A Study On The Interactive Behavior Of Classroom Teaching In High School

Flipped classroom has changed the role and interaction between teachers andstudents in the traditional teaching mode by reversing the arrangement of knowledgeand knowledge internalization. Flipped classroom probes into the class time to plan andimplements the innovation of traditional teaching mode. Contemporary study ofteaching theory thinks that teaching is actually originated in the social intercourseactivity. No exchanges, no teaching. In the mathematics classroom, teaching interactionbehavior directly affects the teachers’ teaching quality and students’ learning effect.Therefore, in the mathematics flipped classroom of senior high school, teachinginteraction research is realistic and innovative.First, we have carried out a lot of theoretical research about teaching interaction inthe mathematics flipped classroom of senior high school in this paper. On the basis ofextensive reading literature, this paper discusses three stages of the flipped classroomteaching implementation process, namely stage of self-study before class, stage ofinternalization in class, stage of sublimation after class. We introduce the concept andclassification of teaching interaction, in order to define the scope of the teachinginteractive behavior in this paper, including the interaction between teachers andstudents, students’ interaction and interaction between people in class and teachingmedia. This article also discusses the different forms of teaching interaction intraditional teaching and flipped classroom. At the same time, according to the theory ofsocial constructivism, interaction, cognitive load theory and blended learning theory, wehave laid a solid theoretical basis for later research.Then, we have carried out detailed empirical research about teaching interaction inthe mathematics flipped classroom of senior high school in this paper. By improving theFlanders interaction analysis system and based on the characteristics of the mathematicsflipped classroom of senior high school, the author has compiled the "teachinginteraction coding system of flipped classroom" and used several research methods suchas the classroom structured analysis and descriptive analysis, classroom observation andteacher interviews. This article mainly used the flipped classroom in the affiliated highschool of Shan dong normal university named “binomial theorem” for the typical case. Through the above a variety of research methods, we used “flipped classroominteraction analysis system” as the quantitative research tools and used classroomobservation and interview as qualitative material, in turn to research teaching interactionconducted in the mathematics flipped classroom of senior high school in-depth study ofall aspects of work.Finally, we combine theoretical analysis and empirical research and get someconclusions about characteristics and problems in the mathematics flipped classroom ofsenior high school. In turn compared to the traditional teaching mode, teachinginteraction in the mathematics flipped classroom of senior high school is more initiative,autonomy and participation. The subject status of students becomes more highlights.The leading role of teachers is more clear. Aiming at teaching interaction problems, theauthor put forward the following strategies:(1) Refine interactive teaching video and play to the cornerstone of flippedclassroom;(2) Organize mathematics activities to enhancing interaction in classroom teachingand cast off the yoke of the flipped classroom mode;(3) Create mathematics situation by open questions and create a natural interactiveatmosphere in the flipped classroom;(4) Increase close interaction and play advantage in turn class individuals.