Research On Interactive Teaching Situation Junior High School Mathematics Classroom

New teaching philosophy emphasizes that teacher plays the role of learning organizer, guide or collaborator, while classroom teaching should reflect the subjectivity of students. Classroom interaction not only highlights the dominant role of the students, but also facilitates students’ comprehensive development; improves their scientific literacy, humanities, thinking as well as practical ability. Influenced by the traditional teaching mode in mathematics classroom, teachers keep instilling knowledge to students who act as the receiver in the teaching and learning process. In that case, there is a lack of vitality in the classroom, and many problems will be found in the classroom interaction. Based on the mathematics teaching practice in junior high school, this paper investigated the current situation of middle school mathematics classroom interaction and the following problems are found. Firstly, lack of sufficient chances for interaction; secondly, students’ unequal opportunity for interaction; thirdly, single form for interaction; fourthly, students’ low enthusiasm in interaction; fifthly, students’ fuzzy consciousness in interaction; lastly, too much attention has been paid to the interaction form. What’s more, students, teachers as well as the teaching environment are the main factors that affect the implementation of classroom interaction. Finally, through specific case studies, appropriate interactive teaching strategies will be proposed.After the investigation and analysis, I also draw the following conclusions: interactive classroom teaching has both merits and shortcomings. Interaction can promote classroom teaching to some extent, but not all the teaching contents are suitable for implementation through interaction. In addition, classroom interaction is affected by various factors, not all the classroom interaction leads to the high efficient classroom.The first part is the introduction, which defines the background, significance and theoretical study of the related concepts; the second part is the characteristics, types and principles of interactive teaching mode; the third part is the investigation and analysis; the fourth part is the case analysis; the fifth part presents interactive teaching strategies; and the last part is the conclusion.