Research On The Interaction Between Teachers And Students In Information-Based Classroom Teaching Of High School English

For exploring the informational environment of interactive classroom teaching,classroom teaching model and teaching effect, the author selected information-based classroom as the research object, Analysis the interaction in classroom teaching, speech interactive features, the structure of the teaching mode, teaching, teacher's style, the emotion between teachers and students, teacher questions, students of the role of the media in response to words, technology effect, teaching interaction model, the teaching effect and influencing factors from several aspects, refining teaching interactive features, interaction, teaching mode from it, to improve the quality of normal classroom interaction and teaching effect to provide reference.This research adopts the adaptation model iFIAS Flanders interaction analysis system with content analysis method combined with quantitative-qualitative research methods to analyze the information of classroom interaction, the famous at home and abroad QTI questionnaire combined with Leary classroom interaction model, and using questionnaire and interview to assist teachers and students. Research paper includes the following sections:The first part:the classroom interaction between teachers and students of literature review. Adopt scientific metrology Citespace software and Bicomb bibliographic quantitative statistical analysis system of combining the visualization method, writing classroom interaction between teachers and students, mainly including the interaction between domestic and foreign typical types, interactive model, influence factors, typical measurement tools and analytical methods; Which focuses on the Flemish (FIAS) research evolution and present situation.The second part:Research process. This part base on constructivism learning theory, theories of information teaching environment and improved type Flanders interaction analysis system, To explore the interactive mode, teaching mode and other verbal behavior in the information class, and the factors that affect the interaction between teachers and students. Every 3 seconds, Recording related interaction to excel in the observation volume table, the analysis iFIAS tools and interactive matrix analysis method, ratio analysis method, the original data analysis method and frequency analysis method combined to analyze the 2015 Yulin, Guilin City high school English quality competition course, Guangxi high school English class quality and normal classroom, combined with questionnaire survey and interview to study the character of teaching interaction. Its main stage is:1. Firstly, using the improved Flanders interaction analysis system (iFIAS) as the main analytical tool of classroom interaction; then combine the Leary interaction with teacher-student interaction questionnaire (QTI) as a measure tool for the interactive classroom teaching model; then design and prepare the classroom teaching interactive behavior questionnaire, from the teaching effect of "level and influence" overall grasp the factors of classroom interaction between teachers and students,194 students in two high schools in Guangxi district were measured before and after the item analysis: exploratory factor analysis and correlation analysis found that classroom teaching interactive behavior scale has good reliability and validity, so as to form the formal questionnaire. Considering from students'preferences, learning motivation and self-confidence, self perception, classroom teaching and learning, interaction, influence factors, classroom teaching expectations, preparation of the "high school students English learning and classroom teaching situation investigation questionnaire"; finally, consider the interaction between teachers and students, the use of information technology classroom to work out the interview outlines.2. From Yulin, Guilin Regional Competition Area, Guangxi Total area and the normal classroom selects a class on the basis of the original encoding and matrix, combining with the teaching content of each class for the analysis of the classroom interaction between teachers and students, speech characteristics; statistics of its each kind ratio of encoding behavior, analysis case study, Comparative analysis of two division and comparison of the 20 class system from the teaching mode, teachers' classroom structure, style and tendency, emotion, teachers and students to ask questions, the students initiative to talk and response, effect of the media technology 8 aspects, inquiry information classroom teaching mode, classroom structure, teacher style tendency, emotion, teacher questioning and the students'initiative to talk and response, the role of the media technology have any similarities and differences.3. Combining the domestic and international famous QTI teachers and students interaction questionnaire and the Leary interaction model, sum up the teacher interaction model and the interactive model of Nanning. Table QTI to make descriptive statistical analysis by SPSS20.0 statistical software, summed up the characteristics of conventional classroom teaching model, and construct the "student interaction model" shifanxinggaozhong; descriptive analysis, correlation and partial correlation analysis, regression analysis of classroom teaching interaction behavior scales using SPSS20.0 statistical software, explore the between the correlation and causal relationship; through the "high school students English learning and classroom teaching situation questionnaire of students' preferences, learning motivation and self-confidence, self perception, classroom teaching and learning, interaction, classroom teaching factors, expectations of the various dimensions of the situation; finally, through the interview with teachers and students in-depth understanding of teachers and students related to the interaction between teachers and students, classroom teaching under the environment of information technology usage etc.The third part:conclusion. Combining with the variety of quantitative and qualitative research methods, the following conclusions:1. Analysis information environment in three different carrier class exist reasonable structure of classroom teaching, teachers'speech actively, students active response ratios of high, media technology using appropriate and active teaching atmosphere of common characteristics; analysis of the Guangxi Zhuang Autonomous Region and outside teaching mode, teaching structure, style and the tendency of teachers, teachers questions open sex ratio, the ratio of students language, group discussion procedures, classroom teaching atmosphere, teachers teaching time is not the same.2. The analysis were performed to determine the characteristics of the language of information environment in different carriers interactive teaching; analysis of exist in the classroom teaching of "Teacher-individual, Teacher-class, Teacher-group, students-students" interaction, demonstration classroom typical highlights group between student student interaction in collaborative learning in teachers and students interaction focuses on the question-answer-"way to start3. Analysis of clues hidden information technology in teaching process, construct in the normal classroom teaching of "demonstration lesson of general teaching model"; according to the data of Leary and QTI inferred from "Guangxi demonstration zone of high school student interaction model"; analysis of the teachers and students interaction, teaching effect and interaction of factors based on the questionnaire and interview data, constructs the model of the relations between teaching effect and the factors and the teaching effect of the causal path model"4. By way of interactive teaching in Teachers' speech highlights, lack of normal class students, classroom questioning less evaluation and summary of the single shortcoming in the classroom, put forward the "changing teachers' teaching ideas; the integration of a variety of teaching mode; into the inter subjectivity relationship between teachers and students under the deepening of teachers and students; enhance interaction diversification; increase cooperative links, promote community collaborative learning; encourage students to ask questions; give full play to the role of media information technology in classroom teaching; design teaching plan, with the realization of a variety of evaluation methods; advocate and summarize the proposal.The fourth part:Research prospects.Summarize the shortcomings in the research, put forward the plan for further research.