A Study On The Speech-Interactive Behavior Of Teachers And Students In Primary Mathematics Class

With the continuous advancement of teaching reform,the society pays more and more attention to the quality of education.The quality of classroom teaching plays a decisive role in the quality of education,and classroom teacher-student verbal interaction is undoubtedly the key factor affecting the effectiveness of classroom teaching.Effective teacher-student interaction in classroom can build a harmonious classroom,improve students' enthusiasm to participate in the classroom,stimulate students' interest in learning,and then improve the efficiency of classroom teaching.The research takes the improved Flanders interactive analysis system as the research tool.It mainly uses classroom observation,case analysis and interview to study the present situation of teacher-student interaction in primary school mathematics classroom.Based on the matrix analysis of the improved Flanders interactive analysis system,this paper makes a static analysis of the present situation of normal classroom speech interaction of primary school mathematics teachers from five aspects: classroom speech structure,classroom style tendency,classroom emotional atmosphere,classroom questioning characteristics and the role of information technology;and makes a dynamic analysis of the present situation of six mathematics teachers' classroom speech interaction with students by curve analysis.This paper studies the present situation of the teacher-student interaction in the normal class of six primary school mathematics teachers,explores the problems existing in the teacher-student interaction in the primary school mathematics classroom from the present situation,and makes attribution analysis of the problems existing in the teacher-student interaction in the primary school mathematics classroom,and then puts forward corresponding strategies based on the attribution analysis.The study found that the teacher-student interaction in primary school mathematics classroom has the following characteristics:(1)Speech structure: teacher's speech is mainly indirect speech,less acceptance and encouragement speech;the general tendency is that teachers have the dominance of the classroom and tend to be "teacher-centered";in the aspect of students' speech,the ratio of students' initiative to ask questions is 0,and students lack initiative to explore,dare to question and ask questions.The spirit of asking questions,students' subjective consciousness in the classroom is not enough prominent.(2)Classroom style: most teachers can not accept and clarify students' emotions in time,while a few teachers can clarify student can clarify student emotions in time and give students understanding and encouragement.(3)Classroom emotional atmosphere: many teachers have a harmonious relationship between teachers and students,the classroom atmosphere is good,a few teachers and classes implement high-pressure management,the classroom atmosphere is not harmonious enough,there are obstacles in the communication between teachers and students.(4)Questioning in class: there are many questions in class,but most of them are closed questions,less open questions,and the quality of questions is low.(5)The use of information technology: most teachers use information technology more efficiently and skillfully,and a few teachers have the problem of acceptance of the concept of the use of information technology.Based on the characteristics of teacher-student interaction in primary school mathematics classroom,this paper makes attribution analysis and puts forward corresponding strategies.