A Comparative Study Of Teacher-student Interaction In Senior High School Biology Based On IFIAS

With the deepening of educational curriculum reform in our country,it is an urgent need to improve teachers’ teaching ability and promote teachers’ professional development.The classroom is the main position of teacher education and teaching,where there are frequent teacher-student interaction,in which teacher-student interaction is the most important interactive content.The quality of language interaction is also an important reflection of the quality of teacher teaching.Comparing the characteristics of classroom speech interaction between novice biology teachers and expert teachers in senior high school will not only help to improve the quality of classroom speech interaction,but also help novice biology teachers to grow into expert teachers quickly.This study used the modified Flanders Interactive Analysis System(IFIAS)as a research tool to record classroom observations and coding of six novice and six expert teachers,quantitative research on the data of coding table matrix analysis and ratio analysis,and qualitative research methods of classroom record and after-class interview,to compare the differences between novice teachers and expert teachers in classroom speech structure,emotional atmosphere between teachers and students,teachers’ teaching speech tendency,teachers’ questioning tendency,and teachers’ and students’ interactive innovation degree,in order to improve the present situation of teacher-student interaction in senior high school,some suggestions are put forward based on the experience of expert teachers.The results show that there are some differences between novice biology teachers and expert biology teachers in classroom language interaction,which include:(1)Teacher-student communication is estranged,emotional atmosphere is flat,in the“Answer”link of the lack of positive feedback,feedback language is too single,and feedback is not timely or even not feedback,the emotional atmosphere of teachers and students is strong in expert teachers’ class(2)Novice teachers have a higher voice,students are more passive in the classroom,almost no time to take the initiative to express their own views and ideas,so the classroom participation is insufficient,students do not get a good reflection of the status of the main body,expert teachers are more likely to return classes to students in the classroom.(3)Novice teachers are more likely to use instruction,criticism and other negative reinforcement to force students to obey,in teaching knowledge is more likely to use direct explanation of the way,expert teachers are more likely to use indirect ways of influencing students.(4)Novice teachers ask questions such as “Yes” and “No” are too many closed questions,and the novice teacher classroom speech interaction or the traditional “Question and answer pattern” that is “Teacher asks a question-student answers-teacher does not have the feedback”,the Creative Inquiry and answer model is the main mode of expert teachers’ classroom speech interaction.In order to promote the professional development of high school biology novice teachers and make a faster transition to the direction of expert teachers,the following suggestions are put forward in this study:(1)suggestions on the training of novice biology teachers;First of all,teachers’ colleges should pay attention to the training of the students’ theoretical knowledge and enrich the educational practice mode,second,pay attention to the training of the novice teachers after entering the job,and encourage the novice teachers to carry out more teaching observation of the expert teachers,to set up a teacher-apprentice system characterized by “One-to-one,pair-wise” between expert teachers and novice teachers.(2)suggestions on novice teachers’ classroom speech,enrich feedback language,and ensure a harmonious emotional atmosphere between teachers and students,optimize the structure of classroom speech,attach importance to students’ status as the main body,increase the frequency of open questions,and enrich the interactive model of classroom questions and answers.I hope the above suggestions can help biology teachers and high school biology novice teachers who are going to work to improve the quality of classroom language.