Research On The Interaction Between Teachers And Students In Junior High School Chemistry Quality Class

Teacher-student interaction refers to the effective teaching behavior that promotes the smooth progress of teaching activities in the teaching process,which occurs between teachers and students.In order to make students have a preliminary understanding of the direct or indirect experience of learning.Teacher-student interaction is an important part of teachers in classroom teaching.Teacher-student interaction not only enables teachers and students to communicate effectively,but also serves as a carrier to help students build a bridge between new knowledge and old knowledge.The paper mainly uses Flanders speech interaction scale,using FIAS speech analysis software and SPSS software to quantify the six in-class isomerism classes in the 2016 National Junior High School Chemistry Quality Course video,revealing the teacher and student speech in the chemistry classroom.The characteristics and rules of interactive teaching behavior,the atmosphere in the classroom and the teaching mode.The paper is divided into six parts:The first part is the introduction.This paper introduces the research background,presents the research situation in actual teaching,finds out the shortcomings,determines the problem,purpose and significance of the research,introduces the domestic and foreign research process of teaching behavior and the interactive teaching behavior of speech and FIAS language analysis.The software and the research status of Flemish teacher-student interactive language have determined the research tools,combined with the characteristics of the papers,and selected appropriate research methods.The second part is the theoretical basis.The core concepts such as “teaching behavior”,“verbal interactive teaching behavior” and “speech interactive teaching behavior in chemistry classroom” are defined.Speech behavior and interaction hypothesis are used as theoretical support,and the quality class is simply classified.The third part is the design of the study.It explains the relevant situation of the research object,presents the research ideas of the thesis,and processes the research object,mainly by observing,transcribing,and encoding the high-quality course video,presenting the coding result,and sorting the coding result into a matrix information table.The fourth part is the research content.Taking the "water composition" as a case of heterogeneous topics as an example,the teaching process is divided into three parts.The content of the research object is described in the sub-links,and then the teacher-student interaction behaviors appear in the three teaching links.The Flanders speech interaction scale is used for classification and coding,and the coding results are drawn into a matrix information table by FIAS language analysis software.According to the data in the matrix information table,the ratio analysis chart is made and analyzed by SPSS software.The fifth part is the conclusions and recommendations.Through the analysis of the sample,the following conclusions are obtained:(1)In the language behavior,the formation of question-based teaching;(2)In the classroom atmosphere,teachers and students interact frequently,communicate with each other,and the classroom atmosphere is active;(3)From the perspective of content presentation,teachers start with the students' existing experience,find links between knowledge,and help students build a knowledge framework.By understanding the inadequacies of teacher-student interactions in each teaching session,several suggestions are made:(1)In the design introduction process,teachers can design interesting chemistry experiments related to the content of this section as a starting point to attract students' attention and arouse students' curiosity;(2)In the new class teaching session,teachers should organize as many activities as possible to achieve the interaction between teachers and students and avoid interaction simplification;(3)In the summary session,teachers should give full play to the initiative and enthusiasm of the students,leaving enough time for students to review the content and organizational language,and the students complete the class summary.The sixth part is reflection and outlook.Summarize the shortcomings in the research process,and look forward to the future of junior high school chemistry quality teacher and student interactive research.