在基础设施和技术设备等相对落后的西部地区，线上教育处于初始阶段。当地小学英语教师能否与线下教学一样，顺利与学生在线上进行互动交流，这一问题值得深入探讨，这不仅能够重新审视线下和线上教学互动中的利弊，也力图从实践层面就师生线上互动提供可借鉴建议。因此，本研究将小学师生线上互动作为切入点，主要探讨以下三个研究问题：第一，小学英语线上教学的个案研究中，师生互动现状是怎样的？第二，影响线上小学英语师生互动的因素有哪些？第三，如何改进线上小学英语师生互动中存在的问题？

本研究以质的研究为方法论，采用个案研究的方法，研究以内蒙古包头市昆区 X 小学四年级的韩老师和小王同学为例，主要通过访谈法、观察法、实物分析法收集数据。研究发现小学英语线上互动现状如下：师个互动突出，互动形式单一，呈现教师控制型互动模式；学业中等和失败者互动边缘化现象突出；教师积极反馈频次较少，言语单一，缺乏情感；互动礼貌语增多，汉语成为课堂的主导用语。笔者通过分析发现影响因素主要为教师传统“应试”的教育观念；学生没有适应线上上课的新模式；家庭引导缺乏。

根据研究发现，笔者从不同角度提出的建议有：教师应转变教学观念，优化师生互动方式；完善奖励机制，进行多维度反馈；学生应主动适应线上教学模式；学校要进行线上教学培训，建立特色的线上资料库；学校要不断推进基础设施建设，反对学校“一刀切”；教育行政部门要规范线上教学，完善线上教学设备。

In the western region where the infrastructure and technical equipment are relatively backward, online education is in its initial stage. Whether local primary school English teachers can interact with students online just like offline is worthy of further discussion, which will not only reexamine the pros and cons of online teaching interactions as well as offline, but also try to provide some practical suggestions on online interactions between teachers and students. Based on the above, this research revolves around the online teacher-student interaction in primary school. Three questions are mainly discussed: Firstly, what is the current status of teacher-student interaction in the online English classes? Secondly, what are the factors that affect the interaction between teachers and students in the online English classes? Thirdly, how to improve the problems existed in the online teacher-student interaction? This study is a qualitative research and adopts the method of case study. The research participants are Mr. Han and Xiao Wang from the fourth grade of X Primary School in Kun District, Baotou. The data is collected mainly through interviews, observations, and physical analysis methods.

The study discovers that the current situation of online interaction in primary school English instruction are as follows: teacher-centered interaction is prominent and the interactive form is single, presenting teacher-controlled interaction model; the marginalized phenomenon of intermediates’ and underachievers’ interaction is prominent; low frequency of teacher's positive feedback, single language, and lack of emotion; the increasement of polite language while interacting, and Chinese has become the dominant language in the classroom. III Therefore, the author finds that the influencing factors are mainly teachers’ traditional "exam-oriented" educational concepts; students have not adapted to the new model of online classes; lack of family guidance.

According to the research results, the author provides main suggestions from different perspectives: teachers should change their teaching concepts and optimize the way they interact with students; they should also improve the reward mechanism and provide multi-dimensional feedback; students should adapt to online teaching models as soon as possible; schools should conduct online teaching training and establish a particular online database; schools should continue to promote infrastructure construction and oppose the “one size fits all”; education administrative departments should standardize online teaching and improve online teaching equipment.