Optimization Of Interactive Behavior On Teaching And Learning Of Geography Class In The Middle School

Optimization of interactive behavior on teaching and learning of geography classis a hot topic in education research, that helps to improve the effectiveness ofclassroom teaching.Use of Flanders Interaction Analysis System, S-T analysis, multi-factor scoringmethod and fuzzy mathematics evaluation, analysis of15cases of Hui Cheng middleschool in Pan Long district. Through analysis we know: the average percentage ofteachers’ language, the average proportion of students’ language and classroomsilence rates is respectively53%,33%and14%; the ratio teacher ‘questions is21%;the proportion of indirect and direct impact is100.07%, the ratio of positive andnegative impact is144%; most class is interactive teaching mode, the average scoreis over80points, most of fuzzy grade is "very good" and "good". So that:(1) theratio of teacher’language is a major part.(2)teacher-student relationship is harmonious,class atmosphere is active.(3)a higher proportion of teacher’questions help improvestudents’ learning efficiency.(4) teaching style is positive and stable.(5) most class isinteractive teaching mode, The teaching effect is good.We conclude: The effect of geography class of Hui Cheng middle school in PanLong district is good, most class is interactive teaching mode, teachers pay attentionto communication between teachers and students, hope to have positive impact onstudent learning by regulating their own behavior.In order to optimize the behavior of interactive teaching teachers and studentsfrom the classroom, we can:(1) improve the management capacity of teachers so thatclassroom is in the control of teachers.(2) optimize instructional design, make theteaching process more colorful.(3) improve the quality of teachers.(4)makecommunicate harmonious, and achieve democratic consultation.(5) pay attention tostudents, strengthen teachers‘emotional investment and attention.