Research On The Interactive Behavior Of Teachers And Students In Junior Mathematics Classroom

In junior high school mathematics class,good teacher-student interaction not only helps to improve teaching quality but also promotes students' all-round development.In order to understand the interaction between teachers and students in the current junior middle school mathematics class and give feedback to front-line teachers on objective classroom teaching information,this study uses the improved Flanders interaction analysis system as the research tool,and classroom observation and video analysis as the research method.The object of study is six classroom videos screened from the national resource platform of "One Teacher and One Excellent Course".According to Flanders' observation and recording method,the data were obtained by encoding with iFIAS assistant analysis tools.In order to fully characterize the interaction pattern of junior high school mathematics classroom,this study analyses interactive structure of classroom teaching,teacher's interactive style,classroom emotional interaction atmosphere,student's interactive behavior and classroom questioning structure from three perspectives of quantitative data,transcribed text and dynamic curve.The research finds that there are following characteristics about that the current situation of teacher-student interaction in junior high school mathematics classroom:(1)In terms of the interactive structure of classroom teaching,teachers' language still occupies the dominant position in most junior middle school mathematics classes.Though the proportion of teachers' language has dropped compared with the past,the increasing proportion is the silence of the classroom instead of the students' language;In terms of the proportion and mode of technology use,information technology has not been fully utilized in classroom.(2)In terms of the interactive style of teachers' teaching,the teaching style of junior middle school mathematics teachers belongs to direct teaching,which is manifested in the way that teachers mostly teach,instruct and maintain authority;At present,some mathematics teachers have high sensitivity in teaching,timely use of classroom generated resources and flexible teaching methods to induce students to participate actively,but most mathematics teachers still tend to use negative reinforcement to regulate the classroom,lack of positive feedback such as encouragement,acceptance and appreciation.(3)In the aspect of classroom emotional interaction atmosphere,mathematics teachers can respect students' emotional needs to a certain extent,although accompanied by certain directive and critical language,however,most classes can maintain smooth emotional communication between teachers and students as a whole.(4)In terms of students' interactive behavior,junior high school students' interactive behavior belongs to collective initiative behavior,and individual initiative interaction rarely appears;Inquiry activities are mostly individual activities in the silence of classroom,lacking dialogue and interaction among students;There is no obvious tendency in teacher-student interaction and teacher-class interaction under the control of teachers.(5)In the aspect of interactive classroom questioning,junior middle school mathematics teachers still tend to ask closed questions.The traditional closed question-and-answer mode makes the classroom present more training-oriented teaching;Mathematics teachers show more patience and give sufficient response time in students' continuous speeches,but they do not perform well in guiding students to express themselves actively and questioning closely in class.According to the above characteristics,it is not difficult to find that there are some areas worthy of further improvement in the interaction between teachers and students in junior high school mathematics classroom.Therefore,this study proposes the following strategies to improve the effectiveness of teacher-student interaction in junior high school mathematics classroom: rationally positioning the role of teachers and students in the classroom according to advanced mathematics education concepts;effectively combining information technology in mathematics teaching to promote teacher-student-technology interaction;responding to students through prompt and effective incentives to stimulate the vitality of mathematics classroom;guiding students' interaction with the carrier of the mathematics textbooks or the link between new and old knowledge;asking gradient questions and making detailed inquiries timely according to mathematics teaching content and students' learning condition.