Junior Teachers-students Interaction's Impact On Teaching Efficiency

In the 21st century, people pay more attention on the relevant problems of teaching efficiency. For quickening economic globalization gradually, countries all around the world wage educational reform to improve teaching efficiency, accelerate the mode of talents training. However, from the real practice level, there has a great gap between the current teaching conditions and the original reform target. In the teaching activities, teachers still concentrate on form, not on efficiency. Nowadays scholars do the research of teaching efficiency from pedagogy, psychology, sociology perspective. Especially the research on teaching efficiency of educational economics is simple to use physics and quantitative methods of economics to measure the input and output. This paradigm makes the research of teaching efficiency into differentiation but not into integration.As a human activity, teaching activity involves two subjects who are teachers and students. Therefore, the study on the teaching efficiency must change the traditional research paradigm, which sees teachers and students as the research object, the unity of pedagogy, psychology and sociology theory and research method. Through questionnaire analysis the interaction between teachers and students in middle school, discuss the differences of their interaction behavior of different types, and the experimental method between teachers and students to interact in junior high school stage type of teaching efficiency, and use experimental method to analyze impact of the type of interaction between teachers and students in junior high school for teaching efficiency. Then, combine Pareto efficiency of the economic theory and Game theory as a new system to measure teaching efficiency, to analyze the relationship between teachers and students in the activity which is helpful to improve the teaching efficiency, and introspect the relationship between teachers-students relationship and teaching efficiency activities. From the theory of behavioral economics perspective, we can find the cooperation-dominant type is more efficient than hostile-obey type in the teaching activities. However, there are cognitive fallacy in the process of the interaction between teachers and students such as confirmation bias, loss aversion effect and sunk-cost fallacy etc. The fallacy results to the teachers with hostile-obey type of teacher-students interactions don't would like to change the type to improve teaching efficiency. This also proves a new basis for educational managers to master teachers' and students' psychology and behavior trend in teaching activity.