The Interactive Analysis And Strategy Research Of Geography Classroom Teaching For Quality And Novice Class Based On The Improved Flanders Interaction Analysis System

Classroom teacher-student teaching interaction is widely concerned with the deepening of the new curriculum reform research.The quality of teacher-student interaction determines the quality of teaching to some extent,and then affects the development of students’ physical and mental health,the improvement of teachers’ professional quality and the play of their educational potential.The study of teacher-student interaction in middle school geography class is helpful for teachers to find the problems in their own teaching,change their teaching concepts and methods,further improve their own teaching interaction behavior,guide students to learn actively,and thus improve the teaching quality.Based on this,this paper combines the subject characteristics and research needs of high school geography class,and on the basis of Flanders interactive coding system,the coding is detailed one by one,and added and optimized according to the actual situation of geography classroom teaching,so that the system is more in line with the research of this paper.Six high school geography classes of high quality and six novice class videos are selected as the research objects,Nvivo qualitative analysis software is used to code the classroom teaching interaction behavior,and the classroom teaching interaction of two classes is compared and analyzed from the two aspects of geography classroom teaching interaction ratio and matrix,so as to understand the characteristics and existing problems of high school geography classroom teaching interaction.Put forward the strategies to improve the classroom interaction effect.The results are as follows:(1)We found that the optimized coding system is more in line with the actual evaluation of classroom teaching activities.By optimizing the Flanders interactive analysis system,this paper refines the coding and coding criteria of the Flanders system to improve the feasibility of quantifying classroom interactive behavior.Through case verification,it is found that the optimized Flanders interactive coding system can meet the research requirements of this paper.(2)We found that the novice teachers’ speech behavior is dominant,the novice teachers’ questioning methods involve uneven,the quality teachers’ questioning methods are diversified,and the time proportion of silent or chaotic behavior of the two classes is uneven.In terms of teacher speech behavior,the mean value of novice class is 18.24% higher than that of quality class.In terms of students’ speech behavior,the mean value of novice courses was 12.76% lower than that of high-quality courses.In terms of questioning methods,all six kinds of questioning methods are involved in high-quality courses and distributed evenly.In novice courses,analytical questioning and application questioning always account for a large proportion.In terms of time allocation of silent or chaotic behavior in class cases,among the 12 class cases,only 1 video class case(B1)has a ratio of silent or chaotic behavior in the range of 11-12%,75% of the class cases are below the normal modulus value,and the rest are above the normal modulus value.(3)We found that both novice class and quality class lack the interaction between students and technology,and teachers tend to positive reinforcement in order to directly influence the style.Among them,only 3 classes showed interaction between students and technology,accounting for only 25%.In terms of teacher style,the ratio of indirect influence to direct influence of novice class and quality class is lower than 1.The ratio of positive reinforcement to negative reinforcement was more than 1 in 83.33%.(4)This paper puts forward the optimization strategy to improve the interactive quality of high school geography teaching: increasing the types of indirect speech,highlighting the status of indirect speech;reduce the proportion of teachers teaching,weakening the direct impact of teachers.increase the number of students speaking,highlighting the dominant position of students;increase the interaction between students and skills and improve the quality of students’ observation.Increase the ability to control the classroom,maintain classroom rhythm discipline;prepare appropriate problems in advance and allocate the proportion time reasonably.