Research On Teacher-Student Interaction Behavior In High School Geography Class Based On Interaction Analysis Theory

With the advancement of the new round of curriculum reform,classroom teaching behavior has attracted more attention from domestic scholars,and in-depth research has begun.Classroom teaching is no longer the teacher's one-man show like the traditional model in the past,but rather teacher-student interaction to jointly promote classroom growth.Effective teacher-student interaction can guide students to build their own knowledge system,so classroom effectiveness is inseparable from the effect of teacher-student interaction.Thus,Research on the interaction between teachers and students in geography classrooms based on the theory of interaction analysis has certain effects Practical significance.This research uses many research methods such as data analysis method,questionnaire survey method,video observation analysis method,contrast analysis method.Firstly,it expounds the research status of classroom teacher-student interaction at home and abroad.Based on this,it further proposes the core concept definition and theoretical basis of this study.And the theoretical basis supporting this research.Secondly,a questionnaire survey was conducted for teachers and students to investigate and analyze the current situation of teacher-student interaction in high school geography classrooms.Thirdly,in order to reflect the characteristics of geography disciplines and meet the needs of this research,the quantitative classroom observation and research tools have been improved,a geography classroom teacher-student interaction coding analysis system(GCIAS)has been proposed,and the interactive behavior in GCIAS has been operationally defined,coding rules,and Analytical method.Finally,the teachers in GCIAS '12-section classroom recording of "Air Pressure Belt and Wind Belt","Agricultural Location Selection","Atmospheric Movement Caused by Uneven Hot and Cold Disparity-Thermal Circulation" and "Effect of Urbanization on Geographical Environment" Quantitative evaluation of student interaction.And this study draws the following conclusions:First,combining the results of the questionnaire survey and video analysis,we can find that the reasons for the poor interaction between teachers and students in the geography classroom are mainly reflected in three aspects: teachers,students,interactive content and teaching environment.Secondly,In the specific application of the teacher-student interactive coding analysis system in the geography classroom,a comparative analysis of the physical geography module and the human geography module can be found:(1)Geography experiment operation: the ratio of the physical geography module is higher than the human geography module;(2)Class structure,teacher-student question and answer types:No difference in teacher speech and questioning,as well as question answering mode and openness of questions,but in student speech,especially questions,when the supplementary materials are abundant,the student speech ratio in the human geography class is obvious Higher than the natural geography classroom,when the experimental operation and results are displayed,the student's speech rate in the natural geography classroom is slightly higher;(3)Teacher-student emotional atmosphere,teacher orientation or style: there is not much difference between the two.A comparative analysis of the new lecture and the review course can be found:(1)Geographical experiment operation: the new lecture is better than the review course;(2)the teacher's speech ratio,the teacher's tendency or style from the aspect of the positive integration and defect ratio,classroom structure;The teacher is better than the new one.(3)In terms of the types of question and answer and the openness of the teachers and students,the teachers of the new and review classes did not show obvious differences,and the overall openness was not high.Third,Based on the above analysis,this study proposes the following strategies to improve the interactive behavior of teachers and students in geography classrooms:(1)determine learning goals and reverse teaching thinking;(2)create interactive situations to help effective teaching in the classroom;(3)preset precise questions to stimulate Students explore their interests;(4)Organize interactive activities to increase student participation;(5)Deepen feedback evaluation and promote deep learning.