The Research And Practice Of BOPPPS Teacher-student Interaction Strategy In High School Physics Classroom Teaching

With the advancement of society,science and technology,traditional educational concepts are no longer in line with the times,and more and more people are inspiring to realize the revival and prosperity of the country through educational reforms.The new curriculum reform not only pays attention to the quality of learning,but also the process of learning.The interactive process that used to be teacher-oriented is no longer compatible with society.Therefore,how to achieve high-quality teacher-student interaction is an urgent issue to be solved.On the basis of sorting out the related literature on teacher-student interaction in high school physics classrooms and BOPPPS model,this paper takes students from Yantai CXJS school and front line physics teachers as the research objects,and uses the research methods of questionnaire survey and interviews.Quantitative analysis and subjective analysis of student interaction are carried out.According to the analysis results,the following four problems are found in teacher-student interaction:(1)The teacher-student interaction method is single and the students' enthusiasm is low;(2)the teacher-student interaction awareness is insufficient,and students passively listen;(3)Teacher-student interaction is limited,and interaction opportunities are uneven;(4)The content of teacher-student interaction is unreasonable,and teachers lack emotional evaluation and motivation.In response to the above problems,this article takes the BOPPPS model as the core and constructs the teacher-student interaction strategy of BOPPPS in the physics classroom from the following six aspects:(1)Bridge-in strategy;(2)Objective strategy;(3)Pre-assessment strategy;(4)Participatory strategy;(5)Post-assessment strategy;(6)Summary strategy.In order to test whether the strategy is reasonable and effective,this article combines the students and the requirements of the curriculum standards to use the strategy to conduct teaching experiments in the classroom.The i FIAS analysis method is used to quantify the behavior of teachers and students in the classroom,and the classroom interaction transfer matrix is obtained.Then,the interaction effect is analyzed from the four aspects of specific behavior,classroom structure,language tendency and atmosphere,and it is found that the strategy is used After the teacher-student interaction effect has been significantly improved.Based on the above research,the following related suggestions are finally put forward for physics teaching:(1)Design teaching content ingeniously to provide teacher-student interaction context;(2)Strengthen students' awareness of participation and highlight the status of the subject;(3)Dynamically adjust the interactive process and integrate A variety of strategies;(4)Do a good job of interactive reflection after class to improve the comprehensive quality of teachers.