A Comparative Study On The Quality Of Teacher-student Interaction In Mathematics Classrooms In Urban And Rural Primary Schools

Teacher-student interactions refers to the classroom teaching between teachers and students both sides in a certain environment of various forms,various properties,various degrees of psychological interaction of interaction and behavior,is both sides based on the equal dialogue between teachers and students,on the cognitive interaction,emotional interaction,the value of interaction,and the interaction for content,in order to seek common development for the purpose of social interaction.With the deepening of education research,we gradually realize that the quality of education process is very important.As a key factor in the process of education,the teacher-student interactions has been paid much attention by researchers.The research on the quality of teacher-student interaction has become a new trend in international educational research.New round of curriculum reform standard points out that mathematics is a basic subject to study the relationship between spatial form and quantity.Therefore,in order to improve the efficiency of mathematics teaching and cultivate pupils'mathematical thinking,we need to study the quality of teacher-student interaction in primary mathematics class.Under the current education system in our country,urban and rural primary school math classes have many differences.This research focus on xi'an urban and rural elementary school math classes interaction quality differences between teachers and students,trying to find the main reason for the difference,at the same time exploring the path of improving the quality of the teachers and students interact.thus will produce positive role to our country primary school education quality connotation promotion.This study used the the Class Assessment Scoring System(CLASS).The 24 normal lesson 12 math teachers in two primary schools of city and two in rural region in shaanxi province are analyzed,and use the CLASS evaluation system to evaluate the quality of the interaction between teachers and students,using SPSS20.0 software for data processing,to investigate the urban and rural elementary school mathematics classes interaction between teachers and students quality differences.Analysis results show that the basic quality of the urban and rural elementary school mathematics classes interaction between teachers and students is at a medium level,such as the respect for children,the sensitivity of teachers,and language demonstration dimension have the common characteristic,but there are some present significant differences in certain aspects:urban elementary school mathematics classes interaction between teachers and students in emotional support and class are better,and good at create a positive atmosphere and implement behavior management;The teacher-student interaction in rural primary school mathematics classes has a significant effect in the field of teaching support and pays more attention to the concept development of students.By discussing the reasons for the differences,we find that urban primary schools are prominent in the above two fields due to their rich teaching resources,emphasis on teacher training and academic advantages,while rural primary schools lead urban primary schools in the field of teaching support due to the reverse stimulation of teacher sources and teaching resource restrictions.Therefore,the study puts forward specific suggestions for improving the quality of teacher-student interaction in urban primary schools and rural primary schools.Rural primary schools should fully explore rich mathematics teaching resources,strengthen the training of rural teachers'interactive skills and optimize the educational structure of the teachers.Finally,aiming at the improvement of the quality of teacher-student interaction in the mathematics classes of primary schools in China,we put forward three suggestions:teacher concept,teacher practice and teaching evaluation.