A Research On Teacher-student Conversational Interaction In High-quality Math Class In Junior Middle School

The new curriculum reform program emphasizes that the students are the main part of classroom learning and the teachers are the guide of classroom learning.The relationship between teachers and students needs to be realized through interaction,especially conversational interaction.Therefore,teacher-student conversational interaction is an important part of mathematics classroom teaching.Therefore,how to properly and efficiently carry out teacher-student conversational interaction in class is a problem worthy of study.High-quality courses is the essence course prepared by teachers,their colleagues,their school and even the strength of the whole region.When recording a quality course,teachers often pour a lot of effort from the course progress,exercise difficulty,depth of content and other different aspects.Therefore,High quality middle school mathematics class is a high quality,high efficiency,high level,high level of mathematics course.It will get twice the result with half the effort by analyzing the interactive behavior between teachers and students in the video recording of high-quality courses to sum up the experience and rules.By watching the quality class records on the website "One Teacher,One Excellent Class,One Class,One Teacher",25 video cases of ministerial-level junior high school math quality courses in PEP 2019 were selected according to their themes.By literature research method,video observation method,quantitative analysis and other methods and rely on the theory humanistic psychology,Flanders interaction analysis theory,the theory of Babansky teaching optimization theory,constructivism teaching theory and other theories to do the analysis.First of all,I went to watch the classroom records and found the special highlights of the verbal interaction between teachers and students in each teaching link.First,I watched the High quality class records and found the special highlights of the verbal interaction between teachers and students in each teaching link.Then analyzed the speech interaction behavior from the perspective of psychology.At the same time,Flanders interaction analysis method was used for quantitative analysis.Analyze and summarize experience from multiple angles and dimensions.It follows from this that is this study has important reference significance for improving the effectiveness of verbal interaction between teachers and students in mathematics classroom and even the whole classroom teaching effect.The teaching enlightenments are summarized as follows based on the conclusion of the study:(1)Teachers and students are ought to make their joint efforts to create a positive and harmonious emotional atmosphere.(2)To comply with the requirements of the new curriculum reform,"Teacher-led,student-oriented" classroom structure requirements,as long as possible,focus on student status,pay more attention to feedback from students.(3)Teachers should exert influence on students positively and indirectly as well as respect students' subjective position.(4)Developing students' awareness of active questioning,developing students' ability to look for,ask and solve problems.(5)Teachers adopt the mode of closed question and answer with open question and answer.(6)When teachers ask questions in class,teachers can ask different students to get varied answers,according to this,it can increases student participation as well as teachers can get more comprehensive answers is that the classroom questioning become more efficient.