本文以普林斯顿大学暑期培训班教学为研究对象，重点考察了普大班高年级汉语教学，旨在研究其课堂中师生话语互动的真实情况。首先，利用弗兰德斯互动分析法（FIAS）对普大班二、四、五三个年级中各一个课例的师生话语互动情况进行分析。研究显示五年级(高年级)的课堂教学主要以教师对学生的间接影响为主，与其他年级相比五年级教师的话语量比重较高，学生利用目的语交际的能力接近母语者水平，师生话语互动的主要形式为话题讨论式。课堂交际中，教师对话题的驾驭技巧娴熟，师生谈话的思想内容达到较高深度，师生交际水平接近日常会话水平。教师在引导、纠错等教学行为的同时，更注重第二语言教学中的文化因素。其次，通过对高年级3位教师的50节课堂录音的分析研究发现教师在话题讨论的导入阶段常常采用以下四种方法：开门见山，直奔主题；联系实际，解读作品；抓住细节，引发思考；幽默打趣，轻松入题。在话题的接续阶段，教师常常使用的提问方式主要有追问、转移、激励和协商。在话题的转换阶段，话题转移速度快，话题内容跳跃大，因此教师需要有较高的话题控制技巧，本文归纳了七种话题转换的方式，包括记忆性话题转换、推演性话题转换、赞同性话题转换、否定性话题转换、转折性话题转换、补充性话题转换和教学性话题转换。在话题的终结阶段，教师的言语简练，缺少过渡，常常戛然而止。师生互动过程主要是通过问答来实现的，教师提问中常配以手势指答，讲究公平原则。 最后，利用问卷从课堂中师生话语量、课堂互动形式、教师提问方式、教师提问内容、学生提问内容、教师反馈方式和话题选择这七个方面考察师生对高年级课堂话语互动的评价。总结得出：课堂中师生话语量接近均衡状态；课堂互动以话题讨论为主要形式；提问常面向单个学生以指答为主，师生互动以师个互动为主，师班互动较少；教师提问后等待时间较短；教师提问大多是参考性问题，问题没有固定答案；讨论一般是教师通过提问引发的，话题的控制权大部分时间在教师手中；话题具有争议性、批判性的特点。

This thesis researched on the senior grade of PIB and we aimed at investigating the real condition of the interaction between the teacher and the learner.Firstly, we chose one class as the sample from Grade 2, Grade 4 and Grade 5 respectively. And then we used the Flanders Interaction Analysis System to analyze these samples. It shows that teacher’s indirect influence is the main method in Grade 5. Compared with the other grades, the teacher’s quantity of discourse is more. The discourse in class is close to the daily discourse. The interaction depends on the discussion about one topic. Because the students in this grade have the better ability of Chinese, the teacher takes more attention to the culture rather than the form of the language.Secondly, we analyzed three teacher’s classes in higher grade. We found that the teachers usually use four ways to take the students into the class, including coming straight to the point, contacting with the real life, paying attention to the details, using the humor. The teachers often ask questions in the way of probing, redirection, prompting and negotiating. When the topic was changing, the teachers should have the skills of controlling the direction of the topic. At the end of a topic, the teacher’s speech is brief and simple.Finally,we investigate the evaluation of teachers and student about quantity of discourse, the style of class interaction, the way of promote question, waiting time, the style of question, topic initial and topic feature through questionnaire. The questionnaire reveals: students have more chance to speak; discussion and debate are the main style of interaction; teachers often ask certain student to answer; the waiting time is short; questions are mainly reference; most of the discussions are initiated by teacher; the topic is critical and disputed.