| Since entering the new century,the education department has put forward a new specific goal for students’ learning ability "to make students learn to learn,survive and socialize".School education should not only teach students knowledge,but also pay attention to cultivating students’ various abilities.Students should also learn to learn independently and learn how to communicate with others.Classroom is a platform for communication between teachers and students.In the two-way interaction between teaching and learning,how to improve students’ expression ability,explore efficient interaction mode and realize effective information transmission has become a problem worth thinking about.From the perspective of discourse,the main objective of this study is to analyze the current teacher-student interaction in junior middle school mathematics classroom and the characteristics and functions of the interaction mode,and to provide teaching suggestions with theoretical value for front-line teachers.The details are as follows:1.From the perspective of discourse,this paper explores the current situation of teacher-student interaction in junior middle school mathematics classroom in China from five aspects: the structure of teacher-student interaction,teachers’ teaching speech style,students’ interaction behavior,classroom questioning style and classroom emotional atmosphere.2.Explore the characteristics and functions of the main modes of teacher-student interaction in junior middle school mathematics classroom in China from the perspective of discourse.3.Explore how to improve the quality of classroom teacher-student interaction based on the research of teacher-student interaction and its model in junior middle school mathematics in China.This study uses the improved Flanders interactive analysis system as the main research tool,adopts classroom observation method and video analysis method and other research methods.On the platform of "One Excellent Course for One Teacher",the proportion of excellent courses at the ministerial level,provincial level and county level is equal.And from algebra,geometry,preliminary statistics,function,new teaching,review and evaluation of the teaching of 7 types of courses to select 5 lessons each,a total of 105 junior high school mathematics courses in Jiangsu province.After careful analysis of classroom videos,6representative courses were selected as the main analysis projects from 105 courses.The class was observed and analyzed with improved Flanders analysis system.According to the observation recording method of Flanders,i FIAS auxiliary analysis tool was used to encode and obtain data.In order to comprehensively characterize the interaction patterns of junior middle school mathematics classroom,this study analyzes the interaction structure of classroom teaching,teacher’s interaction style of teaching,classroom emotional interaction atmosphere,student interaction behavior and classroom questioning interaction from three perspectives of quantitative data,transcribed text and dynamic curve.And the classroom teacher-student interaction and junior middle school mathematics classroom teacher-student interaction model characteristics and functions are explored.The research finds that the current situation of teacher-student interaction in junior middle school mathematics classroom is mainly as follows :(1)in terms of classroom interaction structure,teachers take the lead,teachers have a higher proportion of discourse in class,while students have a lower proportion of speech and shorter discourse.(2)In terms of the teaching style of classroom teachers,the teaching style of junior middle school mathematics teachers is mostly direct teaching,mostly teaching by teaching,instruction and other methods.Some teachers still use negative reinforcement to control the classroom,and feedback language lacks enthusiasm and effectiveness.(3)In terms of classroom interaction atmosphere,teachers and students can have good communication and harmonious atmosphere.(4)In terms of student interaction behavior,students’ classroom subjectivity is insufficient,and students’ participation in classroom interaction is mainly passive response,supplemented by collective active response.(5)In terms of classroom questioning and interaction,teachers’ questioning can be divided into closed questions and open questions.Teachers’ quality open questions are insufficient,which is not conducive to the development of students’ divergent thinking.Teachers’ timely questioning in classroom interaction is insufficient,and the application of appropriate interaction mode between teachers and students in class needs to be strengthened.The main characteristics of teacher-student interaction mode in junior middle school mathematics classroom are as follows :(1)emphasis is placed on the teacher’s authority,and the interaction is based on knowledge questioning;(2)Emphasis on teacher-led discourse and unbalanced distribution of discourse volume and right to speak;(3)Pay attention to students’ thinking process,Give students more right to speak;(4)Respect students’ subjectivity and pay equal attention to openness and closure.The main functions of teacher-student interaction mode in junior middle school mathematics classroom are :(1)to create learning situation and promote students’ memory and understanding of knowledge;(2)Give students more learning opportunities to promote the construction of students’ knowledge.(3)Pay attention to the cultivation of students’ thinking and promote students’ higher-order cognitive activities.Based on the results of the above research,the following optimization strategies are proposed :(1)rationally positioning the classroom roles of teachers and students to enhance the awareness of interaction;(2)Teachers should improve the quality of questioning based on the actual teaching situation;(3)Encourage students to think and ask questions,develop students’ ability to participate in class interaction;(4)Actively give effective feedback to optimize classroom speech structure;(5)Strengthen the professional development of teachers,improve teachers’ understanding of classroom interaction;(6)Optimize the way of group cooperative learning to promote students’ learning;(7)Build a classroom learning community to promote the common development of teachers and students.It is expected to facilitate the effective teacher-student interaction in junior middle school mathematics classroom.I seriously study,but is limited by many reasons such as classroom teaching experience,subjective theory Angle of view,is yet to be perfected the study has the following several aspects: first,from the optimal class "" teacher classroom video video,not enough sample source diversification,not widely understand multiple regions,different levels of regional teachers’ real situation;Secondly,classroom observation is carried out by video,although it is more convenient,effective and reliable to watch it repeatedly,if teachers and students can personally enter the classroom,questionnaire survey and interview,it is conducive to a more comprehensive perspective of the current situation of teacher-student interaction in junior middle school mathematics classroom;Finally,the improved Flanders interactive analysis system is mainly used as the research tool.Due to personal experience and other limitations,the video coding is highly subjective,which may have a certain impact on the research data.Meanwhile,the research tools can be more diversified to make the research results more rigorous. |
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