The Research On Teacher-student Verbal Behavior Interaction In Chemistry Teaching

With the promotion of new curriculum reform,domestic researchers pay close attention to classroom teaching behavior.The classroom teaching is a kind of education activities,which with teachers and students as the main body,with language as the main medium,with promoting mutual development between teachers and students in "teaching" and "learning" under interactive.80% of teaching behavior belongs to the verbal behavior in the classroom,teachers and students achieve the classroom interaction through the verbal interaction.The effective verbal behavior interaction between teachers and students in the class can stimulate student's interest in learning,guide students to build knowledge system actively.Therefore,verbal behavior largely determines the effectiveness of the whole class.In 1970 s,Flanders Interaction Analysis System(FIAS)proposed by the famous American scholar of N.A.Flanders,which still the ideal tools for analysis and evaluation of classroom teaching in the education sector at home and abroad.This thesis offers a microcosmic analysis of verbal interaction between teacher and students with a comprehensive analytic framework,so we can analyze the current situation and existing problems of verbal behavior in classroom interaction.This research focuses on chemistry classroom in some regions of Chongqing middle school,using literature,questionnaire,classroom observation,FIAS analysis,interviews and other methods to study verbal behavior interaction between teachers and students in chemistry classroom.The full text is divided into seven parts:The first part,Introduction.This part introduces the background and significance of this study,expounds the domestic and foreign researches on teacher-student interaction and teacher-student verbal behavior interaction.Taking Chongqing as an example,the author makes a questionnaire survey on the status quo of the interaction between teachers and students in chemistry teaching.On this basis,puts forward the research ideas and methods.The second part,Core concepts and theories.This part expounds language behavior,teacher-student interaction,teacher-student verbal behavior interaction in the chemistry classroom,as well as supports the theories of the study.The third part,Improving quantitative classroom observation research tool.This part first describes FIAS analysis system,then,combining the chemistry classroom teaching practice to improve the analysis system,and proposes chemistry classroom improved FIAS analysis system.Then,determine the improved verbal behavior operational definition,and determine the encoding rules and methods of analysis.The fourth part,the quantitative evaluation of the teacher-student verbal behavior interaction in the oxidation-reduction reaction was carried out by using the chemistry classroom improved FIAS analysis system.Through the classroom atmosphere,classroom verbal structure,teaching style and teacher-student questions and answers to overall merit the selected 8 classes.The fifth part,Statistics and analysis of all classroom records.Observing,coding,counting and analyzing 18 chemistry classes with the chemistry classroom improved FIAS analysis system.From the overall analysis,comparative analysis(according to the teachers' gender and growth stage,school level,knowledge type four dimensions)and correlation analysis reveals the status,characteristics,differences and similarities of verbal interaction between teachers and students.The results indicate that there is a big shortage of the first,second and third kinds of teacher's verbal behavior,but these acts of experienced teachers are more than that of novice teachers,key school teachers are more than that of non-key school teachers.The fifth explain behavior is the most main verbal behavior,which male teachers more than female teachers,novice teachers significantly more than experienced teachers,non-key school more than key school,chemistry concept and principle knowledge more than chemical factual knowledge.From the rate of teacher' questions,female teachers are significantly higher than male teachers,key school teachers are higher than that of non-key school teachers.There is also a big shortage of the ninth kind of student's verbal behavior,but the rate of female teachers class is higher than that of male teachers,key school teachers are higher than that of non-key school teachers.And few students ask questions in class.The correlation analysis show that there are significant positive correlation between students' active expression of language and teachers' encouragement or praise,instruction,students' thinking and practice,and there is a significant negative correlation between students' active expression of language and teacher's explanation.From the rate of teachers and students operation technique or experiment,experienced teachers are higher than novice teachers,key school teachers are higher than that of non-key school teachers,factual knowledge in chemistry is higher than chemical concepts and principle of knowledge.In addition,teacher-student verbal behavior interaction in chemistry class has the following characteristics: first,the emotional atmosphere is not very harmonious between teachers and students.Second,the classroom language structure is dominated by teachers,teachers and students can participate and invalid time is less in the classroom.Furthermore,male teachers,novice teachers,non-key school teachers are more tend to“teacher-centered”.Third,teachers tend to apply positive reinforcement to students.Fourth,about question and speak speech,the questions are main of closed-ended questions and less of open-ended questions.The sixth part,According to the questionnaire survey and classroom observation data and analysis,summarize the characteristics of verbal behavior interaction between teachers and students in chemistry classroom,find out the existing problems and put forward the corresponding solutions.The seventh part,Conclusion.Reflect on the research tool and research findings,and put forward prospects of the further research.