Study On The Present And Strategy Of Effective Interaction In Senior High School Geography Class

Classroom interaction not only the carrier of independent inquiry, group cooperation, role playing,case teaching, class discussion, debate and so on smoothly the teaching organization form but also the main link of classroom knowledge, cultivating ability, communication emotion,which is conducive to improving students’ quality. The class activities smoothly without the classroom interaction between students and teachers. Effective classroom interaction can not only improve the students’ participation, active classroom atmosphere, improve emotion between teachers and students but also can stimulate students’ learning enthusiasm, improve the students’ academic performance. Only to realize the effective classroom interaction can make all kinds of teaching modes.Taking the high school of Minquan as an example,based on the basis of questionnaire survey, classroom observation, teacher interviews and data analysis, investigating the current situation of high school geography classroom effective interaction research, summarizes the geography classroom interaction and explore the causes, at last to put forward some relevant strategies to improve the students’ geography achievement, promote the formation of the harmonious relationship between teachers and students and improve the teaching skills of geography teachers.According to the investigation, classroom observation and teacher interviews,there are still some problems in high school geography classroom interaction, such as the live interactive atmosphere between teachers and students is not very well; The classroom organization pattern is unitary, the student’s participation is not highly and significant grade differences; The teacher have obvious personality differences in the classroom organization and interactive form. The concrete conclusion is as follows:(1) High school geography classroom interaction forms greatly influenced by personality. Introvert teachers pay more attention to facial expression, body language, the expression of interaction, classroom interaction forms more than extrovert teachers. extrovert teachers given priority to with interaction of classroom questioning and interactive form is unitary;(2) High school geography classroom effective interactive situation has obvious difference in grade. High grade for the student to the classroom interaction identity no period of grade three students is strong, but the grade three segments of the interactive classroom atmosphere of no higher grade of strong;(3) The teacher’s classroom behavior directly affect the interaction effects. Teacher’s classroom organization form, language and non-verbal behavior can affect interactive effect;(4) The probability of effective classroom questions is low. The teachers’ ability of Problems setting up is low, they can’t set the right questions. The correct answer to the student not sure in time, wrong answer not timely guidance, students’ enthusiasm to participate in classroom interaction is not inspire;(5) The geography classroom interaction form is unitary. High school geography classroom interaction form is given priority to with teacher asked gave birth to a classroom questioning, and no significant differences in grade;(6) Classroom interaction is the important factor to affect classroom interaction.In this paper, put forward the corresponding teaching strategies based on the status quo of classroom interaction results, For example,for the low efficiency of classroom questioning phenomenon in the understanding of students on the basis of the question, set up a question graduality to improve the effect of the teachers’ questions; For single interactive form, put forward the role playing, class discussions, hands-on training aid and form a geographical exploration group to enrich the interaction forms of high school geography classroom.According to the specific teaching strategy design teaching case and apply it to the classroom teaching, finally analysis its effect.Effective classroom interaction can improve students geography scholastic attainment. Two classes which has the same teacher with different forms of classroom interaction. Compare two class with midterm grade and the final exam grade was found the grade’s average score that use a variety of class effective organization is much higher than using traditional teaching method of class The quantity of the top student more than the traditional teaching method of the class.By adopting the combination of qualitative and quantitative research methods to compare the two classes in academic performance under different forms of classroom interaction, verify the effective classroom interaction can improve the students’ scholastic attainment, affirmed the value of effective classroom interaction, which is the innovation of this article.Adopt effective classroom interaction can promote the progress of the underachiever and enhance the grade of the top students,promote students’ overall progress.