Research On Teacher-Student Interaction In Biology Class Of High School Based On Improved FIAS

One of the important contents of the new curriculum reform is to reform the way of classroom teaching,to reflect the dominant position of students in teaching,and to emphasize the active participation of students;It is the process of teacher's explanation and demonstration,and also the interactive process of teacher-student communication and common development.The observation of classroom behavior in biology teaching should pay attention to students' behavioral performance of teacher-student interaction and autonomous learning in the classroom,emphasizing that students' learning is active participation the process of.As a high-quality teaching resource,the ministerial-level excellent course can better present the process of teacher-student interaction,and it is one of the important sources for exploring teacher-student interaction behavior.The Flanders Interactive Analysis System(hereafter "FIAS")is an important analysis tool.This study conducted a survey of teacher-student interaction among the teachers of the "one teacher,one excellent course" high school biology ministerial-level excellent course in Guizhou Province,and used the improved Flanders Interactive Analysis System(Improved FIAS)to evaluate the "one teacher,one excellent course"."Guizhou Province high school biology ministerial-level excellent course conducts classroom behavior observation,and analyzes the teacher-student interaction behavior in the ministerial-level excellent course classroom teaching.The result is as follows:1.Combined with the experimental characteristics of biology,improve the FIAS system to be suitable for the interactive analysis system of teachers and students in biology,and clarify the FIAS coding method,matrix analysis and coding standards and other matters needing attention.2.By designing a questionnaire on the interaction between teachers and students in high school biology classrooms,a questionnaire survey was conducted on the teachers of high school biology in Guizhou Province from 2014 to 2019,and the interaction between teachers and students of ministerial excellent courses was analyzed.The results show that teachers with excellent courses at the ministerial level have a high degree of understanding of teacher-student interaction,and they have completed well in the six classroom interaction modes.,educational background,school grade,etc.have no significant impact on teachers' implementation of the six classroom interaction modes,and teachers' completion is better.3.Observing and coding 19 excellent ministerial-level courses with improved FIAS,analyzing classroom structure,teachers' teaching styles or tendencies,classroom emotional atmosphere,teachers' questioning methods,and curve analysis.The results show that in terms of classroom structure,teachers with excellent courses at the ministerial level do not have the teaching form of one-sentence class and full-class teaching.Teachers give students enough right to speak,and students' initiative is constantly improving.In terms of teaching style or inclination,teachers are more inclined to implement direct influence and positive reinforcement on the classroom,and positively influence students by accepting students' views,encouraging and praising students.Compared with teachers accepting students' views,teachers are more likely to use teaching and Questions are used for teaching,the affirmative praise for students' answers is insufficient,and the evaluation method is relatively simple.In the emotional atmosphere of the classroom,the atmosphere is harmonious,and the communication between teachers and students is smooth;teachers will expand and extend students' viewpoints,and evaluate students' answers.Teachers rarely use instructional language for teaching,avoiding criticism and maintaining teachers' authority.In terms of teachers' questioning style,teachers' questions are mainly closed-ended questions,supplemented by innovative questions.Most of the questions asked by teachers are closed-ended questions;in terms of classroom technology and experiments,the use of information technology is gradually integrated into biology classrooms,and experiments are carried out.degree still needs to be improved.4.Summarize the advantages and disadvantages of "one teacher,one excellent course" in the high school biology ministerial-level excellent course in Guizhou Province,and propose corresponding teaching optimization strategies.Adopt diversified teaching methods to enhance students' classroom participation;evaluate diversity;learn to accept students' feelings and pay attention to students' feedback;leave appropriate blanks in the classroom to respect students' thinking;strengthen the use of information technology and attach importance to the development of experiments.