Research On The Features Of Teacher-student Verbal Interaction In High-quality Class Of Primary School Mathematics Based On IFIAS

It is improving the quality of education that becomes the focus of current education work in our country.The classroom is the main place for fostering talent personnels,so the quality of education are inseparable from that of classroom.High-quality courses condense the teaching wisdom of front-lineeducators,and represent the most advanced state of the current classroom teaching concept sand skills at this time.Acoording to this,this paper has an opinion that analyzing the teaching characteristics of high-quality courses will not only help grasp the current state of curriculum reform,but also help the front-lineteachers improve their own teaching methods.Verbal interaction is the main way of teacher-student communication in the classroom,which guarantees the smooth progress of classroom teaching.Therefore,exploring the characteristics of teacher-student verbal interaction in high-quality classroom is of great significance to improve the efficiency of classroom teacher-student verbal communication and enhance the quality of classroom teaching.Mathematics in primary school is an important part of the basic education curriculum.This research samples are 12 high-quality primary school mathematics classes,and every one of them was selected as "ministerial" excellent courses in the2019 "One Teacher,One Excellent Class,One Class,One Star Teacher".Then,this research observes the classroom by the improved Flanders interactive analysis system(“i FIAS” for short),and makes a summary of the teacher-student verbal interaction characteristics in the high-quality primary school mathematics courses in my country.After that it deeply analyzes the differences among grades and content areas.Basis on the results,this research analyzes the problems existing in the verbal interaction of high-quality primary school mathematics classes and finds the cause of them.Based on those,this research proposes ways to improve the quality of teacher-student verbal interaction in the primary school mathematics classroom.This paper includes five parts.The first part is “introduction”.It introduces the background,the content and meaning,the design and method.It sorts out the existing research from three aspects: researches on the characteristics of high-quality mathematics classroom teaching,researches on classroom interaction,and researches on classroom teacher-student verbal interaction.Besides,it defines the concept of core concept in this research,and introduces the theoretical foundation.The second part is“the research process”.It shows the basic in formation of sample,introduces the observing tools,and demonstrat the way of data collection and analysis.The third part is “the results of teacher-student verbal interaction in primary school mathematics quality classes”.This part uses the i FIAS to demonstrate the current situation of the verbal interaction behaviors happened in high-quality primary school mathematics classes from six aspects: class verbal structure,teacher's verbal tendency,teacher's question words,students' verbal behaviors,class silence,and technology use.And then,it compares the differences of those in different grades and different content areas.The fourth part is the “charactors of teachers and students' verbal interaction behaviors in the high-quality mathematics classes of primary schools”.This part refines the characteristics of teacher-student verbal interaction in the high-quality mathematics class of primary school,and discusses them.The fifth part is “the enlightenment of teacher-student verbal interaction in high-quality mathenatic class in primary school”.This part proposes the enlightments which are brought about by high-quality mathematics classes in primary school.This study draws out the following conclusions.In the class verbal structure,the teacher-student words ratio presents the characteristics of "student as the main body and teacher as the leading".In the terms of teacher's verbal tendency,the teacher's teaching style can make good use of praise rather than abuse of praise;teachers prefer to use indirect verbal words to control the whole class;and the emotional climate is harmonious and positive.The number of questions asked by teachers is moderate;open questions are valued;and the Q&A mode is mainly a training mode.Students are highly motivated to speak and have a low awareness of asking questions;and classroom discussions occupy an important proportion in students' verbal behaviors.In terms of classroom silence,there is less chaotic time that does not help teaching,and the silence time that is beneficial to teaching is longer.Teachers set aside more time for students to think independently or consolidate exercises.In terms of technology use,although the operation time is not long,the integration of technology and teaching is better.Based on the above characteristics,this study believes that the teacher-student verbal interaction in the high-quality primary school mathematics class has given us the following inspirations: sort out the new teacher-student relationship to optimize the teacher-student speech structure;use rationally and actively strengthen the language to create a good classroom atmosphere;carefully design the type and quantity of questions to improve the quality of teacher and student Q&A;arouse students' enthusiasm for speaking and enhance their participation in the classroom;tolerance is beneficial to the silence of teaching and promotes students' deep-level thinking;appropriate use of information technology to enrich classroom interaction forms.