| Inquiry-based teaching has been applied by teachers in practical classrooms.The evaluation of inquiry-based teaching by researchers has always been at the level of qualitative research but lacks certain data support.Teacher-student interaction is essential in the classroom,and the quality of the interaction is also different.In this paper,the author has used the Flanders Interaction Analysis System to study the teacher-student interaction in inquiry teaching,and has provided data support for the qualitative analysis of inquiry teaching.Flanders Interactive Analysis System is a tool for analyzing and evaluating the classroom using coding and data processing.Based on the teacher-student interaction in the actual classroom,the author has optimized his coding system to some extent and then has applied it.The author has chosen nine demonstration sessions in the 2017 and2018 National Basic Education Chemistry New Curriculum Implementation Achievements Exchange Conference,and has selected ten inquiry teaching segments for analysis.Through the analysis of the demonstration class,the author has drawn the commonality of high-quality inquiry-oriented teaching links,including the teachers' flexible teaching language,the value of “quiet” and so on.Through the researches,the author has found that there are some shortcomings such as less feedback on students' classroom speeches and more compact classroom design.Aiming at the inquiry teaching,the author has proposed to start from real life,establish appropriate inquiry goals,ensure a harmonious teaching atmosphere,pay attention to the cultivation of students' inquiry consciousness and ability,adjust the way of asking questions,adopt a variety of questions,adopt intensive cooperative learning,carefully design inquiry questions and consist with students' recent development ares and using multiple inquire approaches. |
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