A Study On Classroom Teacher-student Interaction Among High School Physics Teachers

The new curriculum reform clearly requires the reform of classroom teaching methods and emphasizes the subjectivity of students.And the speech acts of teachers and students in the classroom can best reflect the essence of classroom teaching.As a leader and subject leader in the teaching team,famous teachers have advanced educational ideas,and the classroom of famous teachers can best reflect the implementation of the new curriculum reform and the current situation of physics classroom teaching in senior high school.Based on the FIAS analysis system,this study summarizes the characteristics of teacher-student interaction in the classroom from five aspects: classroom structure,speech tendency,emotional atmosphere,questioning characteristics and stability.The gender dimension has carried on the detailed analysis to the high school physics teacher classroom,unifies the concrete case to begin to carry on the quantitative and qualitative analysis to the current high school physics teacher classroom teacher-student interaction situation,in order to provide the support for the high school physics teacher’s specialized development and the high school physics classroom teaching efficiency enhancement.It is found that teachers’ classroom speech structure is dominated by teachers,students’ speaking opportunities are less,classroom participation is insufficient,teachers tend to influence students by direct speech and positive reinforcement,and encourage and accept students’ views in positive reinforcement.Students are less involved in the operation;male teachers tend to teach directly,and female teachers tend to teach by asking questions,due to differences in the expression of male and female teachers,but have no obvious effect on students’ speeches.Finally,some suggestions are put forward for the problems existing in the interaction between teachers and students in the classroom of senior high school physics teachers: to practice the new curriculum,to strengthen the students’ subjective consciousness;to strengthen the innovative problem design,to cultivate the students’ problem consciousness;and to pay close attention to and accept the students’ emotional attitude in time.