Research On Teacher-student Interaction Behavior In Primary Mathematics Class From The Perspective Of Learning Community

With the continuous deepening of the new curriculum reform,the subjective status of students in the real classroom is still not reflected.The quality of mathematics classroom teaching in primary schools is difficult to improve.The extracurricular tutoring has become the norm,and the phenomenon is most prominent in the northwestern region of China.There are still major flaws in the research on the interaction between teachers and students in the classroom.It is impossible to systematically analyze the whole picture of the interaction between teachers and students in the mathematics classroom.The interaction between teachers and students is the key to the smooth progress of classroom teaching activities.The interaction between teachers and students is the point that can be observed,recorded and analyzed in classroom teaching research.The distribution,characteristics and influencing factors of classroom teacher-student interaction will be promoted.The effective interaction between teachers and students in the classroom,the development of students’ core literacy,enhance the professional development level of teachers,and thus improve the effectiveness of primary school mathematics classroom teaching.After studying and analyzing the theoretical literature related to "learning community" and "classroom teacher-student interaction behavior",this study combines the content of primary school mathematics curriculum and the characteristics of learning to form "the primary school mathematics classroom teacher-student interaction behavior observation scale".The mathematics classroom teaching of Q primary school in Xining City was selected as the research object,and the video recording of classroom teaching was carried out.The classroom observation and record were carried out from three aspects: teacher classroom organization behavior,student classroom response learning behavior and teacher classroom feedback evaluation behavior.This paper analyzes the current situation of teacher-student interaction in primary mathematics classroom,explores the influencing factors of classroom teacher-student interaction behavior,and proposes the promotion strategy of classroom teacher-student interaction behavior effectiveness.The study found that in the four modules of primary school mathematics,teachers’ classroom organization-oriented behavior,students’ classroom response learning behavior and teacher classroom evaluation feedback behavior accounted for45%,32% and 23%;68% of the interactions in classroom teaching are completed by teachers,and the behavior of students only accounts for less than 32%;the overall distribution of teacher-student interactions in different modules is different;different teacher-student interactions show significant in different modules.Differences;there are great differences between teachers and students in different content learning;the choice of specific behaviors of teachers and students in different classroom teaching varies from person to person.At different stages of development,the differences between the specific interactions of teachers and students in the classroom are significant.The students in the low-level and high-level students are active in classroom learning,and the frequency of interaction among middle-level students has decreased.With the continuous development and development of teachers,the degree of interaction between teachers and students in the classroom has been significantly improved.The distribution of classroom interaction behaviors has been different at different stages of development.Finally,based on the concept of learning community,combined with the analysis of the current situation of teacher-student interaction behavior,the author summarizes the influencing factors of classroom teacher-student interaction from four aspects:“student”,“teacher”,“classroom culture” and “mathematical activity”."Interactive relationship between teachers and students" "Creating goal-oriented classroom teaching activities" "Promoting the interaction of teachers and students with feedback as an intermediary" "Building a classroom evaluation system with the purpose of diversified development" "Starting classroom teaching based on key events The five aspects of the study propose a strategy for improving the effectiveness of interaction between teachers and students in primary mathematics classrooms.