A Study On The Relationship Between Teacher-Student Interaction And Students' Mathematics Learning Anxiety In Primary School Mathematics Classroom

As the core factor of curriculum reform,classroom teaching has aroused the attention of subject teachers.In classroom teaching,the teacher-student relationship will greatly affect the degree of student anxiety.Teachers through good teacher-student interaction behaviors are more conducive to alleviating students' anxiety about mathematics learning,reducing students' sense of subject fear,thereby enhancing students' academic achievements and promoting better development of students and teachers.Therefore,understanding the relationship between teacher-student interaction and students' mathematics learning anxiety is conducive to better teaching.The research on teacher-student interaction developed earlier abroad,mainly represented by the Dutch psychologist Wubbles,who developed the Teacher-student Interaction Scale(QTI)based on the Leary Interpersonal Communication Model.And continue to improve on the basis of exploring the types of teacher-student interaction.However,domestic attention to teacherstudent interaction is relatively late,and most of them are descriptive theoretical studies.There are few empirical studies conducted by researchers personally in-depth classrooms,and there are few quantitative studies that focus on teacher-student interaction in upper grades of elementary school mathematics.In order to fill the gap in this research,and to take into account the cultural differences between the traditional teacher-student interaction scale and the Chinese teacher-student,this article is adapted from the Hong Kong version and combined with the Australian version to finally obtain a teacher-student interaction scale suitable for this research(C-QTI),and use it as a research tool to focus on the status quo of teacher-student interaction in elementary school mathematics classrooms and the status of elementary school mathematics anxiety,and then explore the main characteristics of elementary school mathematics teacherstudent interaction,and reveal the classroom interaction behavior of elementary school mathematics teachers and students The relationship between learning anxiety.By sorting and reviewing the literature,we can understand the current research status of primary school mathematics teacher-student interaction,find research deficiencies,and raise research questions.Then,select two private elementary school mathematics teachers and students in Changchun City as the research objects,use the C-QTI questionnaire to test the sample students,and use the NVivo software to analyze the sample teachers' video classrooms and conduct interviews with them.Finally,analyze the data obtained from the questionnaire survey,and combine the video observations of the researchers and teacher interviews to analyze the current situation of the interaction between primary school mathematics teachers and students and the degree of student mathematics learning anxiety in the two schools,explore the relationship between the two,and finally get Come to a conclusion.The results show that from the perspective of students' overall perception of primary school mathematics teachers' teacher-student interaction behavior,there are three types.Primary school mathematics teachers have relatively high leadership skills and can actively help students solve problems;benevolent and compassionate can give students free space and can efficiently complete teaching tasks;in addition,students have gender,grade,and grade in the perception of teacher-student interaction behavior.Differences in teaching age.Students' learning anxiety is significantly related to their grades and age,but not significantly related to gender.Teachers' teacher-student interactions will have an impact on students' math learning anxiety.