A Case Study Of Verbal Interaction Between Teachers And Students In High School Physics Classroom Based On PFIAS

The verbal interaction between teachers and students is the soul of teaching activities.Analyzing the verbal interaction between teachers and students is undoubtedly a powerful way to analyze classroom teaching.The Flanders Interactive Analysis System is Flanders' tool for recording and analyzing teacher-student interaction in classroom.this study chooses the Physical Flanders interaction analysis system for senior high school physics teacher L classroom verbal behavior between teachers and students has carried on the thorough analysis,summarizes its characteristics of classroom speech,the results can give high school physics teacher to optimize it to provide enlightenment.The paper clarifies the research background,significance and research methods,and sorts out the research content and research ideas.Then it summarizes the research status of the teacher-student verbal interaction and Flanders interaction analysis system,including the concept of teacher-student verbal interaction and the teacher-student verbal interaction observation scale.The main part of the paper first briefly introduced the research object teacher L,and introduced the research tool Flanders interactive analysis system and Physical Flanders interactive analysis system in detail;Then,based on the Physical Flanders interactive analysis system,ET Tool box FIAS 2011 was used to conduct an overall analysis of 10 sample classes of teacher L,mainly from the four aspects of classroom speech structure,teacher's speech tendency,classroom emotional atmosphere and classroom question and answer mode.Then the comparative analysis of different types of speech acts;In addition to the analysis of the four aspects of typical examples,dynamic curve analysis and actual teaching fragment analysis are also added,which is a comprehensive quantitative and qualitative analysis of typical examples.Finally,the interview results of teacher L are analyzed.The conclusion of this paper is as follows: The language of teacher L is concise and effective,reflecting students' dominant position;Teacher L is good at using indirect language and positive reinforcement;The emotional atmosphere between teachers and students is harmonious and stable.The questions that teacher L asks are mainly innovation-oriented,supplemented by training-oriented questions.Then,it provides enlightenment for the first-line high school physics teachers to optimize the speech interaction behavior in high school physics class.Adjust the role orientation of teachers and students and enhance students' subject consciousness;Actively accept students' emotion and strengthen the use of indirect influence;Skillfully use language art to create a positive classroom atmosphere;Carefully designed classroom questions,improve students' thinking ability.Finally,the paper points out some deficiencies of the research and reflects on the future direction of further research.