Research On Teacher-student Interaction In Primary Science Class Based On IFIAS

Strengthening teacher-student interaction is not only the basic idea and important task of the new curriculum,but also the ideal teaching form required by the new curriculum,and the important supporting condition for the effective implementation of the new curriculum.To change the face of the class and explore the key issues and optimization strategies in the classroom teacher-student interaction,it is necessary to effectively conduct in-depth research in the classroom.For first-line science teachers,classroom research is one of the professional development activities that have the greatest impact on their classroom teaching.In-depth study of the characteristics of teacher-student interaction in high-quality classrooms,accurate summary of its advantages and disadvantages,can provide a reference for the professional development of front-line science teachers and improve the quality of science classroom teaching.In this study,the improved Flanders interactive analysis system is used as a research tool.From the "One Teacher,One Excellent Class" activity,some of the primary school science 2018 " Top quality class" is selected as a sample.It not only analyzes the characteristics of teacher-student interaction in high-quality science classrooms,but also compares and analyzes differentiated classrooms from the two dimensions of grade and classroom type.The study found that,in general,the current quality primary school science class has basically realized the "student center".The classroom atmosphere is harmonious,and students are motivated to take the initiative to participate in teaching activities,but they still need to improve in bold questioning and innovative inquiry.In addition,the positive feedback effect of teachers on students still needs to be strengthened.From the perspective of the grade level,the higher the grade,the higher the student’s participation in the classroom.From the perspective of class type,compared with the experimental class,the evaluation and feedback of the students in the class are more abundant.Combining the results of the above quantitative research with the observation and analysis of the classroom video,the study found that there are still some problems in the classroom teacher-student interaction in the elementary science class,such as the design of problems,the design of feedback is not perfect enough,and the leading role of teachers is not fully played.Based on the above research conclusions,the author puts forward the following suggestions:On the whole,it is necessary to strengthen the design of evaluation and feedback and strengthen the enthusiasm of students to participate in interaction;give play to the leading role of teachers and to control the general direction of the classroom;strengthen the design of questions and doubts,and promote the development of students’ thinking.From the age point of view,the junior grade science teachers should strengthen the group activities,pay attention to the students’ discussion and communication;science teachers of middle grades should pay attention to the students’ learning results display and report;the senior grade science teachers should pay more attention to constructing the classroom learning environment suitable for inquiry.From the perspective of class type,the experimental class teachers should pay attention to the students’ inquiry process and cultivate students’ innovative spirit.Combining the class teachers should pay attention to the unity of the curriculum objectives and promote the overall improvement of students’ scientific literacy.