A Study Of Teacher-Student Interaction In High School Geography Lessons Based On IFIAS

The essence of classroom teaching is the process of mutual influence and interaction between teachers and students,teacher-student interaction is an important part of classroom teaching activities,and effective teacher-student interaction can not only improve the quality of high school geography teaching,but also promote the common development of teachers and students.In the 1970 s,Flanders proposed the Flanders Interaction Analysis System(FIAS),a technique for analysing classroom interactions.FIAS is the most influential analytical tool for assessing the effectiveness of classroom teacher-student interaction in education nowadays,as it can quantitatively analyse specific teacher-student interaction behaviours in the classroom and reflect the current situation and problems of the interaction.This study takes teacher-student interaction as the initial point of entry,and selects six quality classes of experienced teachers and six novice classes of masters of geography education as research samples.Firstly,a matrix analysis of teacher-student interaction was conducted from a macro perspective,comparing the characteristics of teacher-student interaction in terms of a steady state grid,a positive integration grid and a deficiency grid,and a characteristic sequential pair;secondly,a ratio analysis of teacher-student interaction was conducted from a micro perspective,comparing the differences in four aspects: classroom teaching structure,teacher's style tendency,teacher's questioning structure and students' classroom participation;Finally,a representative lesson was selected from the perspective of "isomerism in the same class",and the interaction patterns were studied in depth using the classroom observation scale to find out the differences between the three aspects of "teacher questioning-student answering-teacher feedback".Based on the comparative analysis of the three dimensions,the deficiencies of novice teachers in classroom teacher-student interaction are summarised and targeted optimisation strategies are proposed to promote the professional development of novice teachers.The results of the study suggested that the Master of Education in Geography as a novice teacher had the following disadvantages:(1)the teacher's own role was not clearly defined and tended to be in the role of controller;(2)the teacher's interaction mode was single and the subjects of interaction were unbalanced;(3)the types of questions asked by the teacher were few and mainly closed low cognitive questions;(4)the teacher-student emotional communication was not sufficient and the teacher's feedback needed to be improved;and(5)Students are not very motivated to answer and lack the spirit of questioning.In view of the above problems,the following optimisation strategies are proposed:(1)establish an advanced concept of geography teaching and reasonably position the roles of teachers and students in the classroom;(2)enrich the classroom interaction mode and pay attention to students' individual differences;(3)optimise classroom questions and emphasise the diversity and openness of questions;(4)combine various kinds of classroom feedback and focus on the use of motivational feedback and non-verbal feedback;(5)build a democratic and equal classroom atmosphere and cultivate students' awareness of problems.