine interactions other than learning and discipline, all have an impact on students’ Chinese LE. By focusing on LE, TIB and their relationships, this study provides suggestions to improve teachers’ teaching, ultimately contributing to the development of students.

A total of 1,303 students from five junior high schools in Hunan Province in China was selected randomly in December 2021, and they were asked to finish a questionnaire, which was consisted of the Student Engagement Scale and the Questionnaire on Teacher Interaction. Also, this study conducted semi-structured interviews with six Chinese teachers involved in the research to further confirm and explain the quantitative results.

The results show that: firstly, junior high students’ Chinese LE was good, with cognitive engagement being the lowest, emotional engagement being the highest, and behavioural and social engagement being average. Secondly, junior high school students’ Chinese LE was influenced by gender, class cadre status and grades, and could be classified into six different types, namely lazy students, scatterbrained students, students leaders, disguised students, performers and silent students. Thirdly, TIB of Chinese teachers in the junior high schools was dominated by leadership and understanding. Fourthly, teachers’ leadership behaviours significantly enhanced junior high students’ Chinese LE. Fifthly, teachers’ student-responsibility behaviour did not significantly enhance junior high students’ Chinese LE. Sixthly, teachers’ understanding behaviour significantly enhanced junior high students’ Chinese LE. Seventhly, teachers’ strict behaviour significantly enhanced junior high students’ cognitive engagement but inhibited emotional engagement.

         In response to the above results, this study proposes corresponding suggestions: firstly, teachers should pay attention to the contradictory learning states of the low cognitive and high emotional status of junior high students. Secondly, teachers should tailor their teaching to the six categories of junior high students by: motivating lazy students, improving scatterbrained students’ poor learning status, leading student leaders to act as role models, helping disguised students to develop the right learning motivation, guiding performers to reflect on their learning methods and attitudes, and providing a safe learning environment for silent students. Thirdly, teachers should fully lead teaching. Fourthly, teachers should be careful to allow students to learn independently. Fifthly, teachers should understand students’ learning levels and psychological conditions. Sixthly, teachers should manage students strictly based on equality and respect.