An Empirical Study Of Teacher-student Interaction Behavior Based On IFIAS In Excellent Courses Of Finance And Accounting Maior In Secondary Vocational Schools

The concept of "revolution" class is raised,the vocational education reform began to go deep enter the schoolroom,many investigators and teachers also focus on secondary vocational accounting teaching practice,however,the current secondary vocational accounting professional classroom practice mode,However,there are still some practical problems in the secondary vocational accounting classroom,such as teaching practice mode,mechanical interaction,and the disconnection between teaching theory and practice,which is obviously not enough for cultivating the ability of accounting skilled talents.Therefore,to explore the characteristics of teacher-student interaction in the classroom teaching of secondary vocational finance major is the only channel to accelerate teachers’ valid teaching and guide the reform of conventional course teaching.American scholar Flanders developed FIAS analysis system,then FIAS is widely applied to the quantitative analysis of classroom,but FIAS introduced into domestic,based on the differences of classroom environment,domestic scholars has carried on the localization to FIAS tools improvement,and put forward the iFIAS analysis system,from the perspective of empirical analysis to the classroom for a "ecg" detection,Can well analyze the behavior characteristics of teachers and students.Based on this,the iFIAS analysis method was used in this study to select eight winning lessons of secondary vocational accounting in the National Classroom Teaching Skills Competition of Vocational colleges from 2016 to 2019 as the research objects.First of all,on the foundations of reading a great quantity of documents,the classifies of the research progress of teacher-student interaction at home and abroad,and defines the core concepts such as excellent class examzeple and teacher-student interaction.Secondly,on the symbolic interaction theory,constructivism theory,effective teaching theory as the foundation,using coded iFIAS analysis system analysis,build a framework to analyse the macroscopic views,from microsmic aspects Angle class participation degree,the tax practice interactive curve,"basic accounting" teaching process sequence and structure of the computerized accounting knowledge logic four dimensions;From the micro perspective,it can be divided into five dimensions: classroom structure analysis,classroom emotional atmosphere analysis,teacher style and tendency analysis,questioning skills analysis and student interaction behavior analysis.Finally,it summarizes the overall characteristics such as the breadth and depth of classroom teaching structure,the concentration and height of teacher-student atmosphere,the attitude and control of teaching tendency,and the accuracy and validity of teachers’ questions.According to the research results,this study comes up with the majorization tactics of teacher-student interaction in the schoolroom of secondary vocational finance from the following aspects: highlight the interactive finance teaching centered on secondary vocational students,increase the enthusiasm of classroom practice of secondary vocational finance;Select the ideological and political content of professional courses of secondary vocational finance to broaden the scope of interaction between teachers and students;The construction of accounting professional practice platform,adapt to the accounting position simulation situation;Guide teachers and students to interact with each other by using flipped classroom teaching model;In view of the characteristics of secondary vocational students,the teaching strategy of secondary vocational finance and accounting is promoted by guiding learning with questions.