Application Research Of Flanders Interactive Analysis System In High School Chemistry Classroom Teaching

The scientific and refined modern high school chemistry requires teachers to pay full attention to students' behavior and emotional situation in the process of classroom teaching,such as speech,behavior,atmosphere and so on.Compared with the traditional high school chemistry classroom teaching,the strange phenomenon of single-centered theory(teacher-centered theory or student-centered theory)is not uncommon,which makes the practice of communication and interaction between teachers and students particularly hidden and complex,and the essence and law of classroom teaching is not easy to objectively inspect and micro-dialysis.In the 1960 s,a qualitative method of classroom observation,coding and data entry was put forward in the West,and with the help of ratio calculation,matrix analysis and curve graphic quantification,it intuitively and vividly displayed the emergence and promotion of classroom behavior performance tools for teachers and students(Flands Interaction Analysis System).More and more experts and scholars at home and abroad are competing to introduce it into the classroom teaching situation of primary and secondary schools as the best analysis technology which can scientifically analyze and effectively evaluate the quality of classroom teaching and enhance the effectiveness of classroom teaching,hoping to provide more reference and enlightenment for improving the common problems of traditional classroom teaching.However,the classroom in different periods has different situations and characteristics,and different disciplines also have different nature and requirements.As far as high school chemistry class is concerned,in the process of practical application,it is necessary to make appropriate adjustments and improvements to the system to make it more in line with the needs of traditional chemistry teaching and future chemistry teaching.Based on this,this paper will improve the FIAS coding system applied to high school chemistry classroom teaching,through qualitative observation and quantitative analysis of teachers and students in the classroom teaching situation interaction behavior together,can be for the comprehensive evaluation of classroom teaching behavior,and constantly improve the classroomteaching effect help.This paper is divided into five chapters.The first chapter is introduction.It takes the lead in showing the research background and significance of the topic,the research situation and evaluation at home and abroad,the research ideas and methods,innovations and shortcomings.The second chapter is the theoretical basis and core concepts.It gradually lists the theoretical basis of constructivist learning,effective teaching,optimal teaching and other core concepts such as interaction,classroom interaction,Flanders interaction analysis system.The third chapter is the research design and application process.After the selection of research objects,the description of classroom teaching process,the establishment of Flanders coding system and the formulation of classroom observation record table,it is put into practice to arrange coding sequence,calculate ratio data,list matrix analysis table and draw dynamic curve graphs.The fourth chapter is the data analysis and research conclusions.Integrate the classroom teaching process of teachers and students behavior performance of the data,respectively,from the teaching structure,teaching style,teaching atmosphere three modules to start statistics and analysis,and then draw conclusions.The fifth chapter is the research reflection and improvement suggestions.In view of the fact that the application of Flanders interactive analysis system in high school chemistry classroom teaching has advantages and disadvantages,and the degree of interaction between teachers and students in classroom teaching will be affected by many factors,this paper puts forward some suggestions for improvement,such as further optimizing Flanders coding system and improving the interaction between teachers and students in classroom teaching in various forms,hoping to help the follow-up research.Generally speaking,the real classroom teaching activities are flexible and changeable,and to achieve the best classroom teaching effect,it still needs in-depth continuous research and practical discussion.