Research On The Interactive Behavior And Structure Type Of Teachers And Students In High-quality New Teaching Of Mathematics In Junior High School

Most classroom teaching activities are realized through teacher-student interaction,and the research on teacher-student interaction has always been a hot issue in the field of education.A good interaction between teachers and students can not only promote the development of students’ thinking,but also help to establish a harmonious relationship between teachers and students,accelerate students’ mastery of knowledge.In a relaxed and harmonious atmosphere to promote the cooperation and communication between teachers and students,so that students actively into the classroom to complete the comprehensive and efficient interaction between teachers and students.In order to objectively summarize the characteristics of the interaction behavior of junior high school mathematics teachers and students and the structure type to which they belong,the identified questions are:（1）How to construct a junior high school mathematics teacher-student interaction analysis framework?（2）What are the characteristics of the interaction between teachers and students of the new high quality mathematics teaching in junior middle school?（3）What kind of structure does the interaction between teachers and students belong to?Firstly,using the literature analysis method,through the research status of teacher-student interaction and the sorting out of existing research tools,and drawing on the research experience of scholars,Based on the Flanders interactive analysis system and combined with the characteristics of mathematics,the framework of interactive analysis between teachers and students of junior middle school mathematics is initially set up.Secondly,combined with the expert evaluation method,based on the feedback and revision opinions of the experts,the analysis framework of the interaction between mathematics teachers and students in junior high school is determined.Finally,using the constructed teacher-student interaction analysis framework,using classroom observation method and case analysis method to conduct coding research on nine high-quality courses in the three areas of junior high school mathematics,number and algebra,graphics and geometry,and statistics and probability.The first is to study the interaction between teachers and students in mathematics in junior high school,including the structure of teachers and students’ words and deeds,the atmosphere of teacher-student interaction,the characteristics of teacher-student question and answer,and the dynamics of teacher-student interaction.Afterwards,it analyzes the interaction structure types of mathematics teachers and students in junior high school,summarizes and refines the structure types of each high-quality class according to the sequence of significant behaviors.Among them,eight sections belong to the interaction of guidance and inquiry,and one section belongs to the interaction of evaluation and feedback.On this basis,the characteristics of structure types in different fields are analyzed in detail.Based on the above analysis,the characteristics and deficiencies of teacher-student interaction behavior and structure types in high-quality mathematics classrooms in junior high school are obtained,which can help teachers to reflect on the classroom and improve teaching behaviors.The characteristics of teacher-student interaction in high-quality mathematics classrooms in junior high schools are as follows:（1）Teachers have a good structure of words and deeds,and pay attention to the dominant position of students;（2）The interactive atmosphere is harmonious and harmonious,and teachers and students are integrated and promote each other in teaching;（3）Teachers adopt feedback in a timely manner to consolidate and strengthen students’ responses;（4）Significant behavior sequences are diverse,Present a variety of teaching behavior combinations.Although the curriculum selects high-quality courses,not every class is perfect.The shortcomings of teacher-student interaction in junior high school mathematics classrooms are:（1）Students lack the initiative to speak,and the quality of teachers’ questions needs to be strengthened;（2）The high quality is significant The sequence is insufficient,and the interaction of some lesson examples is not deep enough.In order to improve the behavioral interaction between teachers and students in the classroom,promote the professional development of teachers,and improve the quality of teacher-student interaction,further suggestions are put forward according to the characteristics and deficiencies of high-quality courses:（1）Learning the characteristics of excellent courses to promote the interaction between teachers and students;（2）Optimizing questioning strategies to stimulate students’ initiative in interaction;（3）Increasing interactive behaviors to promote efficient interaction between teachers and students.