A Study Of Teacher-student Interaction In The Physics Teaching Of Senior Middle School

Teacher-student interaction refers to the process of interaction between teachers and students in the process of education and teaching.Good teacher-student interaction is an important factor for the success of teachers’ teaching,and also a catalyst for the all-round development of students.In the new curriculum reform,it is clearly required to reform the way of teacher-student interaction in class,pay attention to students’ dominant position in class,and improve students’ initiative and enthusiasm to participate in classroom teaching.The purpose of this paper is to apply Flanders interactive analysis system(FIAS)to conduct quantitative analysis on the teacher-student interaction behavior in physics classes of senior middle school,and conduct qualitative research by adding interview and other methods,so as to provide corresponding support for the teacher-student interaction research and provide reference for the development of in-service physics teachers and pre-service physics teachers of senior middle school.Firstly,this paper summarizes the research status of the interaction between teachers and students in physics classes of senior middle school,and the original FIAS coding is modified based on the characteristics of physics and the needs of this research.Secondly,eight physics quality lesson video of senior high school in Shandong province was selected as the research objects.According to the matrix formed from the improved version FIAS,it analyzed five aspects including the classroom language structure,ratio of speech and silence or confusion between teachers and students,experiment contents,teachers’ speech tendency and classroom emotion atmosphere,and it studies the influence of teachers’ gender on interaction between teachers and students.In order to analyze the interaction situation in detail,the course Lenz’s law was selected to conduct a detailed study from both qualitative and quantitative aspects.Finally,in order to further understand physics teachers’ understanding of teacher-student interaction in class,three teachers was interviewed in three dimensions: teacher’s classroom behavior,student’s classroom initiative and classroom atmosphere.This results show that the classroom speech structure is dominated by teachers’ language,among which teachers teach and ask questions in a high rate,and teachers’ evaluation language is relatively simple,which indicates that teachers attach importance to timely feedback on students’ learning,however,the incentive and diagnostic functions of evaluation need to be improved.In the student’ language,students mainly raise their hands to answer questions actively,indicating that students are active to participate in classroom interaction.Teachers pay attention to the important role of experiments in physics teaching.Teachers design students’ experiments in class and give students the opportunity to carry out practical experiments.Teachers’ speech tendency is mainly based on direct influence and positive reinforcement,which indicates that teachers mainly regulate students’ behaviors in a direct way and a positive reinforcement way.Classroom atmosphere is serious,indicating that the teacher’s control of classroom atmosphere needs to be improved.The gender of teachers has little difference in the overall interaction between teachers and students,but female teachers pay more attention to asking questions and guiding students to take the initiative to answer questions,and male teachers pay more attention to the teaching of classroom experiments and the guidance of students’ experimental operations.