Study On Geography Classroom Teaching Interaction In High School Based On GIFIAS

With the in-depth study of geography teaching in high schools,more teachers have realized that the interactive teaching behavior of geography classroom is closely related to the effectiveness of geography classroom.The study of interactive behavior in the classroom is one of the important standards of classroom research.Studying the interactive behavior in the high school geography classroom is conducive to teachers'better use of classroom interactive behavior for teaching,and it is also conducive to students' better learning of geography.The interactive behavior in can not be evaluated with a single quantification or a single qualitative,and will often produce a one-sided conclusion.Therefore,it is urgent to develop a scientific measurement method to quantify the high school geography classroom teaching interaction and use the teaching interaction to improve classroom efficiency.This article starts from the perspective of studying the interaction of high school geography classroom teaching,analyzes and sorts out the relevant literature at home and abroad,and combines with your own research needs,based on the Flanders Interactive Analysis System(FIAS),analyzes the teaching element theory and Moore's classroom Interaction theory,drawing on the improvement process and results of the predecessors,combining the characteristics of the geography subject,proposed the Geography Classroom Interactive Analysis System(GFIAS)as the research tool of this research,and constructed a new framework for interactive analysis scale of geography curriculum,scale Added "interaction between students and students" and "interaction between teachers and students and teaching media(including modern teaching media and traditional teaching media that embody the characteristics of geography disciplines such as" three-board "teaching),and the improved scale has been analyzed for reliability and validity After the determination can be used to measure high school geography classroom teaching interaction.On this basis,the author selected eight outstanding high school geography courses,including ministerial,provincial,municipal,and county levels.Using the GFIAS scale,the eight geography courses were analyzed from the overall,classroom speech Structure,teacher-student emotional atmosphere,classroom Q&A,and media usage,using data analysis,matrix analysis,curve analysis,qualitative observation and analysis methods to analyze,find out the characteristics of interactive behavior in high-quality geographic high-quality classrooms,and then propose Implications for optimizing the interaction of high school geography classrooms.The conclusions from the final analysis are as follows:(1)An improved GIFAS analysis system for the classroom interaction of the geography subject is proposed to improve the interactive observation of classroom student discussions and cooperative learning,supplementing the interactive coding of teachers and students in the classroom with the teaching media.(2)According to the analysis of the classroom speech structure,the student's dominant position is strengthening and the student-student interaction ratio has increased significantly.(3)In terms of classroom question answering,teachers are good at using questions to interact with students,and their questioning skills are rich and diverse.(4)According to the observation and analysis of the emotional atmosphere of teachers and students,it is concluded that the emotional atmosphere of teachers and students is harmonious,and the evaluation mode of mutual evaluation of students and students is outstanding.(5)The use of teaching media by teachers tends to be diversified and skilled.In view of the above conclusions,this study finally got the following four enlightenments:(1)Loose classroom environment and improve teachers' incorrect concept of interactive behavior.(2)Promote autonomous learning and motivate students to take the initiative to participate in interaction.(3)Using practice as a channel to enhance the frequency and depth of emotional communication between teachers and students.(4)Make full use of teaching media to improve the effectiveness of classroom interaction.