A Study On The Verbal Interaction Between Teachers And Students Of Life Mathematics In The Lower Grades Of Intellectual Education School Based On IFIAS

In 2022,the General Office of the State Council issued the "Notice on Forwarding the14 th Five-Year Plan of Action for the Development and Improvement of Special Education of the Ministry of Education and Other Departments",which clearly pointed out that the plan should be based on the overall improvement of education quality,further improvement of curriculum and teaching materials system,deepening of curriculum and teaching reform,and basic establishment of special education quality evaluation system.The standard to strive for.With the continuous reform and development of curriculum and teaching,the concept of student-centered education has gradually gained popularity,and special education teachers have gradually realized that returning the right of communication to students in the classroom teaching process is crucial to students’ active learning and ensuring teaching quality.Classroom teacher-student verbal interaction is the main way of communication between teachers and students,and is an important guarantee for the smooth and efficient implementation of teaching activities.Therefore,grasping the characteristics of classroom teacher-student verbal interaction and analyzing the problems of current teacher-student verbal interaction are helpful for front-line teachers to improve the quality of teaching.This study uses the improved Flanders Interaction Analysis System as the research tool,combined with the literature research method and classroom observation method,to analyze the teacher-student verbal interaction in the lower school life mathematics classroom from six dimensions,including the verbal structure of classroom teaching,to summarize the characteristics and problems of teacher-student verbal interaction in the lower school life mathematics classroom,and to provide reasonable suggestions for front-line teachers.Through the data analysis of the quality lessons of life mathematics,the conclusions of the study were: teachers dominate in teaching,with a single way of teacher-student interaction;teachers’ teaching styles mostly impose direct negative reinforcement;teachers’ and students’ emotional atmosphere is harmonious and democratic,with emphasis on students’ practice and consolidation of new knowledge;the proportion of teachers’ questions needs to be strengthened,and the structure of teachers’ and students’ classroom questions and answers is more innovative and inquisitive;Students’ speeches are mainly individual,and the awareness of collective discussion and active questioning is not enough;The use of information technology is not flexible enough.Combined with the above findings,the teaching suggestions put forward in this study are: reasonable control of the classroom,focusing on the main body of students;the art of language,to avoid classroom dullness;enhance emotional communication,to create a harmonious atmosphere;rich training methods,combined with life games;improve the type of questions,innovative question and answer mode;fully understand the students,to optimize student-student interaction.