Research On Interaction Of Information Technology Classroom Teaching In Junior Middle School Based On IFIAS

The essence of teachers' teaching in class is a dynamic process of teacher-student interaction.In constant interaction,good interaction effect between teachers and students can make each other achieve each other.In the stage of basic education,the key to measure the good teaching effect of a class is whether the teachers and students interact actively or not.Today,under the social background of the national education information 2.0 era,it is no exception for junior middle school information technology discipline.Classroom teaching interaction is an important part of teaching.Therefore,the practical research on the interaction of junior middle school information technology classroom teaching is conducive to the reasonable use of information teaching resources by teachers in the compulsory education stage and the internalization of information technology curriculum knowledge content by students.From the middle school information technology classroom to promote the realization of the development goal of education information.With the help of the improved Flanders interactive analysis system(i FIAS),this paper takes the junior middle school information technology course teaching as the starting point,and selects the recorded lessons of some information technology course teachers and students in grade 7 and 8 of a public junior high school in Huang Gang City as the research and analysis object.In the early stage,by combing and summarizing relevant research literature on teaching interaction and interviewing some teachers and students of the school,the aim is to understand the attention of teachers and students on the teaching interaction behavior of the subject in junior middle school information technology classroom.In combination with the characteristics of junior high school information technology discipline and the support of relevant theories,IFIAS system proposed by several scholars such as Fang Haiguang was modified to adapt to discipline research.Then for the selected recorded course video content,with the help of the improved interactive analysis system,respectively from the information technology classroom interaction between teachers and students,students interaction,technology interaction and other levels,the specific,deep,multi-dimensional,both quantitative and qualitative analysis.The study found that the information technology classroom structure of C middle school in Huang Gang City is mainly based on teachers' classroom speech teaching behaviors,and students' enthusiasm in the classroom is not high;teachers generally tend to directly influence students in the way of teaching knowledge.There are fewer speech acts that indirectly affect students;on the whole,teachers and students in the classroom get along more harmoniously,and the emotional interaction atmosphere is good;in the classroom,teachers ask fewer questions,and the questions asked are mostly closed questions and open exploration There are fewer practical problems;teacher gender has little effect on the interactive structure of information technology classroom teaching,but female teachers tend to be motivated,and the classroom interaction atmosphere is more harmonious;beginner teachers have more speech behaviors in classroom teaching,and experienced teachers pay more attention to students The subjectivity of information technology;information technology courses can basically reflect the status of information technology in classroom teaching.According to the characteristics of junior middle school information technology classroom teaching interaction,this research separately clarifies the form of information technology classroom teaching interaction;selects classroom teaching materials to create teacher-student interaction situations;clarifies the role of teachers and positions themselves well;fully explores multiple platforms Teaching supplementary resources to create an efficient interactive classroom;appropriate introduction of open-ended questioning skills to create a democratic classroom atmosphere put forward five teaching suggestions.