A Study Of Teacher-student Verbal Interaction In The Classroom Based On IFIAS

Improving the quality of education is the focus of education work nowadays,and the classroom is the main place to carry out educational activities,and the quality of classroom is related to the quality of education.Teacher-student verbal interaction is an important way to promote the effectiveness of classroom teaching,improve teaching efficiency and improve the relationship between teachers and students.The quality class coalesces the teaching wisdom of front-line teachers and reflects advanced classroom teaching concepts and methods.Exploring the teacher-student verbal interaction in the quality class is of great significance to enhance teaching quality and improve teacher-student relationship.Basic education is the cornerstone for achieving good development in education,and middle school language is an important part of the basic education curriculum.In order to understand the current situation of teacher-student verbal interaction in middle school language quality classrooms and find out the strengths and weaknesses,20 provincial and municipal quality middle school language reading lessons from Tibet2017-2019 in the "One Teacher,One Excellent Lesson,One Famous Teacher" were selected as samples for the study,and the classroom observation method was applied to improve the language subject.Flanders Interaction Analysis System(iFIAS)as a tool,combined with classroom recordings and lesson plans,to analyze and study the teacher-student verbal interactions in middle school language reading quality lessons.The results showed that,macroscopically,the teacher’s lecturing behavior was the most frequent of all verbal interaction behaviors in the classroom.Microscopically,(1)in terms of classroom interaction structure,the ratios of teacher speech and student speech were lower than the norm;teachers gave students full opportunities to express themselves,and students occupied the main position of classroom speech;teachers used technology reasonably in the classroom,and students did not use technology enough;the medium of teacher-student interaction was flexible and varied;and classroom silence was reasonable and effective.(2)In terms of teacher-student emotional climate,the emotional relationship is positive and harmonious.(3)The teacher’s tendency to control,the teacher tends to directly control the classroom and exert negative influence on the students.(4)In terms of teacher-student interaction,the teacher asked more closed questions,but the proportion of open questions was low,and the classroom was dominated by controlled questions.(5)In terms of student speech,students mostly respond actively,and active questioning behavior is missing;peer discussion behavior exists,but the quality of student-student interaction varies;and reading aloud behavior is present throughout the teaching.The reasons that affect the teacher-student verbal interaction in language quality reading classes may lie in:(1)the influence of quality class activities themselves;(2)the professional competence of teachers;and(3)the strength of students’ sense of autonomy.Based on the above findings,the following four optimization suggestions are proposed for Tibetan front-line teachers to better achieve good teacher-student verbal interaction:(1)improve teachers’ questioning strategies and grasp reading questioning skills;(2)optimize teachers’ feedback evaluation language to improve the accuracy and effectiveness of evaluation;(3)guide students to take the initiative to express themselves and cultivate the spirit of questioning;(4)accurately position group cooperation to improve the quality of student-student interaction.