Observation And Research On The Classroom Interaction Of Geography In Junior High School

With the continuous deepening of curriculum reform in recent years,the new curriculum reform requires a change from the previous 'classroom control theory' to the current 'classroom interaction theory',which indicates classroom interaction is a topic worth discussing nowadays.Further research on classroom interaction behavior helps teachers improve the interaction behavior of junior high school geography classrooms and improves the learning efficiency in classroom.At the same time,it will provide the theoretical reference for how to carry out classroom interaction more effectively in future,and provide some theoretical references for further implementation of the new curriculum reform philosophy and goals.The author used high-quality junior high school geography course of the four-person version of 'Japan'from 'One Teacher,One Class,One Class,and One Teacher' platform,and then selected one section from each lesson including the ministerial level quality course,the provincial quality class,the city level quality class and the county level course as the research object.Firstly,the author made a macroscopic analysis of the interaction mode and environment for the four high-quality courses through the FIAS classroom observation method.Secondly,the author made a detailed analysis on the effectiveness of the four-quality courses in classroom interaction skills and students'interaction in independent learning from a micro perspective by using the LICC classroom observation method,summarized the commonalities and sought for differences.Finally,the author summarized the conclusions based on the above observations,and obtains enlightenment from them.The conclusions are as follow:(1)From the perspective of the overall interaction model,the four teachers' classrooms have implemented the teaching philosophy of'teacher-led,student-centered',and mainly based on teacher-student interaction.The teacher-student interaction in teaching was active.(2)When the teacher designed the teaching,the achievement of the teaching goal was carried out and evaluated as a teaching task through the interaction of specific teaching problems.Teachers had the idea of concentrating on problems while teaching,and could make timely feedback and focus on generation,and can effectively complete the teaching tasks and achieve the teaching goals.(3)From the perspective of setting problems by teachers in class interaction,the problem pointed out by the teacher had clear directionality,and strived to guide the students to carry out deeper thinking activities.(4)From the perspective of teachers' teaching style in classroom interaction,the teaching style was democratic and flexible.Teachers ensured that the classroom interaction was orderly and stable,while giving students a high degree of freedom to communicate and discuss.(5)From the situation of students' in-class interaction,students thought on their own initiative,all members participated in the classroom,interacted with teachers actively,discussed and communicated with peers,and developed together,which resulted in a full collision of ideas and encouraged them express their own views.(6)From the perspective of the classroom interaction form,the selection and proportion of provincial teachers are more reasonable,and that in the city and county levels are relatively defectiveness.(7)From the perspective of interactive skills,the classroom interaction of the teachers in the department level is better,and the teachers at the county level are relatively insufficient.In conclusion,the author has the following revelation:For the unrated teachers,teachers should 'know the new curriculum reform teaching philosophy,implement the basic concept of the new curriculum' and 'seek interaction points from specific teaching problems,while interacting with students in class.For teachers had already been rated in the activities,the interaction should focus on 'matching the setting of interaction problems and learning situation','creation of interactive situation,pursuing innovation,keeping pace with students','focusing on the development of students' ability in classroom interaction and the construction of discipline literacy'.