Research On Verbal Interaction In High-quality Ideological And Political Classes In High Schools Based On FIAS

In the current teaching,classroom interaction has become a common teaching style.Through classroom interaction,teachers and students can achieve equal dialogue and communication,and realize the common construction of classrooms.Among them,classroom interaction can be divided into verbal interaction and non-verbal interaction.Since language is the most important medium for interaction between teachers and students,it is obvious that verbal interaction dominates classroom interaction.Research on classroom language interaction can help to understand the effect of classroom interaction,help clarify the basic context of the classroom,and point out the direction of classroom optimization for teachers.Therefore,this study uses the international Flanders interactive analysis system as a research tool,and makes new adaptations and interpretations according to the characteristics of the discipline;the high-quality ideological and political classrooms in high schools in Shanghai selected by the Ministry of Education from 2015 to 2019 are used as research samples.These samples were observed and recorded.The purpose is to explore the characteristics of verbal interaction in high-quality classrooms,identify the advantages and disadvantages,and provide inspiration and suggestions for front-line teachers of ideological and political subjects in high schools.The paper is divided into six parts.The first part introduces the research background and significance,research content and feasibility analysis.The second part defines the core concept of "classroom verbal interaction",and summarizes the literature on four aspects: teacher-student interaction,discourse analysis,classroom interaction in high school ideological and political subjects,and Flanders Interaction Analysis System.The third part is the design and implementation of the research,which explains the selection criteria and research value of the research objects,and focuses on how to adapt and use the Flanders Interactive Analysis System.Then selected a ministerial-level excellent course to fully demonstrate how to use and interpret the Flanders interactive analysis system of ideological and political classes.The fourth part is the core part of this paper.According to the adapted Flanders interactive analysis system of ideological and political classes,34 ministerial-level excellent courses in Shanghai were observed and recorded,the data was analyzed from the macro perspective of the overall data and the micro perspective of classroom structure,teachers' teaching style,teachers' interactive emotions,teachers' questioning,teacherstudent interaction innovation degree and students' interaction status,a total of seven aspects,and the characteristics and shortcomings of excellent courses are summarized.The fifth part provides inspiration and suggestions for high school ideological and political teachers based on the data analysis results.The sixth part reflects on the shortcomings of this research,and looks forward to the possible direction of follow-up research.This research finds that the ministerial-level excellent courses can better ensure the dominant position of students;the teachers' questions are mainly open-ended questions;they focus on the interaction between students and students,but at the same time,there are some common problems in the ministerial-level excellent courses,such as: the influence of teachers on students is biased towards direct control over students,the question-and-answer mode between teachers and students points to training rather than innovation,and students are mostly passive in teacher-student interaction.Based on this,the enlightenment and suggestions provided by the ministerial-level excellent courses for front-line teachers include: using open-ended questions to ask key questions,giving feedback to students with positive teaching emotions,consolidating the "studentcentered" teaching activities,correctly understanding and rationally using of classroom silence.