Physics Teacher’s Effective Feedback In High School And That Effect On Teacher-student Interaction Research

Frist, this study investigate the high school physics teacher have which effective classroom verbal feedbacks, on this basis, further study the correlation of these effective feedbacks and teacher-student interaction, the last, explore the ways effective feedbacks promote teacher-student interaction.The study select samples eight physics teachers (four expert teachers, four new teachers) as samples of classroom observation study. It comprises three parts, the first study designs classroom verbal feedbacks and teacher-student interaction observation table on the basis of the literature review, obtain the original data through classroom observation, According to the SPSS analysis of one-way ANOVA to get verbal feedbacks which be defined the characteristics expert teachers significantly different from new teachers in the study. The second study on the basis of the raw data of the first study,and use SPSS one-way ANOVA test to compare whether the expert teachers’ classroom interaction is better than the new teachers. The third study based on the first and second study, first use SPSS correlation analysis to obtain the correlation of effective verbal feedbacks and teacher-student interaction, secondly, making SPSS one-way ANOVA test of teaching behaviors which initiate the interaction between teachers and students to get the way of promoting effective verbal feedback teacher-student interaction.The research obtain the following conclusions:1. The high school physics teachers’classroom verbal feedbacks:(1) More verbal feedbacks;(2) More discourse feedbacks;(3) More kinds of feedback tactics; (4)"Question closely","induction","simple praise and approbation,"Restatement","extend".2. The study found that the expert teachers’classroom interaction is better than the new teachers, which are mainly reflected in the following four areas:(1)"Teacher’s Talk time" was significantly lower than the new teachers’;(2)"Students’ active talk time "was significantly higher than the new teachers’(but it has nothing to do with effective feedbacks, mainly due to the expert teachers teaching charm is significantly higher than new teachers’);(3)"Students’passive talk time "significantly higher than the new teachers’;(4)"Invalid silence or confusion time"significantly lower than the new teachers’.3. Effective verbal feedbacks can increase "students’ passive talk time" and reduce "teacher’s talk time" to promote better teacher-student interaction, the specific ways are:(1) Increase feedbacks;(2) Increase the discourse feedbacks;(3) Rich feedback strategies;(4) When most of the students can answer the questions correctly (asking all students in class) or questions are answered correctly by the student who be asked, teachers should do more appropriate difficult question closely,especially successive;(5) When the student can not answer the questions correctly, teacher should more starting from a specific point of error or difficulty, and inducing with interrogative or the form of questions, what’s more, difficult problems should be followed by easy-to-difficulty and multiple induction;(6) More "explanation" with more consultation tone like "yes?","right?".