Inland Tibetan Chemistry Classroom Verbal Interaction Between Teachers And Students Case Study

Our country holds a respectful and protective attitude towards the culture of ethnic minorities,and the state strongly advocates national solidarity and unity.The opening of Tibetan schools in mainland China gives Tibetan students more opportunities to study in the mainland,for students in Tibetan classes,there are certain difficulties in adapting to a second language class,Understanding the interaction between the students and students in Tibetan classes and helping them gain the knowledge and basic skills needed for further learning and development——these is imperative to adjust classroom teaching and make reasonable strategies to improve student performance.To observe and record chemistry classroom verbal interaction between teachers and students,this article through the literature method,Flanders interaction analysis system of record and calculation method,improved FIAS,forming a set of suitable for chemical in the inland Tibetan classes in classroom interaction analysis system(TCIAS).This article uses the listening method and along with the class,and the method of Observe the TCIAS record and record a scene video,the code table for the five class samples is recorded,Forming interactive behavior pairs,matrices and ratios,Finally,observed the interaction behavior of the analysis matrix,The distribution of statistical codes and the ratio of statistical codes are concluded: The interaction between teachers and students in the chemistry classroom of the Tibetan science class in the mainland is dominated by the teacher's direct language in the classroom structure,Teachers tend to be taught in a way that lacks emotional communication,There are too many classroom "white space" time for teacher design teaching,teachers design teaching have too much time classroom "stay white",students with less active speech,lack of openness and creativity of the questions in class,the closure issue makes students nervous,the students are under pressure and regardless of the answer is correct or fault to answer teacher's question.The teaching style of execution and tend to use the language style of direct make students' freedom of speak freely is suppressed.The main reasons for these are: firstly,there is a gap between the students' existing knowledge level and the teaching goals,the teacher as soon as possible in order to makeup for the gap and use more teaching behavior and teaching style of operating;Secondly,Tibetan students psychological reasons,they have a long-distance education,Self-esteem makes them more likely to be expressive,actively cooperating with the teacher's instructions and hoping to get the teacher's approval.So in this class.Teachers will be more conducivie to the progress of teaching by adopting a style of teaching style;thirdly,the question and answer interaction between students and students is too narrow,and teachers' questions tend to be one-on-one,and in such an interactive atmosphere other students are inhibited and the class atmosphere becomes nervous;fourthly,Tibetan students' language habits,When Tibetan students use Tibetan language to reexport chemical knowledge and concepts,there is a bias in understanding the concept of the concept that leads to the reput of knowledge,Impact them learning efficiency,will form the phenomenon in class that teacher ask answer,students answer the question,but they soon forget.For the above questions,This paper puts forward some suggestions for improving the interaction between teachers and students: The classroom structure is transformed by the teacher principal part to the student principal part,adjust silence and chaos for self-learning and The continual teaching is transformed into interactive and exciting lectures;improve the communication between teachers and students and actively strengthen students' initiative,the style of classroom teaching is transformed from executive to multi-style,break the norm and use a mix of legislative,judgmental and radical forms of teaching style.Teachers and students to question and answer from tension to three-way type,The proportion of open questions and closed questions is properly set,controling the number of problems,eliminating the tension that students get from frequent questions.To regulate the use of chemical concepts,to understand the concepts properly and to produce meaningful learning...