Research On The Relation Of Teacher Beliefs To Classroom Interaction In Middle School Science Education

Teacher beliefs refer to the system of teachers' subjective thoughts on factors related to education,teaching,learning,and students.Classroom interaction refers to the process of interaction between teachers and students,students and students around the teaching objectives in the special social environment of the classroom.Science teachers play an important role in classroom interaction,and teacher beliefs have an important impact on this process.In order to understand the relationship between teacher beliefs and classroom interaction in middle school science education,exploring whether teacher beliefs can influence classroom interaction,providing reference for teacher education,this study uses the Teacher Beliefs Inventory(TBI)and the Classroom Interaction Questionnaire to investigate teacher beliefs and classroom interaction of middle school science teachers.The Teacher Beliefs Inventory(TBI)is a six-point scale,having four dimensions including management beliefs,curriculum beliefs,evaluation beliefs,student learning beliefs,dividing into traditional and open orientations.The Classroom Interaction Questionnaire is a self-made questionnaire,and the process of drawing up this questionnaire includes collecting literature,finding theoretical basis,preparing preliminary questionnaire,handing out and recycling preliminary questionnaire,project analysis,exploratory factor analysis,confirmatory factor analysis,reliability test and validity test.The forma Classroom Interaction Questionnaire is a five-point scale,having five dimensions including classroom atmosphere,teacher questions,student responses,teacher positive feedback and teacher negative feedback,dividing into traditional and open orientations.Questionnaire survey was conducted on 255 science teachers from 9 junior high schools and senior high schools in Qingdao,using the Teacher Beliefs Inventory(TBI)and the Classroom Interaction Questionnaire.Correlation analysis and regression analysis were carried out on the collected data.The results showed are followed:the teacher beliefs and classroom interaction are both tend to be open-oriented;there is a significant positive correlation between teacher beliefs and classroom interactions among science teachers of middle school;the evaluation beliefs and the student learning beliefs have positive predictive effects on classroom interaction.It is suggested that the cultivation of teacher beliefs should be strengthened in the professional growth of middle school science teachers.It is expected to further study how teacher beliefs affect classroom interaction in the future.