The Interactive Study Of Mathematics Classrooms In The First Class In Jiangsu Under Different Teaching Modes

In-class interaction is one of the hot issues that many scholars and teachers are interested in since the new curriculum reform kicked off.The thesis uses video analysis method to study the in-class interaction,including the selection of appropriate samples as research objects,encoding videos,organizing texts,and encoding the research questions.Based on the course videos of four math teachers from two high-quality junior high schools of Jiangsu province as examples,this author dives into the respective characteristics of the interaction in two teaching modes and concludes with strategies that excellent teachers apply as encouragement to their students,so as to function as guidance for teachers in other areas of the mainland.The author also seeks solutions for the shortcomings observed in the interaction.There are five parts in the paper.The first chapter is focused on the background,research issues and importance of the paper,based on the existing interaction in classes of Tibetan students against the backdrop of the new curriculum reform.The second chapter looks at in-class interaction at home and abroad,and summarizes the existing research trends of in-class interaction.The third chapter presents the processes and methods of this study.It describes the research methods and processes,including time distribution of interaction,types of interaction between major actors,interaction activities,teachers' interactive skills and coded types of students' response.The fourth chapter,which is the core of this paper,focuses on the statistical analysis of the selected interaction cases from the above-mentioned four aspects and with the assistance of the"demonstration learning method" and "learning guides" models.The fifth chapter concludes the results of the previous research in order to improve teaching effectiveness.This study shows that:(1)Teachers pay more attention to the delivery of new knowledge and exercises in the teaching process.As for the interactive links,teachers can follow the traditional order of the four links,combine new knowledge and exercises or combine exercises and conclusion.These two methods can bring along positive results;(2)In the process of teaching and summing up,teachers can choose three interactive activities to complete the teaching task.And as for the introduction and exercises,teachers usually only choose one or two interactive activities;(3)As for the presentation and evaluation of the teaching mode,students become the main part.With the guidance of the teaching model,it is found that teachers dominate the in-class activity.Teaching the new section is done with the teacher's explanation of new knowledge,or with the individual students or the whole class fulfilling the teaching activities;(4)Teachers raise questions in two ways,some that are aimed for the whole class and some others for individual students,as a way of interaction.They leave students a certain amount of time to answer,and make comments or pursue with further questions according to the answers.With more prompted questions and longer time of waiting,there is an increase in the number of students' cognitive and inferential responses.It is shown in the videos that the number of questions answered can affect students'cognitive and reasoning to a certain extent.With the questions getting more difficult,students gradually progress from giving mechanical or cognitive answers to inferential ones.