| The curriculum standards for general high school mathematics(2017 edition)clearly points out that six core qualities of students should be cultivated in high school mathematics teaching.Classroom teaching is the main form of school education,is the main position to cultivate students' core literacy,and language interaction is the most important way to achieve the purpose of classroom teaching.In recent years,there have been a lot of research achievements in the field of classroom interaction in China,but there are still many problems worth further exploration.This study uses classroom video to analyze classroom language and tries to find out the meaning hidden behind the language behaviors of teachers and students,so as to provide certain reference for the development of teaching activities,provide certain help for improving teachers' teaching,analysis and evaluation ability,cultivating and developing students' core qualities of mathematics,and promote teachers'professional growth.First of all,by referring to relevant materials,the research ideas are clarified to solve the following problems:(1)what are the characteristics of the classroom interaction of each group of class examples under the premise of the same class being heterogeneous?(2)what is the difference between the interaction between the high-quality class of the same subject and the new normal class?(3)how to improve the quality of classroom interaction in the new teaching of high school mathematics?Secondly,MFIAS and RAGA-PPE models were used to quantitatively analyze classroom teaching behaviors,and eight new high school mathematics classes were selected as research samples.The samples were divided into two groups according to the same topic,and each group contained two quality classes and two normal classes.The MFIAS model was used to encode classroom videos and record data.Finally,statistical analysis is carried out for each lesson.The specific analysis steps are as follows:(1)use the raga-ppe model to carry out quantitative rating for each lesson,and grasp the interaction of the lesson samples as a whole;(2)under the premise of the same class being heterogeneous,the encoding ratio and dynamic characteristic curve were compared to analyze the classroom interaction of each class example;(3)compare the behavioral coding ratio based on mathematical disciplines and several typical variable statistical data,and analyze the classroom interaction between high-quality and normal classes with the same class heterogeneity.The research results show that,relatively speaking,the classroom interaction of high-quality class is better than that of normal class,but both of them are worthy of affirmation and reference,which can be summarized as the following characteristics:(1)reasonable classroom teaching structure;(2)teachers pay attention to students'subjectivity;(3)adopt the interactive mode of"teachers ask questions and students answer questions";(4)students learn in a variety of ways in class;(5)the integration of information technology is relatively deficient.In view of the problems,this paper puts forward the following Suggestions to help:(1)improve the quality of classroom questions;(2)enhance the pertinence of feedback;(3)guide students to actively express themselves;(4)to construct the classroom culture of mathematics;(5)deeply integrated information technology;(6)enrich classroom interaction.In the process of comparison,this study maintains the basic principle of homogeneity and enhances the comparability of samples.Through the combination of quantitative analysis method to analyze the lesson examples,targeted to put forward Suggestions,hoping to provide a line of teachers with reference,provide teaching reflection methods and ways to promote the professional growth of teachers,and then promote the penetration of mathematics in the classroom teaching of core literacy.Due to my lack of experience and limited time,there are still some deficiencies in this study,which can be further improved and improved in the future research. |
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