A Study On The Characteristics Of Teacher-Student Interaction In Different Types Of High School Physical Education Theory Classes Based On IFIAS ——Take "One Teacher,One Excellent Lesson" As An Example

The new curriculum of physical education reform clearly takes "health first" as the guiding philosophy,divides the content of physical education into module teaching and option teaching,which provides direction for the teaching philosophy and selection of key contents of physical education,and guides teachers to improve the quality of classroom teaching,put students first,and achieve comprehensive and personalized development in the interaction between teachers and students.Helps students form a lifelong awareness of physical education.At present,there are many studies on teacher-student interaction in physical education classrooms,but they are all combined with other teaching factors in physical education classrooms,and teacher-student interaction is studied as a supplementary factor,which is not deep and comprehensive enough.Therefore,this paper uses the Flanders interaction analysis method,literature method,logical analysis method and observation method,combined with qualitative research and quantitative indexes,based on the concept of Flanders interaction analysis,to study teacher-student interaction in terms of "teaching interaction structure,classroom teaching style,teacher-student emotional atmosphere,teaching classroom questioning style,student interaction behavior " The study was conducted in five aspects of different types of physical education theory classes in high school,to explore the characteristics of teacher-student interaction and improve the theoretical system of physical education.The study found that the teacher-student interaction in different types of physical education theory classes in high school showed individual characteristics,but there were individual cases of teacher-student interaction in each type,so the author used a "two-step" strategy to analyze the macro and micro aspects one by one,summarize the characteristics of different types of teacher-student interaction,and then integrate the common problems of teacher-student interaction in all class cases to propose targeted optimization strategies.The study concluded that the characteristics of teacher-student interactions are very different.The study concluded that the characteristics of teacher-student interaction are as follows.(1)Theoretical classes of high school skills instruction: teachers lecture more in the classroom,words account for a large proportion,students' interactive behaviors are oriented by teachers' behaviors and classroom session arrangements,less active in the teacher's lecture process to echo and cooperate with the teacher,new knowledge transfer stage teachers tend to directly instill,and then through questions to liven up the classroom atmosphere,there is a more obvious classroom arrangement division,and the corresponding emotional interaction atmosphere also shows the characteristics of the stage.(2)High school physical culture theory classes: teachers are good at receiving expressions of emotion and conveying the spirit and values of physical culture through emotional rendering,but teacher-student interaction is low,and there is basically no student speech for a certain period of time,and teachers continuously control the classroom.The teacher's speech is higher than the students' speech,leaving relatively longer time for students to think.The teacher's questions were mainly open-ended questions,supplemented by closed-ended questions,and the "teacher-student" interaction was the main form.The teacher's direct influence is relatively large,and the classroom tends to be "indoctrination",with a lack of a cordial interactive atmosphere.(3)High school health education theory classes: Teachers are good at using a variety of teaching methods to lead students to actively participate in the classroom,with frequent interaction between teachers and students,and students dominating the discourse many times.The teacher is good at putting forward open-ended questions with general knowledge and guiding students to discuss the problems together with their life learning experience;mainly using the combination of "innovative inquiry-based question and answer mode" and"training-based question and answer mode The combination of "innovative inquiry-based question and answer mode" and "training-based question and answer mode" increases the opportunities for teacher-student interaction.To address the common problems of "dysfunctional teaching interaction structure,single classroom questioning style and teacher-student interaction atmosphere to be improved" in different types of physical education theory classes in high school,we propose targeted optimization strategies based on construct learning theory to improve the interactive structure design of teaching to create teaching situations,to optimize teacher questioning design to promote teacher-student collaboration,and to create a good interactive atmosphere to promote conversational communication,so as to improve classroom teacher-student interaction,lead students to independently construct knowledge system and improve teaching quality.