Research On Interactive Characteristics Of Mathematics Classroom Based On Meta-analysis

The development goal of world education has been changed from education for all to quality education for all.High-quality education resources have attracted wide attention of the world and become the development goal of future education.As the main way to implement quality education,many scholars have conducted in-depth research on it,trying to summarize the characteristics of quality classroom and promote the development of quality education through the research of quality class.According to the current empirical research on high-quality classroom in China,there are problems such as small classroom samples and inconsistent results,which provides space for the development of this study.For the different results in the meta-literature,the meta-analysis methods can integrate the existing studies and explore the possible reasons for the divergent results.This study combines the main tools of quality classroom research(FIAS interactive system)to develop the literature inclusion criteria,collecting a total of 25 original studies and 82 quality mathematics courses.Based on the classroom research level divided by FIAS,the relevant research results of high-quality classroom are reanalyzed from five aspects: classroom structure,teacher teaching style tendency,classroom emotional atmosphere,classroom questioning mode and classroom feedback mode.The research is mainly divided into two parts: first,the main effects of various indicators are analyzed,and the stable characteristics of each dimension of mathematics quality classroom are sorted out;secondly,the possible factors affecting the interaction behavior of mathematics quality classroom are found out,and the characteristics of mathematics quality classroom under different adjustment variables are compared and summarized.The study found that the interaction behavior of teachers and students in the high-quality mathematics classroom has the following stable characteristics:(1)classroom structure.Frequent interaction between teachers and students,students are the main classroom learning(teacher language: student language?3.0:1 is far lower than the normal model 3.4:1),the classroom blank is reasonable,the transfer of knowledge is mainly students thinking(classroom silence effect 0.18);(2)teacher teaching style.Teachers use balanced indirect influence and direct influence methods to control the progress of classroom teaching(direct influence effect value 0.29,indirect influence effect value 0.28);(3)classroom emotional atmosphere.Teachers and students communicate well,and the classroom teaching is efficient and smooth.(Positive reinforcement effect value 0.04,negative reinforcement effect value0.002);(4)classroom question mode.Teachers ask changeable forms of questions,pay attention to problem-driven teaching,and regulate students' thinking activities with problems as the carrier.(Training question effect amount: innovative question effect amount =45:53);(5)teacher feedback mode.Teachers have less ineffective language(TRR effect 0.79 is much greater than normal model 0.42),are good at guiding students to ask questions to think and promote teaching forward(TQR effect 0.43 is much greater than 0.26),and pay attention to the cultivation of students' innovative thinking(TQR89 effect 0.92 is much greater than normal model 0.6).Differences in various dimensions of teacher-student interaction behavior in mathematics quality classroom under various adjustment variables:(1)overall,MFIAS interaction system can better reflect the characteristics of mathematics quality class;(2)is complex;difficult classes in(3)explain more to guide students;(4)national class performs better in interaction;(5)eastern class can better reflect the principal position of students.