Research On Graduate Classroom Interaction Under The Theory Of Social Constructivism

The reform of graduate education in normal universities is related to how to improve the quality of teacher education.Most of the graduate students will be teachers in primary and secondary schools.The main learning theory of the curriculum reform of primary and secondary schools is the social constructivism.The main way to achieve the goal of teacher education in colleges and universities is still the classroom teaching.So,how to construct the classroom learning environment of social constructivism becomes an important and urgent research topic.More and more researchers think that the interaction between teachers and students,between students and teachers,between teachers and the information technology,between students and the information technology is of great significance,and learning in the classroom teaching on the one hand,teachers should increase the number of classroom interactions,on the other hand,we should pay more attention to the interactive content itself,to increase the depth of interactions.The social constructivist learning theory provides a strong theoretical support for the interaction between teachers and students,between students and students.The author thinks that the interaction of the graduate students in the classroom should not only emphasize the quantity,but also the depth.Teachers should pay attention to whether the learners can interact with others,and whether they interact deeply.Therefore,in this study,the interaction between graduate students under the guidance of the theory of social constructivism is considered from two aspects:the interaction frequency and the interactionn depth.In this study,the depth of interaction refers to the degree of the interaction between teachers and students,so as to promote the development of cognition,to solve the problem and to form a new knowledge structure,to a higher level of cognition.In this study,through literature research,based on the Web of Science,CNKI database,the status of relevant studies was summarized,including the analysis of social constructivism,learning environment,classroom teaching interactive type research,classroom interactive speech act(focusing on the Flanders interaction analysis system and the application of FI AS and improvement,especially improvement in Flanders on the basis of Gu Xiaoqing),interactive depth encoding,in addition to the related software platform are summarized,and then take two classroom teaching videos as cases from professor Z and associate professor Q's course-Foundations of Educational Technology Research Methods(Bilingual)under the guidance of social constructivism in S Normal University,the preprocess the case of videos,do the transcription in NVivo 10 software,based on repeated observations accroding to the interaction analysis system ITIAS and interaction depth encoding rules based on understanding of the significance of the video,and then analyze the characteristics of teacher-student interaction,classroom interaction and interaction technology depth and the questionaire in the classsroom with the guidance of including the research of information technology support under the guidance of social constructivism and the support of information technology.On the basis of quantitative analysis and qualitative research,this paper reveals some characteristics of the interaction in the graduate class,and puts forward some reasonable suggestions to improve the teaching.The main conclusions of this study are:(1)the classroom teaching process is integral,and learning activities are designed better;(2)the control of the class teachers tend to directly control,play the leading role of teachers;(3)the teacher questions to open problems mostly reflects the education characteristics of graduate students(4 students);take the initiative to answer questions more,reflects the initiative of students in the learning process;(5)the use of information technology to become routine,to play its due role;(6)the classroom interaction depth is relatively deep,effectively promote the construction of students' knowledge meaning.With the comprehensive analysis of the results,aiming at the problems existing in the classroom,this paper puts forward two suggestions:(1)improve the indirect effects of teacher ratio.the creation of more democratic and equal classroom environment;(2)in the form of more appropriate use of information resources,promote students'knowledge construction.