An Empirical Study On Junior Middle School Classroom Interaction To The Influence On Students’ Innovative Ability

The cultivation of innovation ability is the core issue of current education reform. The national medium and long-term education reform development plan outline (2010-2020) promulgated by the central committee of Chinese Communist Party and the ministry of education of the primary and secondary school education quality comprehensive evaluation index framework issued by the Ministry of Education are put forward for urgent requirements of the cultivation of students’ innovation ability. Classroom interaction is an important part of the classroom teaching process, and also an important means of students’ innovative ability training. This paper takes Shanghai C middle school as the background through empirical methods of the mathematical statistics and case studies, analyzes classroom interaction model to the students’ innovative ability and puts forward the improvements and suggestions. Research work and results are helpful to the further development of classroom interaction model, and can also be used for middle school classroom interactive teaching research and practice to provide references.According to the research findings of classroom interaction at home and abroad, and students’ innovative ability training of the national policy documents, on the basis of the constructivism theory, motivation theory, intersubjectivity theory, and theory of creative problem solving, the paper tries to build the index system to research and evaluate the middle school classroom interaction and students’ innovation ability. In this paper, we define classroom interaction as the first independent variable index, including classroom questioning, classroom discussions, classroom instruction and classroom display four secondary index. We also define students’ innovative ability as the first dependent variable index, including innovation consciousness, innovation ability and innovation basis three secondary indexes. Based on the index system to design the questionnaire and interview outline, we use literature research, investigation, and empirical analysis, and take investigation research with grade six to nine grade students as sample of C middle school.This study firstly takes investigation research on four patterns of classroom interaction and innovative ability, shows the present situation of classroom interaction and students’ innovative ability of C middle school and tries to get the pertinence between different patterns of classroom interaction and students’ innovation consciousness, innovation ability and innovation basis. Secondly, using IBM SPSS and MS EXCEL as tools, we rely on mathematical empirical research method to grasp the inner link between classroom discussions and students’ innovative ability. On the basis of the confirmation about the pertinence between classroom instruction, classroom display, classroom questioning and students’ innovative ability, through analysis and refined on C middle school, we use an empirical approach to induce three patterns of classroom interaction to the influence on students’ innovative ability. Finally, according to the specific practice of Shanghai C middle school, we put forward the improvements and suggestions on four patterns of classroom interaction from different grade, different disciplines, interactive subject and interactive content, etc.There still exists certain limitations in the scope of this study:firstly, this paper only analyzes the mode of classroom interaction effect on the students’ innovative ability, but the other factors that affect students’ innovative ability does not take into consideration; Secondly, this study only the sample school and sample student to carry on the research and promoting significance of conclusion is not enough.