Action Research On Teaching Model Of Multidimensional Interaction For Junior High School Science Classroom

"Teaching model of multidimensional interaction" has changed the way of that students accept the teaching information passively in traditional instruction , and established a multi-dimensional interactive classroom teaching system, led to the emergence of more interactive classroom situation and the formation of multi-interaction classroom-teaching relationship. The goal of "teaching model of multidimensional interaction " is to broaden the channels of transmitting teaching information, enrich the contents of the transmission, and achieve the mutually beneficial win-win situation of classroom teaching . Middle school stage is a key period for teenagers to shape and develop their cognize, emotion, attitude and value with a rapid speed . In this period, they not only have more nice expectation for teachers and themselves, but also show stronger desire for knowledge and interpersonal interaction. In the classroom of middle school, positive and effective interaction can be helpful for them to finish the tasks of teaching and learning with high efficiency and to construct and create new knowledge and ability, finally, to realize their common development. So, it has more practical significance to focus on and explore the issue of interaction in current middle school classroom. This article takes the multidimensional interaction teaching for junior high school science classroom as the research object, under the instruction of existing education theory, refers to the idea requests from the new curriculum standard, use the method of educational action research to make use of the theory that is combined with practice, and put solving the problem on the first place, and this method is used during the course of whole research to explore the teaching strategy and effect of "teaching model of multidimensional interaction for junior high school science classroom". In this research, firstly, the status quo of junior high school science classroom is described and analyzed by the ways of interview, secondly, research on "teaching model of multidimensional interaction" is carried out practice in junior high school science classroom, and the questionnaire surveys are used to identify the effects of practice . The questionnaire surveys focuses on students' interesting in learning, attention to the task of learning, the understanding of learning usefulness, self-confidence, self-learning ability, information processing capacity, the students sense of innovation and cooperation capacity, ability, and other non-cognitive aspects of self-evaluation.After research, draw the following conclusions:1 .The students' non-cognitive quality in learn science is different from before the practice of "teaching model of multidimensional interaction" . Post-test score is better than pre-test, and there are significant differences in students' interesting in learning, attention to the task of learning, the understanding of learning usefulness . self-confidence, information processing capacity, the students sense of innovation and cooperation capacity, the ability to express and so on. This shows that the practice of "teaching model of multidimensional interaction" has achieved preliminary results.2.The score of self-learning ability has improved after the practice of "teaching model of multidimensional interaction", but no statistically significant difference, and hasn't achieved the desired results.3. The classroom atmosphere is more active in Multi-dimensional interactive teaching than that in traditional classroom teaching. Active classroom atmosphere will inspire students to participate in the classroom actively, and help to develope the students' ability fully.4. "Teaching model of multidimensional interaction" is a good way to promote all-round and harmonious development of students.5. "Teaching model of multidimensional interaction" is open and not static.