Research On The Interactive Mode Of New Teaching In High School Mathematics

In 2016,China released the overall framework of the core accomplishment of Chinese students’ development,and the core qualities of each discipline were also determined.At this point,developing students’ core qualities is the key to deepening basic education curriculum reform in China.As is known to all,the stay point of teaching reform is classroom teaching.Classroom interaction is indispensable to the classroom teaching.In recent years,our country has done a great job in the study of classroom interaction,and has done so well.But this does not mean that in this area has been "doing nothing",on the contrary,there are still many problems need to be further research.By means of video analysis,the paper studies classroom interaction characteristics of new high school mathematics courses,so as to provide some reference for further research and some help for improving teaching and the development of teachers.First of all,based on the comprehensive analysis of existing literatures,present situation of classroom interaction can be understand,and the research thought and methods of this paper can be determined.Secondly,this paper uses improved Flanders Interaction Analysis System(iFIAS)as a research tool and selects six classes from the high school mathematics excellent course in Shandong province in 2016 as the research object.In qualitative analysis software NVivoll,the teaching behavior is a unit,which separates the teaching video into multiple time periods,and transcribes into text.Finally,this paper analyses the classroom interaction of the new courses of high school mathematics,including:(1)understand the classroom interaction of six cases through the coding density table;(2)analyze the characteristics of individual interactive behaviors;(3)statistics and analysis of the occurrence frequency and duration of class interaction in the six cases;(4)analyze several important classroom interaction variables;(5)comparative analysis of classroom interaction from two dimensions of gender and region.The results show that the classroom interaction of new mathematics courses in high school has obvious characteristics:(1)the change of teacher’s role;(2)harmonious atmosphere of classroom interaction;(3)adopt the interactive mode of "classroom questioning-students’ answering-summarizing";(4)pay attention to the cultural value of mathematics;(5)the diversification of the students’ learning way;(6)students have enough time to think.These interactive features can effectively promote teaching,which is worth keeping.But classroom interaction also has certain problems:(1)teacher’s speech needs to be optimized;(2)the space for cooperative learning needs to be expanded;(3)students’ discourse power needs to be further endowed and stimulated;(4)the deep integration with information technology remains to be strengthened.To solve above problems,this paper puts forward the following teaching suggestions:(1)guide students to ask questions actively;(2)enhance the diversity of interactive subjects;(3)make full use of information technology;(4)improve the quality of teachers’ questions;(5)enhance the pertinence of teachers’ responses to learners’ performance;(6)build a teacher learning community.Based on N-Vivo11,this study analyzes the classroom interaction of new lessons in high school mathematics-with the excellent courses as example.It can provide some teaching references for teachers and improve the quality of classroom teaching.It also provides teachers with a combine effective method for teaching and scientific research,thus promotes the teachers professional growth.However,due to the limited ability of researcher,the research on the classroom interaction of new courses in high school mathematics has some disadvantages,which needs to be further improved.