Research On The Change Of Interactive Characteristics Of Junior High School Mathematics Classroom In The Past 20 Years Of Curriculum Reform

At the turn of the century,the curriculum reform of basic education has been developing all over the world.How to implement the curriculum is the focus and goal of the curriculum reform.Curriculum implementation depends on classroom teaching activities,and the essence of efficient classroom teaching activities is good interaction between teachers and students.The PISA assessment framework and GTI video analysis framework released by the Organization for Economic Co-operation and Development(OECD)all reflect the emphasis on the elements of "interaction" and "exchange",and various curriculum reform documents at home and abroad also advocate the active interactive teaching process.Effective classroom interaction can promote the development of students’ social communication ability and the play of students’ subjectivity.However,there are still some defects in our mathematics classroom interaction,such as serious formalization and separation of practice and theory.It is necessary to examine the reality of mathematics classroom and sum up the experience and deficiency in the reform process to improve the status quo of classroom interaction.Based on the above research background,this study takes the curriculum reform of basic education of China as the starting point,selects 18 high-quality class video of junior high school mathematics from three stages before 2011,2011-2016 and2017-2022 as the research object,and adopts the method of combining qualitative and quantitative analysis.The improved Flanders Interactive Analysis System(i FIAS)is used to analyze the changes in the interactive characteristics of junior middle school mathematics classroom in the past 20 years,including the structure of classroom interaction,teachers’ speaking tendency,students’ speaking behavior,classroom emotional atmosphere and other interactive characteristics,and the following research questions are put forward:(1)Explore the changing characteristics of middle school mathematics classroom interaction in the past 20 years;(2)Put forward teaching suggestions based on the reality of middle school mathematics classroom interaction at present.Through the analysis and discussion of the research results,this study finds that the interactive behavior of Chinese junior middle school mathematics classroom has the following characteristics during the 20 years of curriculum reform:(1)the discourse between teachers and students tends to be balanced,but does not highlight the student subjectivity;(2)There is a significant increase in teachers’ questions,but there is a lack of open interaction;(3)Focus on "teacher-class interaction" and lack of "teacher-individual interaction";(4)Gradually emphasize the "interaction between students and students",but reduce the independent learning time;(5)Harmonious classroom interaction atmosphere,but lack of emotional interaction;(6)The technology is gradually used rationally,but deep integration is not realized.From the research conclusion,the middle school mathematics classroom has gradually shown some positive changes in response to the requirements of the times since the curriculum reform two decades ago,but there are still some deficiencies.Finally,based on these obvious deficiencies in junior middle school mathematics classes at the present stage,combined with the new requirements,this study puts forward corresponding teaching suggestions:(1)Guide students to actively participate in class based on the cultivation of core literacy;(2)Optimize the quality and type of mathematical problems to achieve high cognitive interaction;(3)Based on the educational reality in our country,balance "teacher-class interaction" and "teacher-individual interaction";(4)Achieve a combination of static and dynamic classroom interaction,giving students the space to learn independently;(5)Strengthen the interaction of "educating people with affection" and create a supportive classroom atmosphere;(6)In-depth exploration of interactive forms of information technology to promote the deep integration with mathematics classroomBased on the analysis of the video of junior high school mathematics classroom in the past 20 years of curriculum reform,this study applies the combination of quantitative and qualitative methods to the interactive research of mathematics classroom from the perspective of longitudinal research.In terms of practice,it can put forward teaching suggestions for mathematics teachers to effectively organize classroom interaction,and at the same time trigger mathematics teachers to reflect on their own interactive behavior.