A Study On The Interactions Between Students And Teachers In The Mathematics Flipped Classroom Of Junior High School

Flipped classroom is a new teaching mode of information society, it has aroused wide attention of educators, and it is a hot issue of the educational research. The main position of mathematics teaching is in the classroom, and classroom teaching activities can not be separated from the interaction between teachers and students. The quality of classroom teacher-student interaction determines the success or failure of classroom teaching to a great extent. The research of teaching interaction in the mathematics flipped classroom of junior high school is realistic and innovative.First, based on relevant studies in foreign and domestic field, we introduce the concept of “flipped classroom” and “interactive behavior”. we have carried out a lot of theoretical research about teaching interaction in the mathematics flipped classroom of junior high school in this paper. This paper introduces the theory of communicative teaching theory, constructivism theory and humanistic learning theory, which is closely related to this research.we have laid a solid theoretical basis for later research.Then, this article selects 5 typical videos of mathematics flipped classroom of junior high school, taking FIAS and ITIAS as quantitative research tool, putting course video and interview transcription as qualitative research material, with the aid of Excel, we have carried out detailed empirical research about teaching interaction in the mathematics flipped classroom of junior high school. We find that students explore type structure in the mathematics flipped classroom of junior high school; Classroom activities is compact; There is little silence and chaos in the classroom; The technology is highly used in class; The ratio of students’ behavior is significantly higher than teacher’s behavior; Teachers are good at using Problem-Inquiry teaching method; The ratio of students’ active behavior is much higher than the ratio of the passive behavior, and the ratio of students’ discussion is higher; Classroom interaction between teachers and students is stable.Combining the primary mathematics teachers’ interview, We find mathematics flipped classroom of junior high school’ interactive behavior has a great advantage: Flipped classroom does not change the teaching mode of the class teaching mode, protects the students’ subjectivity reconstruction return to teaching process; It is helpful to the teaching of the teacher and the guidance of the teaching; Flipped classroom’s atmosphere is active, the classroom interaction effect is good; Classroom activities is compact, classroom’s order is good; Teachers use technology to increase interaction, which is helpful for further interaction; However, the interactions between students and teachers in Flipped Classroom still need to be improved. For example, the question and answer between teachers and students is fast, students’ thinking space remains to be improved; The opportunity for students to participate in classroom teaching is not equal; Teachers tend to influence students in a direct way.Finally, on the basis of the related results, combined with the thinking in the process of research, we put forward the following recommendations:(1)Create the democratic and harmonious atmosphere;(2)Strengthen the interaction depth;(3)Add diversification interactive way;(4)Ask open questions;(5)Treat everyone fairly;(6)Dialectically analyze and use the students’ feedback;(7)Pay attention to the diversity evaluation.