Research On The Effectiveness Of Teacherstudent Interaction In Junior High School History Classroom

The "Compulsory Education History Curriculum Standards"(2022 Edition)clearly requires teachers to adopt a variety of teaching methods,pay attention to teacher-student interaction,guide students to actively participate in classroom discussions and inquiries,and improve students’ thinking ability and creativity.The teacher-student interaction in the classroom is an important part of teaching activities,and analyzing the interaction process between students and teachers can help improve the quality of classroom teaching.At the same time,history education is an important way to promote the inheritance and development of historical culture.By studying the effectiveness of teacher-student interaction in junior high school history classrooms,students’ knowledge and understanding of historical culture can be deepened,students’ interest and participation in learning can be stimulated,and students’ interest in learning can be stimulated.The development of thinking ability and creativity,and the comprehensive quality of students.At the same time,with the help of NVivo11 analysis software,the teacher-student interaction in the Chongqing junior high school history competition class is studied,and the combination of qualitative research and quantitative research is conducive to enriching research methods.Finally,the research on teacher-student interaction behavior in the classroom summarizes the characteristics of the effectiveness of teacher-student interaction in junior high school history competition classes,and provides suggestions for front-line junior high school history teachers to improve the effectiveness of classroom teacher-student interaction,which will help improve the teaching level of young history teachers and improve Teaching effectiveness.First,read the literature,complete the literature review on competition courses,classroom teacher-student interaction and classroom effective teaching,and determine the research questions and ideas of this paper.Secondly,it explains the concepts and combs the theoretical basis of teacher-student interaction behavior and classroom effective teaching,and elaborates the relationship between classroom effective teaching and teacher-student interaction.Thirdly,combined with the analysis system of Flanders interaction by Chinese scholars,an analytical framework for the effectiveness of teacher-student interaction in the classroom—three dimensions,ten indicators,and twentythree elements—is constructed.Thirdly,select the videos of five lessons from the 2022 Chongqing Junior High Quality History Lesson Contest.According to the analysis framework,use the NVivo11 analysis software to conduct qualitative and quantitative analysis of the teacher-student interaction,and summarize the effectiveness characteristics,and propose feasibility suggestion.The research results show that: 1.Teacher-student interaction behaviors in junior high school history classrooms are mainly dominated by teacher-led speech and behavior,followed by student-led speech and deeds,and there is almost no silence phenomenon.Among them,the longest teacher-led behavior is questioning,and it is mainly concentrated in the first half of the class,student-led behaviors are mainly concentrated in the second half of the class;2.The overall frequency of teacher-led words and deeds,from more to less,involves questioning,explanation,positive reinforcement,presentation,negative reinforcement,and guidance.Teacher-led words and deeds are diverse;3.Student goals The overall frequency of orientation behaviors is the order of students’ passive response,participation,and students’ active response;4.Among the five teachers,teacher A has the most coding frequency,while teacher E has the least.The average frequency of teacher-student classroom interaction is about145 times.Through the overall analysis of the coding density table and the specific coding node table,it can be preliminarily concluded that the effective teacher-student interaction in the junior high school history classroom has the following characteristics: 1.The teacher-student interaction behavior in the history classroom is affected by the style of the instructor and the teaching content;2.The teacher Dominant words and deeds and student-led words and deeds appear alternately;3.Classroom discipline is maintained well,and the atmosphere of positive interaction between teachers and students is good.Finally,from the perspective of improving the effectiveness of teacher-student interaction in junior high school history classrooms,according to the analysis of the results of the ten indicators and twenty-three elements,we provide suggestions for front-line junior high school history teachers to effectively promote classroom teacher-student interaction,as follows: Problems need to be strengthened in teaching design Polishing the chain,paying attention to the design and organization of subject inquiry activities,paying attention to giving students positive reinforcement feedback in a timely manner,writing auspicious manuscripts to standardize the speaking language,establishing a personal database to help classroom teaching choose various forms of historical materials,and strengthening students’ learning method guidance.This study believes that the effectiveness characteristics and effectiveness suggestions of teacher-student interaction in junior high school history classrooms can inspire teachers to reflect on their own advantages and disadvantages of classroom interaction,and can effectively promote classroom teachers’ learning by continuously optimizing classroom management methods in their own educational practice.Live interaction.