Research On Teacher-student Interaction Behavior In High Quality Mathematics Classes In Junior High School Based On Video Analysis

With the deepening of quality-oriented education and basic education curriculum reform,the interaction between teachers and students in the teaching process is more and more important.Good teacher-student interaction can help students master knowledge,expand thinking and establish a good teacher-student relationship.Mathematical concepts are the basis for mastering other mathematical knowledge,so it is essential to study the teacher-student interaction in concept classes.This study focuses on the concept course of high quality mathematics in junior high school,and divides the concept course into three topics: number and algebra,figure and geometry,probability and statistics,from the national public platform of education resources,"one teacher one excellent course",three ministerial-level excellent concept courses of each topic are selected.through the nine quality class teachers and the interactive behavior of coding analysis,clear concept teaching teachers consistency of interaction and interaction between teachers and students the flexibility under different themes.First of all,grasp the interaction between teachers and students on the whole.The improved Flanders interactive analysis system is used to analyze the classroom structure,teachers' style and tendency,and classroom emotional atmosphere of mathematical concept class.The system divides teachers' questions,students' active speaking,silence and confusion in a more detailed way.Meanwhile,it adds contents that can reflect the teacher-student technology interaction,and can analyze the teacher-student interaction behavior in a more detailed way.The findings are as follows :(1)In terms of classroom structure,the proportion of teachers' language is lower than the norm,while the proportion of students' language is higher than the norm.;(2)In terms of teacher style and tendency,:teacher-student listening is one of the maininteractive modes.Teachers still tend to directly control students,so the teaching style is direct teaching;(3)In the classroom emotional atmosphere: the overall classroom atmosphere is harmonious,but the teacher's instruction behavior is too much.The teaching contents of different topics also have an impact on the interaction between teachers and students.It is found that students' thinking time is more under the topics of Numbers and algebra,and the use of graphics and geometry techniques is more.Secondly,locate in the specific interaction between teachers and students,in-depth analysis of teacher-student listening model.On the basis of reading a lot of literature and combining with the characteristics of mathematics subject,the coding table of teachers' teaching behavior is constructed,from the teaching time,teaching content,teaching methods,teaching time square in the face of teacher's teaching behavior is analyzed,at the same time,combining with the involvement of the students listen to teacher teach degree-students listening mode is analyzed.The findings are as follows :(1)The teaching time of teachers is less than 50% of the total class time,and the teaching time is not full;(2)Teachers teach more concepts,but less mathematical thinking and methods;(3)Teachers' teaching is mainly based on inspiration and guidance,while direct teaching is auxiliary;(4)Teachers' teaching is mostly initiated by themselves,lacking the summary of students' answers.For the teaching contents of different topics,graphics and geometry topics pay more attention to teaching problem solving,probability and statistical topic concepts are taught for a longer time,and probability and statistical topics summarize more students' answers.Then,based on the interaction between the teacher questions,students answer this,from the question object,question types,analysis of interaction between teachers and students.Students answer type three aspects using Dong Lianchun build mathematical problems,such as coding system and Ye Lijun students answer type encoding,teachers' questions can be divided into teachers launched problems and subsequent problems,through the link teacher behavior and students behavior analysis to the characteristics of theinteraction in high quality class and the deficiencies.The findings are as follows :(1)Teacher-class interaction and teacher-class interaction are the main q&a modes,while teacher-group interaction is insufficient;(2)Teachers ask questions in steps to help students gradually understand,but lack of summary;(3)The language of the teacher's questions is concise and accurate,and redirection questions are used instead of repeated questions;(4)Students can give reasonable feedback on their answers,but they need to be followed up and expanded.The teaching contents of different themes also reflect different characteristics.There are fewer questions from teachers of graphics and geometry;Students' answers on the subject of probability and statistics are mainly given to the whole class.Finally,the characteristics of the interaction between teachers and students are summarized as follows :(1)Students' subject status is emphasized,but teachers' guiding role is insufficient;(2)The classroom atmosphere is harmonious,but the teacher's teaching style is still direct teaching;(3)Division class interaction and division interaction interlaced,division group interaction is insufficient;(4)Teachers' teaching content focuses on concepts and problem solving,and less on mathematical thinking and methods;(5)The proportion of questions initiated by teachers and follow-up questions is about 1:1,but the types of questions are fixed,mainly focusing on the development,construction and invitation for comments.The teaching contents of different topics also have an impact on the interaction between teachers and students.The number and algebra topics pay more attention to students' thinking,the graphics and geometry topics pay more attention to the use of technology,and the probability and statistics topics focus on the interaction between teachers and classes.According to the above conclusions,the improvement strategies of teacher-student interaction are as follows : Balance the dominant position of teachers and the dominant position of students;Create a good interactive atmosphere in class;Rational use of technology to promote teacher-student technology interaction;Enrich the types of questions and guide students to think.