Research On Evaluation Of Teacher-student Interaction Effect In Synchronous Classroom Based On Large Unit Teaching

The balanced development of quality education resources in urban and rural areas has always been one of the important areas of people’s sense of gain.The application of synchronous classroom in the field of basic education provides a possible way for express delivery of quality education resources in remote and backward areas.While large-unit teaching selects more valuable learning contents and units for synchronous classroom teaching.However,there are some problems at present,such as the lack of obvious teacher-student interaction effect in large-unit synchronous classroom.Therefore,it is of certain value to conduct effective teacher-student interaction evaluation research to promote the in-depth development of synchronous classroom.In the dialogue teaching theory,this study of classroom teaching evaluation theory,interactive teaching theory,bloom under the guidance of education evaluation theory,first of all,based on literature research,combining Cite Space,Ucinet bibliometrics analysis tools,to the synchronous classroom,large unit teaching,defining the concept of interaction between teachers and students,combing related research status at home and abroad in recent years.Based on the current domestic mature FIAS and ITIAS coding system,combined with synchronous classroom research present situation,analyzing the characteristics of the large unit synchronous classroom,combining with the particularity of large unit synchronous classroom,through two rounds of Delphi expert consultation design synchronous evaluation index,the effect of classroom interaction between teachers and students and introduces the index design of each link,to prepare for the later practice research.Will ultimately determine the evaluation index is applied to large unit synchronization evaluation of the effect of classroom interaction between teachers and students practice,combining synchronous classroom and Meilan experimental primary school of Hainan province and Sanjiang second synchronous classroom practice research present situation and the course situation,determine the practical case study,using GSEQ lag sequence analysis software to evaluate the effect of interaction between teachers and students to study.Finally,the problems existing in teacher-student interaction effect are summarized from the perspectives of common problems of teacher-student interaction in synchronous classroom,interaction characteristics of large unit synchronous classroom,and interaction based on subject characteristics,and corresponding optimization strategies and suggestions are put forward.From the perspective of qualitative and quantitative analysis,this study based on the synchronization of the effect of classroom interaction between teachers and students based on the large unit teaching evaluation research,conclude that the main effect of the interaction between teachers and students interaction pattern of a single,interactive difficulties,loss of help about teacher’s role,different student participation is not high,the lack of large unit teaching design.Studies have found that by building to promote higher order thinking cultivation of synchronous classroom interaction model between teachers and students,strengthening coordination with help tell teachers on preparing the research,in a timely manner to the distal students touch bottom,timely adjust synchronous classroom teaching organization mode,optimize the environment of large unit teaching design and teaching strategies such as,strengthening teachers’ information technology application ability,It can provide guidance and reference suggestions for improving the interaction effect between teachers and students in synchronous classroom.