The Research On Verbal Interaction Between Teachers And Students Of High-quality Geographic Classroom In Secondary School

High-quality geography classes mean efficient classroom,which as an important construction indicator of classroom teaching reform and educational quality assessment in secondary school.Based on Flanders Interaction Analysis Systems and Information-technology Based Interaction Analysis System,a new research tool named Improved Interaction Analysis System have been designed for High-quality geography classes.This text can be described as combines case analysis with overall research. According to the new definition in the Improved Interaction Analysis System,teacher-student interaction in geographic classroom were observed,coded,count and analyzed.Then the paper summed up the verbal interaction characteristics between teachers and students of high-quality geographic classroom in current secondary school.It also found out some existing problems and put forward corresponding strategies.In order to improve the reference value and the whole level of construction quality about high-quality geography classes,this paper designed to help geography teachers reflect on their own teaching behavior.At the same time, it intended to promote educational experts to review what a high-quality geography class should be really good one.The first part mainly introduced the background,significance and the current researching situation of this article.The second part discussed the theoretical foundation and research methods of high-quality geography classes.The third part is comprehensive cases study.Observing and counting 14 kinds of verbal behavior between teachers and students of 14 cases with the improved interaction analysis system.Through four aspects like grades,teachers’ gender,region and geographic module to revealed the current situation,characteristics,differences and similarities of verbal interaction between teachers and students from different angles.The fourth part is case research.It focused on a high-quality geographic classroom,and divided the teaching process into leading-in, teaching-explanation and conclusion stages specifically.Teacher-student verbal interaction in this case was further analyzed by ratio,curve and matrix methods.The fifth part is results and discussion.It made use of the observed data and obtained results in front chapters, summed up the teacher-student verbal interaction characteristics of high-quality geography classes in secondary school.Moreover,some existing problems and referenced strategies were raised.The sixth part is the conclusion of this paper, which summarized the main achievements, pointed out the limitation of this study and put forward prospect for future research on this topic.The research found some features about teacher-student verbal interaction of high-quality geography classes in secondary school.For example,considering emotion and atmosphere,geography teachers can fully understood and accepted their students so that built a harmony and democratic classroom for their verbal interaction.In terms of constitution of speech, teachers’ speech were guided in the classroom,their explanation was the main teaching methods.About question and speak speech, teachers questioned and pupils replied passive mostly.Less students questioned initiative,which result them accepted more than discovered.Besides,teachers and students paid more attention to the positive role of the media and experiment in high-quality geography classroom.Some characteristics explained the ideas of new curriculum reform to some extentOf course,there were many problems about teacher-student verbal interaction like monotonous interaction object, limited thinking time,teachers ruled classes and students lack of critical spirit.Based on above issues, this paper proposed the corresponding strategies for reference.