Study On Teacher-student Interactive Behavior In Double-Middle School Models

With the advancement of computer teaching,the development of technology has brought about tremendous changes in education.At this stage,the application of technology in education has been basically universal.The electronic equipment in the teaching classroom has been continuously updated,and various teaching modes have emerged one after another.A series of new teaching models,such as MOC,micro-curriculum,flipping classrooms,SPOC,and dual-teaching teaching,have become the key directions for researchers in the field of edueation.Among them,in the past two years,due to the dual vitality of the dual-teacher teaching model in solving the uneven development of regional education,it has become the new darling of many scholars.The dual-teacher model has shown great advantages in the teaching of colleges and universities in our country,and the research of the teacher-student interaction classroom under the double-education mode has become a new wave of research in the current education field.However,traditional research mostly uses the dual-teaching teaching in college teaching and its huge benefit in the allocation of educational resources to conduct qualitative research,while ignoring the direction of primary and secondary schools and the study of dual-class classrooms from quantitative data..What is the effect of the double-teaching classroom in the double-teaching mode?How does the advantage in the allocation of educational resources be reflected?This study quantifies the qualitative data through the collection,recording and coding of classroom data,and carefully analyzes the characteristics of the teacher-student interaction behavior and its advantages and disadvantages in the classroom teaching by observing the changes in the data.This article consists of five parts.The first chapter summarizes the background,significance,research ideas and methods of this study.The second chapter summarizes the existing domestic and foreign research status and conducts research on previous experiences.The third chapter is the design of the research program.In general,the experiment needs the data collection process,the improvement of the coding tools before the implementation,and the statistical analysis of the data.The fourth chapter mainly deals with the data compilation of various aspects such as the behavioral structure ratio,teacher behavior ratio and student behavior ratio,classroom atmosphere analysis,teacher question structure,and classroom teaching effect in the early,middle and later stages of the semester.Based on the existing normative standards,this paper analyzes the teacher-student interaction behavior in the dual-teacher mode,and analyzes the changes in teacher-student interaction before and after the double-teacher mode,and summarizes the advantages and disadvantages of the dual-teacher model.The results show that the geography classroom under the dual-professional model has an important role in the teaching effects of the teacher-student interaction,improving the enthusiasm of the students in the classroom,cultivating the students' reaction ability,enhancing the new teachers' professional ability,and building a harmonious classroom atmosphere.