Research On Teacher-student Interaction In High School Mathematics Classroom

Classroom teaching is essentially the process of teacher-student interaction,the standard of high school mathematics curriculum also emphasizes that mathematics teaching is the process of teacher-student interaction and participation.The empirical research and analysis of the current situation of teacher-student interaction in high school mathematics classroom can not only diagnose and improve the interaction between teachers and students in mathematics classrooms,but also enrich the research results of the interaction between teachers and students in high school mathematics classrooms,and provide a new reference for the study of teacher-student interaction in high school mathematics classrooms.According to this,this article revolves around the following three questions development:(1)Compiling student questionnaires and teacher interview outlines;(2)Conducting questionnaire surveys on students,interviewing teachers,entering the mathematics classroom to observe the real situation of teacher-student interaction,and combining the results of the three surveys,analysis the current situation and existing problems of the interaction between teachers and students in the high school mathematics classroom;(3)According to the problems found,the suggestions for interaction between the teachers and students in the high school mathematics classroom are pointed out.According to the above questions,the author mainly uses the questionnaire survey method,and assists in the interview method and classroom observation method.The first high school in SQ County of Henan Province is taken as an example to study the current situation of teacher-student interaction in high school mathematics classroom.Firstly,with reference to the "five kinds of structural models of teacher-student interaction" of Beijing Normal University's postdoctoral Yu Guowen and education expert Cao Yiming,thefive dimensions of the student questionnaire are determined: teacher explanation-student lecture,teacher question-student answer,student question-Teacher response,student problem-teaching,group discussion-teacher guidance;secondly,in these five dimensions,the relevant items are written,the students are pre-investigated,the reliability and validity are analyzed,and the formal investigation is carried out after reaching the standard;finally,the data collected by the formal survey is analyzed by SPSS 21.0 and Excel software.The analysis content:(1)grade difference and gender difference in the interaction between teachers and students in high school mathematics classroom;(2)high school students in each specific interaction form Specific performance and recognition of interaction.Through the analysis of the questionnaire data,combined with the results of the first-line mathematics teacher interview and the mathematics classroom observation,the current situation and problems of the teacher-student interaction in the mathematics classroom of the survey school are as follows:(1)The scores under the five interaction dimensions are all between 3 points and 4 points,there is no "conformity" standard,which indicates that there are still certain problems in the interaction between teachers and students in the high school mathematics classroom;(2)There is no gender difference in the teacher-student interaction in the high school mathematics classroom,but there are grades differences,and as the grades increase,the overall performance of students in interaction and the recognition of interactions declines;(3)Teacher explanations-student listening and teacher questions-student answers is the main form of mathematics classroom interaction,student recognition is very high;and student questioning-teacher response and group discussion-teacher guidance is not good,student recognition is not high;(4)Teachers and students have an interactive awareness,but more vague,and teachers are interactive lack of pertinence;(5)Students lack the initiative in the mathematics classroom interaction,and when they encounter problems in mathematics learning,they are more inclined to discuss with the students.Based on the current situation and existing problems of teacher-student interaction in high school mathematics classroom,and adhering to the principle of“discovering problems and solving problems”,the author puts forward the following suggestions for the interaction between teachers and students in high school mathematics classrooms:(1)Enhance the interaction between teachers and students in mathematics classrooms;(2)Create interactive conditions for teachers and students in mathematics classrooms;(3)To create an interactive atmosphere for teachers and students in mathematics classrooms;(4)To organize extracurricular mathematics interactive learning groups.