Research On Classroom Interaction Behavior In Model Construction Teaching

With the change of times,under the new teaching concept,student centered inquiry-based teaching is advocated.In senior high school biology curriculum standard,it is clearly put forward that we should use model construction to develop students'scientific inquiry ability,and to foster students' innovative and practical operation ability.However,there are few examples of empirical studies that we have seen.Using model construction activities in classroom teaching will lead to changes in teaching structure.At the same time,the study of classroom interaction has also been the focus of attention.Combined with literature research,the researcher found that the evaluation of biological model construction teaching mostly used paper-pencil quizzes.There are very few studies that use video to observe classrooms and quantify classroom behavior.Therefore,this study first designed the three-section model-based teaching according to the model-based constructed teaching theory and implemented them in grade one class three of the high school.Afterwards,from the perspective of classroom interaction behavior research,this study explored the features of high school biology model-based constructed teaching interaction.In this study,the iFIAS and S-T analysis method were combined to code and to analyze the three instructional videos of PEP High School Biology 1.And the iFIAS analysis program was used to collate the original codes,resulting in the analysis in the classroom.The classroom interaction behaviors such as classroom structure,teacher style or inclination,emotional atmosphere,question and answer mode,technology or experimental operation,etc.,used to understand the classroom interaction characteristics of high school biology model-based constructed teaching.So that It used to analyze the implementation effect.This article is divided into five research sections.The first chapter is the introduction part,mainly combing the background of the topic,research issues,research purpose and significance,research content and ideas,and related research status.Chapter 2 is mainly about the definition of theoretical basis and related concepts.The third chapter is the research and design part,which mainly summarizes the research tools.Chapter 4 is a case analysis section that mainly encodes and analyzes three teaching cases.Chapter 5 is the conclusions and recommendations of the study.Based on the above research,the study draws the following conclusions:(1)Model-based instruction in the senior high school biology course can enhance effective classroom interaction;(2)Model-based instruction in the senior high school biology course helps to form a good classroom atmosphere.Based on the understanding of the research findings,this study proposes the following suggestions:(1)teachers should increase the indirect influence ratio and create a more open teaching environment;(2)teachers should increase the setting of open issues,cultivate student creativity,and mobilize students The enthusiasm to participate in the classroom;(3)schools should create a smart classroom environment,to provide students with more opportunities to operate technology.