Research On Strategies Of Teacher-Student Interaction In High School History Class Under Goal Orientation

The essence of the teaching process is the interaction between teachers and students,which refers to the interaction between the subjects under the specific teaching situation or background.This interaction requires that the focus of teaching activities should be shifted from the students’ possession of the object knowledge to the students’ self-realization and individuality liberation,so that the teaching of history really becomes a construction activity of learning from outside and growing from inside.In view of the present situation of interaction in history class,although the front-line teachers all attach importance to the advantages and functions of interaction in promoting effective learning and achieving teaching goals,the implementation effect is not good,which is manifested by the fact that the dominant position of knowledge teaching has not been completely shaken,the interaction process lacks learning transfer and high-level thinking training.Based on the theoretical investigation of goal classification,communicative teaching and constructivism,this study designed a classroom observation scale,and took three classes at different levels in a demonstrative senior high school in Guilin City as the object of observation.SPASS was used to analyze the reliability,validity and correlation of 263 valid questionnaires,and the attribution was summarized based on the data: firstly,the cognition of interaction goal was vague;secondly,classroom questioning was divorced from the teaching goal;thirdly,the question design ignored the lack of learning situation and situation;fourthly,the cognition of effective interaction strategy was lacking.Based on the above problems,in order to improve the present situation of teacherstudent interaction and promote the growth of discipline literacy,this paper puts forward interactive strategies from three dimensions: interactive preparation,question design and cognitive tools.First,teaching objectives are the fundamental basis for historical learning and interactive inquiry.Teachers should make full analysis and estimation of interactive tasks,learning needs and learning conditions from the perspective of objectives before interaction.Secondly,according to the four steps of "defining the knowledge domain and its thinking level — defining the goal attribute of the problem — establishing the corresponding relationship between the problem and the goal — designing the learning problem in trinity",the classroom questioning of teacher-student interaction is consistent with the teaching goal.Furthermore,based on the students’ experience,the problem situations and learning environments are created,and the problems are transformed into concrete classroom behaviors in the interaction.Finally,in order to give full play to the decisive role of students as learning subjects in knowledge construction,we need to support and promote students’ high-level thinking activities by means of cognitive tools or learning strategies such as advance organizers,mind maps,big concepts,problem guides,etc.