Case Analysis Of High School Physics Classroom Interaction

Classroom interaction refers to the interaction of emotions,knowledge and attitudes between teachers and students,and between students and students through speech,body and teaching materials during the teaching process.Since the middle and late last century,classroom interaction has gradually become an important topic in classroom teaching research at home and abroad.Researchers have conducted in-depth research on the concepts,types,and influencing factors of classroom interaction from theoretical discourse and empirical research.And many research tools have been developed and improved.From these,abundant results have been achieved.Therefore,it is an effective way to improve the efficiency of classroom teaching by exploring and improving the effects and methods of interaction between teachers and students in certain classroom situations.The new curriculum reform emphasizes the innovation of classroom teaching behaviors.And the physics discipline,as an important part of the high school education and teaching,has both abstract and practical characteristics,has become the focus of reform.Therefore,it is necessary to conduct in-depth research on the interactive characteristics of high school physics classroom teaching,to find problems or sum up experience,to guide the reform of teaching practice,and finally to promote students to participate in classroom interaction,to independently explore and acquire new knowledge,and to realize the teaching objective of improving students’scientific literacy in physics.Based on the real classroom situation,this study took the theory of Teaching Communication Theory,Symbolic Interaction Theory and Constructivism Theory as the research basis,and selected the teaching videos of the three types of courses,six teaching cases as the research objects in the "Secondary Physical Education Classroom Teaching Exhibition Activity".And used the S-T analysis method and iFIAS to analyze the characteiristics of high school physics classroom interaction.And,combined with video observation,the research also described and analyzed the case teaching process,teaching mode,classroom structure,teacher teaching and questioning style,the characteristics of student behavior,and the atmosphere of the classroom.Through the research,it’s able to be known that in the three types of physics teaching in senior high school,students became the center of learning activities,teachers played the role of the leader and promoter for students’ learning,the application of modern educational technology enriched the means of teaching methods and improve the efficiency of teaching.Besides,students’main body status was most clearly reflected in the process of physics application teaching.In addition,the methods mainly used by teachers were lecture or other methods that affect students directly.Teachers were good at understanding students’emotions and feelings in the teaching process,and they often encouraged students to think actively and participate in classroom interactions.Also,teachers were careful about the problem situations and the question formulation.So,they all created a good classroom atmosphere.On the other hand,students’participation in interaction would be influenced by the type of curriculum,teaching mode and characteristics of teachers’behavior.All in all,students participated in all aspects of teaching,but still lacked some initiative.Finally,from the perspective of interaction,seven suggestions were put forward on how to improve the efficiency of physics classroom teaching and cultivate students’ core literacy.Including distribution of the speech ratio between teachers and students reasonably and establishment of an equal teaching model between them;actively and rationally applying technical means;pay attention to students’ emotional feelings and create a good classroom atmosphere;notice teaching questioning strategies,such as setting up good problem situations,questions inspiringly,and asking questions in a step-by-step manner to stimulate students’desire for knowledge;teaching should follow students’ cognitive rules to promote students’active learning;encourage students to actively think about learning content,focus on cultivating students’questioning spirit;and encourage students to conduct independent inquiry activities and cultivate students’scientific inquiry ability.