Interactive Junior Math Classroom Based Video Analysis Under

As the development of new course revolution, classroom interaction is of concern by more and more people. It isn’t just about imputing knowledge, it is more about providing the space of a kind of conversation that is between students and teachers. In class, students can express their points freely with their logics and imagination while teachers can dig into more about students’ thought. Thus, teachers can adjust class behavior and use relevant teaching method according to the teaching environment. When we go back into real class, we will find that classroom interaction have some unsatisfied facts. On the one hand, most of students are not willing to actively participate in class, mostly express their view according to teachers’questions and requirements. On the other hand, teachers are in charge of classroom interaction, some questions are pre-designed by teachers, they don’t adjust classroom teaching to different students, instead of a real interaction. Thus, it is necessary to study deep inside classroom interaction and find out more about the types and factors that influence classroom interaction.Most of the previous studies of classroom interaction using questionnaires and on-site observation-based, the conclusion is often subjective, is not conducive to the further analysis and application. TIMSS and LPS video analysis, video analysis method provides researchers with the opportunity to "observe classroom interaction occurs situation from a different angle, greatly expanding the researchers observed space. Video analysis generally must first select the appropriate object of study, followed by the to recording classroom video and text transcription, further study coding, Finally, to deal with and analysis the giving data.Video analysis can more objectively reflect the real condition of classroom interaction, and detailed analysis of the influence factors of classroom interaction, provide researchers with the chance to reflect on their own.This paper is divided into five chapters. The first chapter based on the trend of the new curriculum reform and domestic and international video study, combined with the realities of the classroom interaction, classroom interaction research background, research questions and research significance. The second chapter introduces the present situation of studies on classroom interaction at home and abroad, theoretical basis and the introduction of the classroom interaction from different aspects. The third chapter describes the research method and process of this paper, including the description of the video-Confirm key events-transcription-coding-statistical processing steps, and interactive way, interactive level interactive language, interactive skills, as well as answer type five different encoded aspects of classroom interaction. The fourth chapter is the core part of this article, mainly through video analysis of the data obtained were analyzed and the results and analysis of the situation of the two teachers in classroom interaction from five different angles, and make a comparative analysis. The fifth chapter is based on the results of previous studies, provides some suggestions to improve classroom interaction. In the last part, the results of the study as well as inadequacies are briefly described.The study showed that:1classroom interaction occupied41%of class while it maintain the main way of teaching.2Although classroom interaction is getting more and more important, yet the major is funnel interaction, focusing interaction should increase. Besides, the interaction involves more between teachers and students instead of students and students.3The level of it is usually between2and3, classroom interaction is led by teachers and needs improvement.4Teachers use statements and questions to perform interactivity while it lacks feedback and tips. What’s more, the single way of language use can’t meet the needs of interaction.5In classroom,teachers usually use explaining and questioning for the whole class while personal question and guiding method is of rarely used. Usually students will give out personal ideas and teachers mainly evaluate the answers by repeating and completing. However, teachers rarely encourage other students to give their personal ideas about the answers.