Research On Strategies Of Effective Interaction In The Classroom Teaching Of New Mathematics In High School

Beginning with the "Basic Education Curriculum Reform Program(Trial)"promulgated by the Ministry of Education in 2001,the curriculum reform has been going on for 18 years.According to the promulgation of the "Ordinary High School Mathematics Curriculum Standards(2017 Edition),in January 2018,it can be seen that the enthusiasm for curriculum reform continues,and the reform of high school mathematics curriculum has become the focus of attention.But no matter how reasonable the curriculum reform is,how well the plan is,the goals and tasks of the curriculum reform will eventually fall into the classroom teaching.Therefore,classroom teaching is the basis of curriculum reform.The success or failure of classroom teaching determines the success of curriculum reform.Classroom teaching interaction is an effective means to achieve classroom reform requirements.Thus,this study takes classroom teaching interaction as the research object.Focusing on the interactive study of the new classroom teaching in high school mathematics,mainly solved three problems:What is the current status of the new classroom teaching interaction in high school mathematics?What problems do they have?What is the effective interaction strategy for the new classroom teaching in high school mathematics?In terms of research methods,this study takes the language interaction in the classroom teaching interaction as the starting point,and uses the improved IFIAS interactive analysis system to quantify the two regular new lectures and four high-quality new lectures in a demonstration high school in Xi'an.In the research process,this study analyzes from five dimensions of interactive classroom:classroom structure of interactive classroom,teaching tendency and style of interactive classroom,teacher-student relationship in interactive classroom,question-and-answer characteristics of interactive classroom,and S-T curve analysis of classroom interaction.In terms of research results,firstly,through the analysis of the normal new lectures,it is found that there are five main problems in the new classroom teaching interactions in high school mathematics:(1)lack of teacher-student interaction,neglecting students' interaction;(2)improper number of questions,the quality of problems needs to be improved;(3)more collective speech than individual speech,neglecting individuality of students;(4)lack of patience for students,prone to self-reporting;(5)inco1plete teaching links,neglecting class summary.Secondly,through the interactive analysis of classroom teaching and the research results of other scholars,it is found that the effective interaction of the new classroom teaching in high school mathematics has five characteristics:(1)the "dialogue teaching method" is the main teaching lethod;(2)Teachers are organizers,collaborators,and guides of classroom teaching;(3)Diversified teaching activities,focusing on the cultivation of students' ability;(4)Positive feedback on students' opinions;(5)Focusing on guiding students to class summary.Finally?combined with the characteristics of the effective interaction of the new classroom teaching in high school mathematics.the classroom teaching interaction is set step by step according to the teaching link,which is proposed to be operable from the five aspects of subject introduction,new knowledge inquiry,example explanation,classroom practice and classroom summary.Sexual classroom teaching effective interaction strategy.