| As an indispensable part of classroom teaching research,teacher-student interaction has been a hot area of research.In order to provide some help for improving the level of teacher-student interaction and promoting teaching reform,this paper uses iFIAS as a research tool to study the characteristics and problems of teacher-student interaction in new knowledge lessons of high school mathematics through the analysis of classroom videos,based on the regular classroom teaching implemented by the backbones of teachers in a high school mathematics of Y city.Based on the existing research,the current state of research on teacher-student interaction at home and abroad have been sorted out,and the research questions are determined:（1）Based on the regular classroom teaching implemented by the backbones of teachers in a high school mathematics,what are the characteristics of teacher-student interaction in the new knowledge lessons in the four aspects of classroom structure,interaction style,interaction atmosphere,and teacher-student questions and answers?（2）Based on the regular classroom teaching implemented by the backbones of teachers in a high school mathematics,what are the problems of teacher-student interaction in the new knowledge lessons?（3）How to improve the level of teacher-student interaction in new knowledge lessons of high school mathematics?Encoded the teacher-student interaction behavior of lesson videos by means of iFIAS,and then the encoded data were analyzed to obtain the characteristics and problems of teacher-student interaction in the new knowledge lessons of high school mathematics based on iFIAS.Then,selected the key components of the lessons for diagnosing to obtain the specific problems of teacher-student interaction in the new knowledge lessons of high school mathematics.Finally,proposed specific enhancement suggestions for the research results of iFIAS and slice diagnosis.The following conclusions have been reached:Characteristics of teacher-student interaction:（1）In terms of classroom structure,the four lessons studied were biased towards"teacher-centered" where teacher’s words dominate the classroom and even absolutely control the process of interaction,but it is an improvement compared to the traditional "cramming education";Students passively participate in classroom interaction,and their subject position is not emphasized;The utilization of information technology is low,and the awareness of its utilization is weak.（2）In terms of interaction atmosphere and interaction style,the four lessons studied tend to control the process of teacher-student interaction by means of direct language,positive reinforcement dominated,and interaction atmosphere was cordial,but there was a lack of positive complimentary language.（3）In terms of teacher-student questions and answers,teacher-student interaction is mainly in the form of "teacher question-student answer",and the types of questions tend to be closed questions that push students to respond passively,but not open-ended questions,and question-and-answer mode tends to be training mode that promotes students’ understanding and mastery of knowledge.（4）In comparison,the teacher-student interaction in lesson C1 was better than other three lessons on the whole,the students’ words was closest to norm,the classroom was integrated with information technology to facilitate interaction,the students’ words and the students actively participating in the classroom were more frequent;The teacher-student interaction in lesson C2 and C4 was poor,the teacher’s words was higher than Bellec’s norm,the utilization of technology in lesson C2 only replaced traditional blackboard function,and its negative reinforcement was slightly higher than the positive re minforcement,while lesson C4 did not use any information technology,and closed questions were as high as 98.8%,only the students’active responses were higher than in lesson C2 and C3;Lesson C3 have a good atmosphere of interaction between teachers and students,the highest percentage of silence in the classroom,and half of the class time was taken up with exercises,different students’solutions were shown with the help of the Seewo whiteboard,but basically the teacher’s comments and explanation,rather than the students express their own thoughts on solving the question.Problems of teacher-student interaction:（1）Teachers dominate the process of teacher-student interaction,and students lack the time to think and speak,which does not reflect the new teaching concept of student subject;（2）The quality of classroom questions is low,with fragmented questions,unclear directions,invalid questions,lack of open and inspiring questions,and lack of students’ participation in inquiry;（3）Teachers lack positive and encouraging words for students’ feedback,and cannot guide students to think deeply;（4）The integration of information technology and the classroom is low,and teachers are unskilled and inefficient in the utilization of technology.In conclusion,proposed advice for improving the level of teacher-student interaction in the new knowledge lessons of high school mathematics:（1）Optimize the classroom structure with students as the main body;（2）Improve the quality of teachers’ questions and guide students to actively participate in classroom;（3）Enrich the expression of feedback words and build a harmonious interactive atmosphere;（4）Pay attention to the integration of classroom teaching and information technology,and promote the diversification of teacher-student interaction. |
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