A Study On Teacher-student Verbal Interaction In High School Geography Quality Class

In geography class,verbal interaction is an important way of communication between teachers and students,which is of great significance to promote the development of students.Based on the literature review and the existing research on the verbal interaction between teachers and students in high school geography quality classes,the researcher has adapted Flanders' interactive analysis system to geography disciplines,analyzed the verbal interaction between teachers and students in high school geography quality classes from the surface perspective through classroom observation,and focused on the question-and-answer interaction between teachers and students in high school geography quality classes from the deep perspective through the third-level analysis method.On the basis of summarizing the characteristics and shortcomings of teacher-student verbal interaction in high school geography high-quality classes,this paper puts forward optimization strategies.This study mainly includes the following stages:The first stage:through combing the relevant literature at home and abroad,combined with the focus of this study,defines the concept of teacher-student verbal interaction in high school geography quality classes,and defines the theoretical basis.Combined with the characteristics of geography,based on the existing research,the Flanders interactive analysis system was improved adaptively.After expert consultation and related analysis,the improved FIAS coding system used in this research was finally determined.In the second stage,based on the improved FIAS in geography class,the high-quality samples collected in geography class were observed,coded and analyzed by classroom observation.The results show that in high-quality geography classes,teachers and students have great differences in speech acts,teachers have a high proportion of speech,silence and confusion have a very low proportion,students have great differences in proportion of speech,active expression is much,but there are still passive responses,and maps,experiments and techniques are relatively high.The emotional atmosphere is more harmonious and the negative interaction is less.Teachers mainly exert positive reinforcement to students,but less negative reinforcement,but direct control over the classroom is obvious.Teachers' and students' questions and answers are mainly closed questions and answers,and open questions and answers need to be improved.In the third stage,the third analytic hierarchy process is used to focus on the question-and-answer interaction in the verbal interaction between teachers and students in high-quality geography classes,focusing on the analysis of the problems raised by teachers,the changes in students' cognition and the silence and confusion in the process.It can be seen from the analysis that the problems raised by geography teachers are mainly based on geographical rational knowledge but involve relatively few geographical causes.The students' geographical cognition has changed,but it is still relatively simple,fragmentary and has not changed much.A perfect geographical knowledge system has not been established.There are many reasons for silence and chaos.The fourth stage:based on the above research results,we can see that there are many advantages in the geography quality course,but inevitably there are still some defects.In view of the existing problems,the author puts forward the following optimization suggestions:update the educational concept and mobilize the enthusiasm of students;Enrich interactive subjects and pay attention to individual differences of students;Transformation of problem types,focusing on knowledge of geographical causes;Perfect teaching details and reduce classroom silence and confusion;Pay attention to map experiment and guide students to ask questions on their own initiative.The main conclusions of the paper are as follows:(1)The verbal interaction between teachers and students in the high-quality geography class in senior high school is generally ideal,and there are many places worth learning and using for reference in the aspects of classroom verbal structure and emotional atmosphere between teachers and students.(2)In view of the existing deficiencies,this paper puts forward the optimization strategy of teacher-student verbal interaction in high school geography quality class.The innovation of the paper lies in the new perspective of the topic selection.In the field of geography teaching,the research on teacher-student verbal interaction has always been a research hotspot,but in the past research,surface analysis was generally carried out from the perspective of data,and few studies were carried out to depict teacher-student verbal interaction in high-quality geography classes from multiple perspectives.The author chooses the 2019 geography education annual meeting exhibition class as a sample to analyze the teacher-student verbal interaction of geography quality class from the surface and deep perspectives,which provides reference for geography teachers to improve the quality of classroom verbal interaction.The research perspective is more novel and deeper.The shortcomings of the paper are mainly the feasibility of optimization strategy,objectivity of classroom observation and analysis results,and rationality of improving the system.The sample of this study is mainly from the exhibition class of the 2019 proxy education annual meeting.However,due to the manual completion of classroom observation,coding and statistics,there may be omissions.The strategy proposed by the author has not been tested in actual classroom,and its effectiveness or scientificalness is difficult to guarantee.Is the division of the five categories of speech completely in line with the current situation of geography teaching in middle schools?Are coding and operational definitions further improved?These are all areas that need to be reconsidered.