A Study On The Interaction Between Teachers And Students In High Quality Chemistry Class

In 2017,the country promulgated new chemistry curriculum standards,which emphasized the importance of students 'learning methods and ability literacy.In recent years,although many teachers have paid attention to the student's dominant position,the classroom is still lively and unable to form effective interactions.Therefore,what kind of interaction method is used to improve student learning efficiency and improve classroom teaching is the current problem to be solved.This thesis explores this issue by studying the depth of high-quality interaction.The successful implementation of a high-quality lesson requires careful design by teachers or teaching teams,repeated polishing,and multiple modifications.It is an important material for classroom teaching research.Studying the interaction between teachers and students in high-quality chemistry classrooms is helpful for teachers to better understand the law of classroom teaching.Researching high-quality chemistry classrooms can help teachers to design suitable teacher-student interaction links from the beginning of instructional design,and grasp the reasonable progress of teaching interactions during teaching,which is of great significance for improving classroom teaching efficiency and improving classroom teaching effects.This study analyzes the interaction of high-quality chemistry classes from the perspectives of different regions and different teaching models.The research process and methods are as follows: First,the author conducted a review of the data to study the concepts of high-quality classrooms,high-quality chemistry classes,and teacher-student interaction based on the research content.Definition;secondly,the status quo of the research on teacher-student interaction at home and abroad is sorted out,and the current situation of teacher-student interaction in chemistry teaching,as well as classroom observation methods and evaluation tools are elaborated;Data collection and statistics for a high school chemistry class.Finally,combining the CPUP theory to analyze the interactive characteristics of high-quality chemistry classes in different regions and different teaching modes.This study draws the following conclusions: First,verbal behavior in high-quality classroom teaching accounts for approximately 80% of classroom behavior,of which teacher language behavior accounts for approximately 60% and student language behavior accountsfor approximately 20%.Second,teachers in economically backward regions tend to ask more closed questions to guide students to learn,and use blackboards to guide students to pay attention to the classroom.Teachers in economically developed areas tend to decompose the experiment to promote classroom teaching,and at the same time tend to use demonstration behavior to activate the classroom atmosphere.Third,to achieve a good level of teacher-student interaction,lecture-type classrooms require teachers to ask more open questions,and conversational classrooms require teachers to ask more closed questions.Fourth,the student experiment of the concept principle class requires teachers to switch more teaching behaviors.Fifth,classroom questions focus on the individual and all students.The frequency of open questions raised accounts for 2/5 of teacher questions.