A Quantitative Research On The Language Interaction Behavior Between Teachers And Students In The Chemistry Classroom Based On Quality Lessons

With the promotion of a new round of curriculum reform, the study of teaching activities has become a hot topic at home and abroad. The classroom teaching is a kind of education activities, which with teachers and students as the main body of dialogue, with words as the main way of communication, with the people’s free development as the final orientation in the situation of classroom.80% of teaching behavior belongs to the language behavior in the classroom, people achieve the classroom interaction between teachers and students through the verbal interaction, language behavior in largely determine the effectiveness of the whole lesson. Therefore, to study the classroom teaching activities, it is necessary to study the language behavior of teachers and students in the classroom. The chemical concept of new curriculum reform can be successfully implemented or not in the chemical basic education, the improvement and optimization of the interaction between teachers and students in chemistry classroom is particularly important.The research object of this thesis is selected from the new teaching video lessons of Guangxi District chemical quality class competition in recent years, a total of 16 cases. These video cases have a strong representation and research value. By watching these videos of excellent courses, using the Flanders interaction analysis system and Student-Teacher analysis method to make a quantitative analysis on the language interaction between teachers and students in chemistry class, reveal the characteristics of classroom language structure, classroom atmosphere, teaching style, teaching mode and students’ Autonomy. Look for the similarities and differences, sum up the rules of the law, and form a valuable conclusion. The research results are used to guide the teaching of chemistry, to provide guidance for teachers’ professional development in the context of the new curriculum reform, put forward new requirements to the language interactive behavior performance of teachers and students in the classroom teaching of Chemistry.This thesis is mainly to study the language interaction behavior between teachers and students in the chemistry classroom, and to make a quantitative analysis. The main body of this thesis is divided into five chapters:The first chapter introduces the research background, research purpose, research methods and so on, the collating and analyzing about the relevant literature of language studies, the summarizing about the domestic and foreign research status of the language behavior in chemistry classroom.The second chapter mainly elaborates the related concepts of the language interaction behavior between teachers and students in the chemistry classroom. And analyzes the theoretical basis of this paper:This paper expounds the philosophy of dialogue and sort out the speech act theory.The third chapter focuses on the analysis method of video case quantification research. This paper mainly uses the Flanders interaction analysis method and Student-Teacher analysis method, combine with the comparative study method to expand the research of the chemistry classroom.In the fourth chapter, the quantitative results of statistical analysis are obtained. Include a case study on the language interaction behavior between teachers and students in the chemistry classroom, sort out the characteristics of classroom structure, teaching mode and so on; The comparative analysis of the language behavior of novice teachers and experienced teachers; The comparative study on the heterogeneous cases of the same class of different teachers from different schools, look for the similarities and differences between them.Finally, according to the statistical results of the fourth chapter, the corresponding conclusions are formed and some thoughts and suggestions for the chemistry teacher training, the chemistry teaching design and the future research are also put forward.Through the relevant data analysis, this paper gets the following three conclusions:1. Through the study, we find that the characteristics of the language structure of the new teaching lessons of chemistry class in excellent video cases are present:The teacher’s language ratio is lower than the norm, teacher’s language behavior is the main teaching behavior in classroom, teacher led classroom; The student language ratio is higher than the norm, students’ speaking time in class is increasing and students’subjectivity is obvious; The class silence rate is controlled at a very low level; The ratio of the teacher’s classroom questioning is higher than the norm, the teacher uses the question type teaching; Teachers and students interact frequently, the emotional atmosphere of teachers and students is harmonious, the communication between teachers and students is harmonious, there is no gap between them; Teachers tend to have positive indirect effects on students, teaching mode belongs to "mixed type".2. From the perspective of the difference in teaching age, there are obvious similarities and differences of the language interaction behavior between novice teachers and experienced teachers in classroom teaching. In the same place, the classroom teaching mode belongs to the "mixed type" in all of samples, which is in line with the requirements of the new curriculum standard of modern chemistry. The difference lies in:the experience type teacher’s classroom language structure is better than the novice teacher’s; The novice teachers tend to use direct teaching style, while the experienced teachers are better at using the indirect teaching style or the direct/indirect teaching style. However, in the classroom of novice teachers and experienced teachers, the students’spontaneous rates are generally lower than those of the norm, except for a few cases, Thus it can be seen that improving students’classroom spontaneity, promoting students’free development, is still the important goal in the pursuit of chemistry teaching, and is the direction of the modern chemistry classroom.3. From the difference of teaching content, in different chemical heterogeneous classes about declarative knowledge, there are also obvious differences between teachers and students in classroom language interaction behavior.Based on the relevant data, the study suggests that in the classroom teaching of basic concept knowledge, the teacher’s language time is effectively controlled and the students’ speaking time in class is increasing, but the students’ spontaneity is not high, and teachers tend to use direct teaching style. Even in the lessons which the classroom language structure is good and the student language rate is very high.The number of students who take the initiative to open the dialogue and express their views is still not much, and students lack of autonomous construction in the concept of learning. In the teaching of the basic principles of chemistry and he teaching of chemical factual knowledge, the teachers use the block type teaching method, the structure of classroom language is better, teachers use a direct/indirect teaching style. They use positive and indirect language to influence students and stimulate their learning enthusiasm. Students actively construct their own cognitive structure in group inquiry, the cooperative learning between students and students, the discussion and communication between teachers and students.Based on the three conclusions of this paper, the author puts forward the following research thinking:1. In the future of chemistry teacher training, the author believes that it should be carried out from the implementation of the concept of teacher education, the transformation of the role of teachers and the optimization of classroom language behavior of teachers2. For declarative knowledge of chemistry teaching design, the author thinks that should adopt the teaching design of the plate more in line with the needs of the development of students. It can promote the student individuality development, enhances the student’s enthusiasm, the creativity and the initiative by adopting the block type teaching mode to carry out the teaching, and the grouping inquiry form to carry on the cooperative study.3. Based on the limitations of FIAS interaction analysis system and S-T analysis method, the author believes that in the future study of chemistry class, the comprehensive analysis and comprehensive evaluation of classroom teaching should be combined with other methods. In the classroom, we must have rational analysis, but also have the perceptual knowledge, so as to make the research more perfect and realize the optimization of teaching.