Interaction Of Teacher-student Speech Behavior In Middle School Physics Classroom

The speech act interaction between teachers and students in physics classroom refers to the mutual influence and interaction between teachers and students under certain teaching objectives and teaching environment,with physics experiment as an important medium and the language as the main form.The study of the speech act interaction between teachers and students in physics class can not only evaluate the teaching quality and effect of physics teachers,but also reflect their teaching ideas.Many experts and scholars at home and abroad have conducted researches in the field of teacher-student interaction,among which the most representative is Flanders Interaction Analysis System.According to the actual teaching and the characteristics of physics,and combining with the research results of Chen zhenguo,Yang yuqin and other scholars,this study improved the Flanders interactive analysis system appropriately.Here,six high school physics teachers' teaching records are selected,and the improved Flanders interactive analysis system is used to study the behavior characteristics of speech act interaction between teachers and students in high school physics classes of expert teachers and novice teachers.Besides,in order to make up the deficiency of quantitative research,this study also adopts the text analysis to analyze and compare the teaching process of six teachers.Following the perspective of teacher-student interaction between newbie and expert-type physics teachers in class,this paper intends to understand whether the concept of the new course has been accepted by front-line physics teachers,the degree of acceptance,the difference in practice degree between expert-type teachers and newbie teachers,and the shortcomings of their teaching.This paper is divided into five chapters,the first chapter is introduction.This chapter introduces the research background,research significance and the development of relevant research at home and abroad,and makes a summary and evaluation.The second chapter is theoretical basis and research methods.This chapter introduces the relevant concept definition,theory and research methods,and provides a theoretical basis for the next specific research.The third chapter is the data comparison and analysis of the teacher-student interaction between the novice and expert teachers in physics class.The improved Flanders interactive analysis system is used to conduct data statistics and analysis of selected samples from a quantitative perspective.The fourth chapter is content comparison and analysis of the teacher-student interaction between the novice and expert teachers in physics class.The text analysis method is primarily used to analyze the specific teaching segments of the six teachers from a qualitative perspective.The fifth chapter is summary and prospect.This chapter principally summarizes the existing problems in the teaching process of the six teachers,and gives corresponding suggestions.Besides,this chapter analyzes the innovation and deficiency of the research,as well as the planning of the following work.Through the comparative analysis of the classroom records of six teachers,it is found that there are still many problems in the speech act interaction between teachers and students in the classroom.Students are too passive in the interaction;the mode of question and answers is single;the classroom of novice teacher appears redundant;the proportion of expert teachers' language is too high.Therefore,some suggestions are given to solve these problems.Above all,teachers should establish democratic and equal views on teachers and students.Besides,teachers should handle teaching design and teaching practice flexible and innovate on a pragmatic basis.