摘要：在美国从事远程汉语教学期间，笔者发现当地现有的交互式远程汉语教学存在师生间互动交流不畅、学生对教师的关注度不高等问题，针对这些问题，本文采用弗兰德斯互动分析系统，结合笔者进行的课堂观察与对学生进行的问卷调查，对交互式远程汉语教学课堂上以及课后的师生言语及非言语互动情况进行了调查研究，总结出了交互式远程汉语教学中师生互动的特点、存在的问题，并提出了相关的教学建议。 本文运用弗兰德斯互动分析系统，以数据的形式对远程汉语课堂中师生的言语互动情况进行描述，呈现了包括师生话话语比率、课堂利用率在内的课堂结构模式，包括教师影响方式、师生问答模式、教师反应方式在内的课堂控制方式，课堂学生风格，以及包括教师提问方式、评价方式和纠错方式的课堂教师风格等内容。同时，本文将课堂中教师的非言语行为分为了体态语和副语言两大类，并通过课堂观察及问卷调查的方法对教师肢体动作、空间距离、声音语速和眼神目光等方面对学生的影响进行了描述分析。 针对课后师生互动情况，本文通过对学生讨论板中的学生发言率，教师回复率和活跃情况；作业反馈中的学生提交率，教师反馈率，教师反馈内容、形式、时效，以及消息系统中的互动资料进行收集统计，并结合问卷调查结果对各个部分进行了描述、分析。 通过本文研究发现，远程教学既具有技术资源丰富，课后交流互动形式多样便捷，双教师合作共同助力课堂等特点优势；又存在课堂交流沟通难度较大，课堂不确定性较高，教师非言语行为作用弱化，师生情感互动受阻，作业反馈周期延长、效果弱化等问题。 针对远程汉语教学中存在的上述特点及问题，本文提出了几点相关教学建议：远程汉语教师应利用好多样的课后互动形式，丰富课堂非言语互动以在课堂上和课后同时增加师生间的互动；充分做好课前准备、预备不同上课方案，加强对作业反馈和讲解的重视以提高课上及课后的汉语教学效率；开发改造课堂活动及游戏，使其更好地适用及服务于远程汉语课堂教学等教学建议。

During the distance Chinese teaching period in the United States, the author found that the existing interactive distance Chinese teaching in the local area has some problems, such as the interaction between teachers and students is poor, and students’ attention to teachers is not high. In view of these problems, this paper adopts Flanders Interactive Analysis System, combined with the classroom observation conducted by the author and the questionnaire survey of students, This paper investigates the interaction between teachers and students in the interactive distance Chinese teaching in and after class, summarizes the characteristics and existing problems of the interaction between teachers and students in interactive distance Chinese teaching, and puts forward some relevant teaching suggestions. Using Flanders Interactive Analysis System, this paper describes the verbal interaction between teachers and students in the distance Chinese class in the form of data, and presents the class structure model including teacher-student discourse ratio and classroom utilization rate, including the way of teachers' control influence, the classroom control mode of teachers and students, the way of teacher's response, classroom students' style, as well as the classroom teacher style, including the way teachers ask questions, the way of evaluation and the way of correcting errors. At the same time, dividing the non-verbal behavior of teachers in the classroom into body language and sub-language, this paper describes and analyzes the influence of teachers' physical movement, spatial distance, sound speed and eye gaze on students through classroom observation and questionnaire survey. In view of the interaction between teachers and students after class, this paper collects statistics on students' speaking rate, teacher response rate and activity in Student discussion board, student submission rate, teacher feedback rate, teacher feedback content, form, prescription, and interactive data in message system, and describes each part in combination with the results of questionnaire survey. Through the study of this paper, it is found that distance teaching is not only rich in technical resources, communication and interaction in various forms and convenience after class, dual teachers cooperate to help the class and other characteristics, but also the difficulty of in-class communication, the increase of classroom uncertainty, the weakening of teachers' non-verbal behavior, the obstruction of emotional interaction between teachers and students, weakening effect and other problems. Aiming at the above characteristics and problems existing in distance Chinese teaching, this paper puts forward some relevant teaching suggestions: Distance Chinese teachers should make use of a variety of after-school interaction forms, enrich nonverbal interaction in class in order to increase the interaction between teachers and students in class and after class, make good preparation before class, prepare different classes, Strengthen the emphasis on job feedback and explanation to improve the efficiency of Chinese teaching in class and after class, develop and transform classroom activities and games, make them better applicable and serve the distance Chinese classroom teaching and other teaching suggestions.