A Case Study On Teaching And Learning Interaction In Interactive Whiteboard Environment

Under the new Interactive Whiteboard environment, many teachers especially a lot of novices are using new media for the application and interacting for triggering the interaction behavior.Since they are generally lack of the necessary theory guidance and practice, they can’t adapt the change in the whiteboard environment. We all know that teaching and learning interaction will directly affect the teachers’ acceptability and the students’participation, therefore, are there any differences in the teacher-student interaction behavior performance when different teachers are teaching in the interactive whiteboard environment? How to make it be more accurate and effective to observe, analyze and evaluate the teaching and learning interaction? What kind of teacher-student interaction are more suitable? Based on those above problems, we choose this topic.Before the study, this paper reviewed a large number of documents, summing up the research status of teacher-student interaction in the interactive whiteboard environment. On the basis of previous classification, the teacher-student interaction will be eventually divided into four types of interaction, which consist of teacher-class interaction, teacher-group interaction, teacher-student interaction and student-student interaction. In order to further observation and analysis, four types of behaviors will be eventually subdivided into22categories of observed behavior. This article selects the A413classroom of AB building in our school as the interactive whiteboard teaching and learning environment, and selects the expert teachers A and novice teachers B as the cases of this study. In the process of research, this paper mainly uses classroom observation to observe and record their teacher-student interaction behaviors. We also interview these teachers in half open forms to see some potential concepts of interaction. Finally, we do some analysis, comparisons and put forward some corresponding countermeasures and suggestions from the four angles which consist of the distribution of teaching behavior, teaching behavior conversion, teacher-student interaction frequency distribution and class reflection. The thesis is divided into five parts, first of which is an introduction, mainly explaining the background, the status of such research, the significance and the methods. The second mainly defines the teacher-student interaction behavior and designs methods of observation. By using the classroom observation and interview content, the third part compares the teacher-student interaction between an expert teacher and a novice teacher. On the basis of the third part, the fourth part is puts forward some suggestions for teachers to better carry out teacher-student interaction in the interactive whiteboard environment. The last part is the conclusion. It summarizes the research and indicates the lack of this research.