A Comparative Study Of Verbal Interaction Between Teachers And Students In Primary School Mathematics Class

Mathematics Curriculum Standards For Compulsory Education(2011 edition)pointed out: "Teaching activities are the processes of active participation,interaction and mutual development of teachers and students." It can be concluded that the interaction between teachers and students is the key to teaching activities.The language is an important carrier of classroom teaching,which means grasping the language information in the classroom is equivalent to mastering the essence of classroom teaching.As an effective form of teaching,teacher-student verbal interaction plays an important role in improving the quality of classroom teaching.This research based on social interaction theory and uses the improved Flanders Interaction Analysis System(iFIAS)to conduct peer-to-peer video analysis of eight primary school mathematics expert teachers and novice teachers' classroom teacher-student interactions,and to make quantitative processing of the teaching activities of expert and novice teachers.Through the difference analysis of the quantitative data of the both above,the problems of the novice teachers in the classroom are observed.The optimized strategy of the classroom verbal interaction of the novice teachers,using the verbal characteristics of the expert teachers as references,is therefore proposed.The research is divided into five parts.The first part mainly clarify the dilemma,significance,ideas,methods,status quo and characteristics of the research,and explain the related concepts in detail.Then explain the research tool,i.e.the improved Flanders Interaction Analysis System(iFIAS),including the meaning of each code,the rules of statistics,the formation of sequence pairs,and the method of analysis.The second part consists of an overview of the research sample,the statistical analysis of the data.The third part is to summary of the characteristics of the primary mathematics expert teacher and novice teacher,as well as the cause analysis of its characteristics.Next is to propose an optimization strategy for the classroom verbal interaction of novice teachers by referring to the classroom verbal characteristics of expert teachers.The last part is the summary and outlook of this research,pointing out the direction that can be further studied in the future.